ECON2111 Introduction to Economic Development - 2022

Subject Code
Study Level
Commencing Term
Term 3
Total Units of Credit (UOC)
Delivery Mode
On Campus and Online
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

​One out of five people on Earth lives on less than $1 USD per day, while half the world lives on less than $2 USD per day. This course explores the causes and correlates of global poverty, and investigates the policies used to address it. The approach of the course is microeconomic, meaning that we focus on individual and household behaviours, as well as market failures which lead to sub-optimal choices by these individuals. We will learn about measurement of poverty and inequality, the role of health and education in poverty, problems in credit, savings, and insurance markets, the causes and effects of migration, environmental degradation, and child labour. By the end of this course, students will be able to design innovative ways to assess whether a proposed development intervention is likely to successfully improve the welfare of its target population.

This course will not cover macroeconomic topics, such as institutions, geography, growth, trade, or liberalisation, in any depth. This is not because these are not important topics, but rather because there are other courses in the School which are entirely dedicated to them. For students interested in those topics the following courses are recommended: ECON3110 (Development Economics), ECON3116 (International Trade), and ECON3104 (International Macroeconomics).

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

​ECON2111 will build on content from ECON1101 and ECON1102. Students should be warned that good command of the material taught in the prerequisite courses is essential for successfully mastering the material in this course.

Economic models and econometric tools are frequently used to provide a coherent explanation for some issues, but you do not need to have taken an econometrics course to be successful in this course. The first weeks of the course will provide an overview of the essential statistical methods needed to interpret the literature discussed in this course.

2. Staff Contact Details

Position Title Name Email Location Phone Consultation Times
Lecturer-in-chargeDrHasin YousafRoom 3120, Quadrangle Building9385 3323Monday 11-12pm and by appointment

Contact details for the course tutor will be posted on the course website.

You should feel free to contact your lecturer(s) about any academic matter. However, we strongly encourage that, for efficiency, all enquiries about the subject material be made at lectures or tutorials, or during consultation time. Discussion of course subject material will not be entered into via lengthy emails.

Email correspondence on administrative matters (e.g., inability to attend tutorial) will be responded to within 48 hours, but not over weekends. Please note that the lecturer has no advance notice of the date and time of the final exam [the subject of many emails].

Your email should have “ECON2111” in the subject line.

Student Enrolment Requests

Students can vary their own enrolment (including switching lecture streams or tutorials) via myUNSW until the end of Week 1. In general, most other student enrolment requests should be directed to The Nucleus: Student Hub (formerly Student Central). These include enrolment in full courses or tutorials, course timetable clashes, waiving prerequisites for any course, transfer-of-credit (international exchange, transfer to UNSW, cross-institutional study, etc.), or any other request which requires a decision about equivalence of courses and late enrolment for any course. Where appropriate, the request will be passed to the School Office for approval before processing. Note that enrolment changes are rarely considered after Week 2 classes have taken place.

3. Learning and Teaching Activities

Use of your Webcam and Digital Devices: If you enrol in an online class, or the online stream of a hybrid class, teaching and associated activities will be conducted using Teams, Zoom, or similar a technology. Using a webcam is optional, but highly encouraged, as this will facilitate interaction with your peers and instructors. If you are worried about your personal space being observed during a class, we encourage you to blur your background or make use of a virtual background. Please contact the Lecturer-in-Charge if you have any questions or concerns.

Some courses may involve undertaking online exams for which your own computer or digital devices will be required. Monitoring of online examinations will be conducted directly by University staff and is bound by the University's privacy and security requirements. Any data collected will be handled accordance with UNSW policies and standards for data governance. For more information on how the University manages personal information please refer to the UNSW Student Privacy Statement and the UNSW Privacy Policy.

Approach to Learning and Teaching in the Course

An understanding of any economic phenomenon has two components. Theory investigates causal factors that produce and sustain the phenomenon (in this case, economic (under)development) and examines the processes through which causality works. The facts that theory attempts to explain are supported by empirical observations. Empirical data is also used to test the validity of the theory in the context of specific cases. In this course, we will continually emphasise the relationship between theory and empirics. Students will be particularly encouraged to question the validity of theories, as well as the relevance of specific facts.

Learning Activities and Teaching Strategies

​This course has two principal interactive learning components: lectures and tutorials. The lectures will cover the theory of economic development and underdevelopment, and form the core material of the course. In tutorials, students will discuss and present assigned material related to the theory. This material will often complement and reinforce the lectures by incorporating data and case studies, but occasionally it will also represent alternative views and criticism. Tutorials will serve to deepen students’ understanding of the core material.

The purpose of lecture is:

  1. to provide a logical structure for the topics that make up the course;
  2. to emphasise the important concepts, models and methods of each topic, and
  3. to provide relevant examples to which the concepts and methods are applied.

Lectures will be delivered online using Zoom, and the link will be available via the Course Moodle webpage. Lecture slides can be downloaded from Moodle prior to each lecture.

Tutorial meetings will be offered both online and face-to-face and will provide an opportunity for each student to develop their understanding of theoretical concepts, as well as communication skills and critical outlook on economic development problems and solutions, through oral presentations. Tutorials are NOT designed to provide students with rote solutions to assigned problems.

Alert: Content is Open to Argument

It is extremely important to note that, in large part, this course does not deal with accepted answers to conventional questions. Many of the questions we will address and discuss are current puzzles about which there are conjectures and insights, but no known “right answers” that can be memorised. Indeed, different pieces of reading material assigned on the same topic may sometimes contradict each other. Assignments and exams will reflect this nature of the material; marks will be awarded for evidence of reflection and reasoning, not for reproducing textbooks or lecture notes.

5. Course Resources

The website for this course is on Moodle.

  1. Banerjee, Abhijit and Esther Duflo, (2011). Poor Economics: A Radical Rethinking of the Way to Fight Global Poverty, New York: Public Affairs. (B&D in the course schedule)

  2. de Janvry, A. and E. Sadoulet. (2015). Development Economics: Theory and Practice. London: Routledge. (dJ&S in the course schedule)
You may either purchase copies of these texts or access them free of charge through the UNSW library. The online copies will allow you to download and print PDF versions of each chapter.

Other readings: An assortment of readings is prescribed, as detailed below, organised roughly by topic. Not all will be required. (R) Denotes readings required for lecture, in addition to the main textbook readings. Supplemental readings will be discussed in tutorial.

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.

​The School of Economics strives to be responsive to student feedback. If you would like more information on how the design of this course and changes made to it over time have taken students’ needs and preferences into account, please contact the Director of Education at the School of Economics.

​Student feedback is critical to the development of this course. Every year, feedback from students is used to improve upon course design. Please participate in the myExperience survey to assist with the future development and improvement of this course.

​Consent for De-Identified Data to be Used for Secondary Research into Improving Student Experience

To enhance your student experience, researchers at UNSW conduct academic research that involves the use of de-identified student data, such as assessment outcomes, course grades, course engagement and participation, etc. Students of this course are being invited to provide their consent for their de-identified data to be shared with UNSW researchers for research purposes after the course is completed.

Providing consent for your de-identified data to be used in academic research is voluntary and not doing so will not have an impact on your course grades.

Researchers who want to access your de-identified data for future research projects will need to submit individual UNSW Ethics Applications for approval before they can access your data.

A full description of the research activities aims, risks associated with these activities and how your privacy and confidentiality will be protected at all times can be found here.

If you consent to have your de-identified data used for academic research into improving student experience, you do not need to do anything. Your consent will be implied, and your data may be used for research in a format that will not individually identify you after the course is completed.

If you do not consent for this to happen, please email the opt-out form to to opt-out from having your de-identified data used in this manner. If you complete the opt-out form, the information about you that was collected during this course will not be used in academic research.

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: 12 SeptemberLecture A

What is Development? I


  • (R) B&D Ch.1


Lecture B

What is Development? II


  • (R) Sen, A. (1988). “The Concept of Development.” Chapter 1, (pp. 10-26). Handbook of Development Economics, eds. H. Chenery and T.N. Srinivasan. Elsevier Science Publishers.
  • Banerjee, A and E. Duflo. (2007) “The Economic Lives of the Poor.” The Journal of Economic Perspectives, 21(1).
Week 2: 19 SeptemberLecture A

Measuring Poverty


  • (R) dJ&S Ch.5
  • (R) Haughton and Khander. (2009). “Measuring Poverty.” Handbook on Poverty and Inequality, Chapter 4, The World Bank Institute.


Lecture B

Measuring Inequality


  • (R) Haughton and Khander. (2009). “Measuring Inequality.” Handbook on Poverty and Inequality, Chapter 6, The World Bank Institute.


Week 3: 26 SeptemberLecture A

Empirical Tools: Regression Analysis


  • (R) Sykes, A. (1992). “An Introduction to Regression Analysis.” The Inaugural Coase Lecture.
Lecture B

Empirical Tools: Randomized Control Trials (RCTs)


(R) Banerjee, A. V., & Duflo, E. (2009). “The Experimental Approach to Development Economics.” Annual Review of Economics. Duflo, E., R. Glennerster, and M. Kremer. (2007). “A Randomization Toolkit.” CEPR working paper 6059.


Poverty Supplementary Reading

Allen (2017). "Absolute Poverty: When Necessity Displaces Desire." American Economic Review, 107(12).


Online quiz

Online quiz 1 due by Friday 3:59pm

Week 4: 3 OctoberLecture A


***Note: No class on Monday 3 October which is a public holiday***

Lecture B



(R) B&D Ch.2&3 (R) Dupas, P. (2014). “Short-Run Subsidies and Long-run Adoption of New Health Products: Evidence from a Field Experiment.” Econometrica, 81(1).


Empirical Tools Supplementary Reading

Gertler, P., P. Premand, S. Martinez, C. M. J. Vermeersch, and L. Rawlings. (2010). Impact Evaluation in Practice. World Bank. Chapter 1.

Week 5: 10 OctoberLecture A





(R) B&D Ch.4 (R) Kremer, M. (2003). “Randomized Evaluations of Educational Programs in Developing Countries: Some Lessons.” American Economic Review, 93(2). Duflo, E. (2001). “Schooling and Labor Market Consequences of School Construction in Indonesia: Evidence from an Unusual Policy Experiment.” American Economic Review, 91(4).



Lecture B

Population and Development




(R) B&D Ch.5 (R) dJ&S Ch.11




Health Supplementary Reading

Miguel, E., and M. Kremer. (2004). “Worms: Identifying Impacts on Education and Health in the Presence of Treatment Externalities.” Econometrica, 72(1).


Online quiz

Online quiz 2 due by Friday 3:59pm

Week 6 FLEXIBILITY WEEK: 17 October

No classes this week.


Week 7: 24 OctoberLecture A





(R) B&D Ch.6 (R) Ray, D. (1998). “Insurance” (Chapter 15). Development Economics. Princeton University Press.



Lecture B





(R) B&D Ch.7




Insurance Supplementary Reading

Karlan, D., R. Osei, I. Osei-Akoto, and C. Udry. (2015). “Agricultural Decisions after Relaxing Credit and Risk Constraints.” The Quarterly Journal of Economics, 192(2).


Online quiz

Online quiz 3 due by Friday 3:59pm

Week 8: 31 OctoberLecture A





(R) B&D Ch.8 (R) McClure, S., D. Laibson, G. Loewenstein, and J.D. Cohen. (2004). “Separate Neural Systems Value Immediate and Delayed Monetary Rewards.” Science 306(5695).



Lecture B




(R) dJ&S Ch.12

(R) “Migration and Development” The Economist, 2004




Credit Supplementary Reading

Banerjee, A., E. Duflo, R. Glennerster, and C. Kinnan. (2015). “The Miracle of Microfinance? Evidence from a Randomized Evaluation.” American Economic Journal: Applied Economics, 7(1).

Week 9: 7 NovemberLecture A

Environment and Development I



(R) dJ&S Ch.15 (R) Solow, R. (1991). “Sustainability: An Economist’s Perspective” 18th J. Seward Johnson Lecture to the Marine Policy Center, Woods Hole Oceanographic Institution at Woods Hole, MA. Ostrom, Eleanor (1990). Governing the Commons: The Evolution of Institutions for Collective Action. Cambridge University Press. Chapters 1 & 2.


Lecture B

Environment and Development II




(R) Jack, B. K., Kousky, C. , and Sims, K.R.E. (2008) “Designing payments for ecosystem services: Lessons from previous experience with incentive-based mechanisms.” Proceedings of the National Academy of Sciences. (R) Costello et al. (2008) “Can Catch Shares Prevent Fisheries Collapse?” Science (321).




Migration Supplementary Reading

Munshi, K. and M. Rosenzweig. (2016). “Networks and Misallocation: Insurance, Migration, and the Rural-Urban Wage Gap.” American Economic Review, 106(1).


Online quiz

Online quiz 4 due by Friday 3:59pm

Week 10: 14 NovemberLectures A&B

Public Goods


(R) Miguel & Gugerty (2004). "Ethnic Diversity, Social Sanctions, and Public Goods in Kenya," Journal of Public Economics, 89.


Environment & Development Supplementary Reading

Andreoni, J. and A. Levinson. (2001). “The Simple Analytics of the Environmental Kuznets Curve.” Journal of Public Economics. 80.

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, supplementary exams 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.  For PG Research PLOs, including Master of Pre-Doctoral Business Studies, please refer to the UNSW HDR Learning Outcomes

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

Attendance and Engagement

Your regular attendance and active engagement in all scheduled classes and online learning activities is expected in this course. Failure to attend / engage in assessment tasks that are integrated into learning activities (e.g. class discussion, presentations) will be reflected in the marks for these assessable activities. The Business School may 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.). If you are not able to regularly attend classes, you should consult the relevant Course Authority.

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.
  • Educational Resource 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 Academic Skills
Resources and support – including workshops, individual consultations and a range of online resources – to help you develop and refine your academic skills. See their website for details.

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.