AGSM9274 Systems for Change - 2023

Subject Code
Study Level
Commencing Term
Term 2
Total Units of Credit (UOC)
Delivery Mode
Online Weekly
This course outline is for the current term. To view outlines from other years and/or terms, visit the archives

1. Course Details

Summary of Course

Contemporary organisations operate in complex and turbulent environments. These environments compel change, both episodic and continual. Systems for Change analyses change in organisations by viewing the organisation as a system. This system comprises interdependent units, processes, procedures, rules and events, that you can leverage to enable successful change.

Further, the organisation is an open system, positioned in and influenced by its external environment. The course highlights that change is uncertain and paradoxical and stresses those involved in initiating and sustaining change must embrace complexity, and adopt an open-systems perspective. The course also affirms change managers must continually assess and continually improve their effectiveness.

Systems for Change has three themes. First, organisations are complex and are in complex, turbulent environments. Second, in this context we propose that sustaining change is critical. Third, we argue that a 'systems thinking' perspective is essential for change agents. We offer various approaches to sustain continuous change in complexity, including:

  • individual perspectives (e.g. paradoxical thinking),
  • structural perspectives (e.g. ambidexterity),
  • cultural perspectives (e.g. broad-based diversity) and
  • leveraging established organisational sub-systems (e.g. the employment relations sub-system).

In this course, when we talk about change, we mean sustainable and continuous change. This might mean sustaining changes. Or change could mean sustaining the organisation's capacity for, and success in, generating changes to meet its challenges and seize its opportunities. Therefore, our focus is on one-off change and on ongoing, continuous change.

In each Unit, we will ask you to think about how systems increase the organisation's ability to sustain change and to change constantly. Further, we will ask you to think about how self-sustainable the systems are. That is, how much do they need constant management? Can they operate independently of individual people? Do they include feedback loops in their design, which lead to modifications to the sub-system? Are they designed for self-renewal?

Specifically, this course aims to show how:

  • effective organisational change depends on how much systems support, motivate and enable change
  • effective systems respond to and positively influence other systems, organisational strategies and the environment
  • effective systems are self-sustaining
  • effective change agents recognise the complexities of organisational change. Also, in turbulent environments how a systems perspective can help sustain both episodic and continual change. Effective change agents critically review and learn from their experiences.

We explore the organisation as a whole. We focus on specific systems and how they can contribute to organisational change.

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

Guiding statement and linkages

This course covers a diverse range of topics related to change. So we thought it would be useful to provide a guiding statement to capture the main elements of the course and highlight the linkages between topics and concepts:

exploring systems to sustain change in complex and paradoxical environments

Each Unit should be read for the components of this guiding statement: 'systems', 'sustaining change', 'complexity' and 'paradox'.

  • Unit 2 explores systems and sustaining change.
  • Unit 3 explores complexity and paradox in the change process.
  • Unit 4 considers organisational capabilities as systems that both generate and support change.
  • Units 5 through 9 provide specific examples of organisational systems that produce and sustain change. Some systems are typically part of the formal structure within organisations (e.g. the employment relations sub-system) and others (e.g. innovation) can be used as systems for change.
  • Unit 10 turns to corporate social responsibility and stakeholder responsibility, highlighting the elements of systems, complexity, and sustainability.

When working through Units, keep our guiding statement in mind, and constantly seek to identify the threads that weave the units together.

Key features of Systems for Change

As well as the core materials, the course provides the opportunity to engage in two processes critical to effective change management practice: reflection and integration. In course assessments, you are expected to reflect on and integrate course concepts from Approaches to Change with the materials from this course. This is your opportunity to integrate and synthesise these learnings. Assessments test your knowledge of course concepts from Approaches to Change and Systems for Change. You should choose and use relevant concepts in all the assessments.

Three videoconferences.

  • first, in Week 2, is an introduction to the course requirements and it also provides an opportunity to talk about your plans for the change project.
  • second, in Week 5, provides an opportunity to discuss your project and materials from Unit 4 and 5.
  • third, in Week 9, considers the diversity material from Unit 7 and other topics as advised, and provide another opportunity to discuss the progress of your project.

Four weeks of assessed online dialogue (after an unassessed Opening Dialogue in Week 1). In each online dialogue, you will have a few questions to discuss. You will receive some general, informal feedback on your contributions to the first online dialogue and then more detailed feedback with marks for all online dialogues after all are completed. Students find the dialogues help apply concepts to their organisations.

Time-Intensive. Please note this course includes quite a lot of material (Unit content and readings) to digest. In addition, the online dialogues and the project are time-intensive. Overall, the workload is demanding, and we urge you to review carefully and keep up to date with the weekly requirements. It could be quite challenging to 'play catch-up'.

There is no final exam for this course.

Additional Course Details

Change project

The change project assessment requires submitting two assignments: a project proposal and a final report. Specific requirements for these are detailed below. The aims of the project are:

  1. to develop an organisational change proposal
  2. to develop a strategy and a full implementation plan for an organisational change based on a sound diagnosis
  3. to integrate course concepts from Systems for Change and Approaches to Change in articulating and justifying your strategy and implementation plan. In particular, integrating the materials on systems, sustaining change and complexity
  4. to apply systems thinking to address the challenges and complexities of managing change.

The project provides the opportunity to use your diagnostic skills to develop an intervention plan. It also serves as a vehicle to develop your ability to reflect on relevant course materials and apply them to this project. You will reflect on the course materials from Approaches to Change, combine them with the materials from Systems for Change, and apply them to this project. To assist in this process, Unit 1 guides using a structured process to review relevant concepts and also introduces additional materials that may help with the requirements of this project.

To complete this piece of assessment, you will write two papers:

  • First, Assessment 2: a proposal explaining why you want to undertake this intervention and what you intend/expect to do.
  • Second, Assessment 3: a report of your organisational analysis and your plan for an organisational change. We are looking for evidence of your ability to gather and analyse data and apply course concepts to your analysis of the situation and to develop recommendations for improvement. In this plan, you are required to specifically use materials from both  Approaches to Change and Systems For Change.

We do not ask that you complete implementing a project or solution: only that you recommend a solution and construct a plan for how to implement your solution.

You will need to actively engage in the diagnosis stage, i.e. gather information and data that can help you understand the current state of the organisation. This diagnosis of the current state of the organisation will help you understand why the problem/issue is occurring. This will most likely involve scoping and diagnosis, which is interactive; You will need to talk to people in the organisation and gather relevant data. At this point, you will be analysing the organisation's present and past. You are identifying what is currently an issue and what events, practices, processes, and decisions in the past have led to the current organisational state.

When it comes to implementation planning, in which you generate a plan for how to improve the situation, you may involve others to help you develop your implementation plan. However, the final plan, and in particular, applying the course concepts in the plan, must be your own work. This phase is future-oriented; you are developing a plan for a new and different way of doing things.

Getting started

Here's how to make a strong start to our Course.

  1. Read both the Course Outline and the Assessment Details closely. Update your diary with the key events and requirements.
  2. As early as possible, log into our Moodle class, look around, and then, in the Opening dialogue space:
  • check out facilitator postings
  • post a personal introduction
  • post your photo
  • check some key Moodle settings
  • say hello to your colleagues and find a learning partner.

3. Read all announcements carefully.

4. Make an early start on the course materials. Why not get ahead and look at Unit 2 (and even 3)?

3. Staff Contact Details

Position Name Email Location Phone Consultation Times
Facilitator in ChargeGary Peacock

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

In this course, you will gain benefit from a number of learning partnerships.

1. Your co-participants. Your colleagues are an invaluable potential source of learning for you. Their work and life, and their willingness to question and engage with the course materials, the Facilitator and your views, represent a great learning opportunity. They bring much valuable insight to the learning experience.

2. In-course learning partner or learning group. During this course, you will be asked to form a learning partnership with another participant in this course. You may wish to select someone you already know, or you may prefer to use a different person at different times during the course.

It is up to you to make the necessary arrangements and contact them. You might also consider having more than one learning partner. Some previous course participants have found it valuable to work in a learning group.

You will need to make initial contact with your learning partner in Week 1 and establish when it is a good time to contact them in future weeks. Perhaps you could organise a time each week to phone, video-chat via MS Teams or similar, or to talk face to face. But do set aside some uninterrupted time, about 30 minutes, for your dialogue. Your learning partner is doing the course with you, and together you can explore some of the issues that will be raised.

All participants will post a personal introduction in the Moodle class in the Participant Profiles forum, which might be helpful when considering who you might like to engage as a learning partner. Details on accessing this forum are part of our introductory activities for the course.

You may be asked to discuss your reactions to an article or reading, you may need to do some collaborative work together, or you may need to exchange information with each other. The tasks will vary from Unit to Unit. Your learning partner will also be an invaluable source of support for your project.

3. The online dialogues. Systems for Change has an opening dialogue (not assessed) and four assessed online dialogues throughout the course.

  • Opening dialogue: Week 1
  • Online dialogue 1: Week 3
  • Online dialogue 2: Week 6
  • Online dialogue 3: Week 8
  • Online dialogue 4: Week 10

You will engage in dialogue to explore and apply course concepts, and share personal reflections about your role as a change agent. You will be required to consider several questions during each dialogue. Your facilitator will post these questions in Moodle before the start of the online-dialogue period. You will be assigned to an online-dialogue syndicate and details will be posted online in the News space. You will also have access to, and are free to participate in, other syndicate dialogues.

However, only your contribution to your assigned dialogue syndicate will be graded. Collectively, these dialogues account for 20% of the marks for the course.

4. Your Facilitator, who will:

  • facilitate the five designated online dialogues
  • conduct three videoconferences
  • grade and provide feedback on your assessments
  • respond to your academic enquiries and offer assistance where appropriate.

Learning Activities and Teaching Strategies

Course Structure

In Unit 1, The change project, we provide in-depth guidance on the requirements of the change project. This assessment requires both reflecting on and applying materials from Approaches to Change, as well as the Systems for Change materials. This is a challenging task. So we devote Unit 1 to helping you make an early and informed start on your project and provide suggestions for reflecting on and integrating course materials. We offer the Change Process Framework as an appropriate process and provide fresh perspectives on aspects of the framework.

In Unit 2, Systems for sustaining change,  we turn to the first of two topics at the heart of this course: sustaining change. We distinguish between episodic and continuous change and identify the factors that affect the sustainability of change. Our second topic is the nature of systems thinking, which is central to this course. We stress how important this approach is for change agents, particularly in complex environments.

In Unit 3, Complexity and paradox, three topics offer mechanisms for dealing with change in complex settings. First, managing the paradoxical demands often present in complex settings. How can we harness paradox rather than be disabled by it?

Second, we look at a structural response to complexity, and paradox in particular: the ambidextrous organisation.

Third, we consider individual responses to paradox, arguing that both cognitive complexity and behavioural complexity are essential change agent capabilities.

In Unit 4, Building organisational capabilities for change, We identify organisational capabilities that can be leveraged to respond to complexity and to sustain change. Of particular interest are 'dynamic' capabilities, which enhance an organisation's agility.

Unit 5, Managing IT systems for sustained change. We delve into another well-recognised organisational sub-system, information technology (IT). We explore using IT as a vehicle for change. Again, we adopt a systems perspective, emphasising the boundaries between sub-systems and how these need to be negotiated.

In Unit 6, Building intelligent organisations, we use the concept of the intelligent organisation to draw together research and ideas from two streams of thinking: organisational learning and knowledge management. We argue these two processes and attendant systems offer mechanisms that facilitate continuous change through learning and adaptation.

In Unit 7, Using diversity to generate and sustain change, we present a means of stimulating continuous and sustainable change. We take an inclusive and expanded view of diversity and explore the potential for such outcomes as innovation and creativity. We use diversity as an example of the need for systems thinking when generating continuous change.

In Unit 8, Sustaining innovation for change, we assume innovation is a major force for change. Organisations must value innovation and use it as a driver for change. We are particularly interested in organising for sustained innovation and the associated change that implies.

In Unit 9, Employment relations sub-system, we demonstrate the central and pervasive nature of Employment Relations within organisations, and its potential to generate, support and embed change. Further, Employment Relations is an excellent example of the working of complex systems in organisations, and the need for an appropriate systems stance to capitalise on this potential.

Unit 10, Corporate social responsibility and stakeholder management, is structured around the following logic. Organisations are conceived as open systems that influence and are influenced by their environment, notably key stakeholders. Organisational sustainability is determined mainly by engagement with these stakeholders. In turn, sustainability raises issues of an organisation's obligations towards its stakeholders, and its corporate social responsibility (CSR). For organisations and for those responsible for leading change, the dialogue surrounding CSR leads to considering challenging ethical issues.

6. Course Resources

You have the following resources to help you learn:

The course materials, which you will access via your Moodle class. You will do much of your learning outside the classroom by working through the course materials, and by completing the activities as they arise.

Your interaction with your Facilitator. The Facilitator's job is:

  • to guide your learning by conducting the online or face-to-face discussions,
  • 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.

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 your learning experience.

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 data collected in the myExperience survey 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


The facilitator encouraged interaction and provided helpful feedback. Some feedback helped improve students writing skills. The facilitator carefully related theory and practice and provided real-world applications and examples of the concepts.

Course Materials and Delivery

Some students had different preferences for the format of online dialogues. Many big concepts need online discussion and application to ensure deeper understanding of these complex concepts. Some of the readings are challenging to understand.

Response to Student Feedback

The facilitator is regularly encouraged by previous students' feedback to AGSM to continue to relate real-world examples to the course concepts.

The feedback to help improve students writing skills is supporting the learning outcome:

  • to prepare written documents containing critical argument and perspectives on change management.

In any class, there are diverse preferences for how students learn. To accommodate these preferences, we provide different activities and different forms of these activities. In practice, what this means is students will find many activities that suit their style and perhaps a few that do not suit their style. With online discussions on complex concepts, to ensure deep understanding and good application needs multiple posts in a week.

Some of the readings in Systems For Change are more difficult to understand than readings from Approaches To Change and Change Skills because of differences in the nature of the concepts. In Approaches To Change and Change Skills, concepts are more likely to apply to personal change or group change. Many students will have heard about or experienced many of the concepts in their daily work.

In contrast, in Systems For Change concepts are more likely to apply to organisational change. Since most organisational change concepts are applied by senior managers, fewer students will have heard about or experienced many of the concepts in their daily work. So, the readings are challenging because the concepts are more complex and for many students the concepts are new.

To help students, we regularly review readings to find alternative ways to present the paper's ideas in the ebook or to use videos. For complex concepts, where more user-friendly resources become available, we use them.

8. Course Schedule

Week Activity Topic Detail/Engagement Assessment Task
Week 1 Opening dialogue (unassessed)Unit 1: The integrative change project

Participation not assessed but essential.

Week 2 Videoconference 1Unit 2: Systems for sustaining change

The videoconference will be recorded for students who are unable to attend

Week 3 Assessment 1: Dialogue 1Unit 3: Complexity and paradox
Assessment 1: Dialogue participation : Four online dialogues
Week 4 -Unit 4: Building organisational capabilities for change
Week 5 Videoconference 2; Assessment 2: Project proposalUnit 5: Managing IT systems for sustained change

The videoconference will be recorded for students who are unable to attend

Assessment 2: Integrative change project proposal : Proposal
Week 6 Assessment 1: Dialogue 2Unit 6: Building intelligent organisations
Assessment 1: Dialogue participation : Four online dialogues
Week 7 -Unit 7: Using diversity to generate and sustain change
Week 8 Videoconference 3; Assessment 1 Dialogue 3Unit 8: Sustaining innovation for change

The videoconference will be recorded for students who are unable to attend

Assessment 1: Dialogue participation : Four online dialogues
Week 9 -Unit 9: Employment relations sub-system
Week 10 Assessment 1 Dialogue 4Unit 10: Corporate social responsibility and stakeholder management
Assessment 1: Dialogue participation : Four online dialogues
Week 11 Independent Study
Week 12 Assessment 3: Final report
Assessment 3: Integrative change project final report : Final report

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