ECON4309 Economic Measurement - 2018

Semester 2
6 Units of Credit
On Campus
This course outline is for the current semester. To view outlines from other years and/or semesters, visit the archives

1. Course Details

Summary of Course

​This course covers the theory and practice of economic measurement, including the measurement of key economic indicators such as the Consumer Price Index, Gross Domestic Product and productivity growth. Approaches employed by international statistical agencies will be highlighted, along with the possibility that policy implications are often reliant on the choice of measurement techniques. The course will be technically rigorous, particularly in the use of microeconomic theory and econometric analysis, and will draw on the latest international research developments.

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

​The aim of this course is to give you a solid foundation in the field of economic measurement. This is not only valuable in itself, but also aids in the understanding of data sources, uses and reliability, which can enhance empirical modelling and understanding. A side objective is to practice rigorous economic and mathematical reasoning to enhance your analytical skills. In addition, the course provides opportunities for developing applied research, technical writing, collaboration and communication skills, which are of great value in the workplace and in studying other courses.

2. Staff Contact Details

Position Title Name Email Location Phone Consultation Times
Lecturer-in-chargeProfKevin FoxRoom 31199385 3320Tuesdays 5-6pm, Fridays 11am-12 noon, or by appointment

Communication with staff

You should feel free to contact your lecturer about any academic matter. However, where possible, all enquiries about the subject material should be made at lectures or tutorials or during consultation times. Discussion of course subject material will not be entered into via lengthy emails.

3. Learning and Teaching Activities

Approach to Learning and Teaching in the Course

​The philosophy underpinning this course and its Teaching and Learning Strategies are based on “Guidelines on Learning that Inform Teaching at UNSW. Specifically, the lectures, tutorials and assessment have been designed to appropriately challenge students and support the achievement of the desired learning outcomes. A climate of inquiry and dialogue is encouraged between students and teachers and among students (in and out of class). The lecturers and tutors aim to provide meaningful and timely feedback to students to improve learning outcome.

Learning Activities and Teaching Strategies

​The examinable content of the course is defined by the references given in the Lecture Schedule, the content of Lectures, and the content of the Tutorial Program.

This is not a course where you can become proficient just by observing. You will need to get involved in class – evaluating information, asking and answering questions. You must also learn to organise your independent study and practise enough problems to gain a thorough understanding of concepts and how to apply them.

Students are expected to:

  • put a consistent effort into learning activities throughout the semester,
  • take a responsible role in preparing for tutorials and participating in them,
  • develop communication skills through engaging in classroom discussions,
  • concentrate on understanding how and why to use formulae and less on memorising them,
  • learn to work effectively with other students in order to complete tutorial and research assignments, and
  • make continuous improvements by using the feedback from assessments.


Lectures will introduce and emphasise the course content. They will include explanation of relevant topics and theory together with the use of worked examples to demonstrate the theory in practice. Where possible, lectures will show the relevance and application of the quantitative techniques covered in this course to real-world applications.

To get the most out of the lectures, students are strongly encouraged to familiarise themselves with the prescribed readings as given in the course outline prior to attending each lecture, and to be prepared to take notes during the lecture itself.

There is only a very limited time for questions to be answered during the lectures themselves. However, the tutorial class (see below) is an ideal forum for students to test their understanding and seek further instruction. Additionally, consultation times with lecturer can be used by students to clarify the lecture material.

You should attend one two-hour lecture per week.


Tutorials commence in week 3. The purpose of tutorials is to enable students to raise questions about difficult topics or problems encountered in their studies, and to develop communication skills. Students must not expect another lecture, but must come prepared with questions of their own.

Students are reminded of the University rule that if they attend less than 80 percent of possible classes, including tutorials, they may be refused final assessment.

5. Course Resources

​The website for this course is on UNSW Moodle.

There is no required textbook for this course. Lecture notes will be made available. Readings will be assigned for each topic, as appropriate. In particular, we will make use of three sources of notes that have been prepared by Professor W. Erwin Diewert of the University of British Columbia and UNSW, with titles (and abbreviations) as follows:

  • Index Number Theory and Measurement Economics (“INTME”)
  • The Measurement of Business Capital, Income and Performance (“Barcelona Lectures”).
  • Applied Economics (“AE”).

These notes are available through the links at the following website:

We will also make reference to the academic research papers and publications of international agencies, such as:

Some Other Resources

  1. The Society for Economic Measurement (SEM) “was founded to promote research on economic measurement, using advanced tools from economic theory, econometrics, aggregation theory, experimental economics, mathematics, and statistics”. The website provides links to conference information and other resources. Membership is free, and students are encouraged to become members.
  2. The Centre for the Study of Living Standards (CSLS) publishes the International Productivity Monitor, which publishes articles which are “largely nontechnical in nature and understandable to a wide audience of productivity researchers and analysts as well as the general public". CSLS also publishes various interesting reports.
  3. The International Association for Research in Income and Wealth publishes the academic journal Review of Income and Wealth, and organises conferences with economic measurement themes: International Association for Research in Income and Wealth.

6. Course Evaluation & Development

Each year feedback is sought from students and other stakeholders about this course. Continual improvements are made based on this feedback. While UNSW's myExperience survey is one of the ways in which student evaluative feedback is gathered, you are encouraged to provide feedback to the lecturer directly throughout the semester.  Feedback from previous students and stakeholders have helped mould the course, leading to refinements of the learning goals, content and assessments. ​

7. Course Schedule

Week 1: 23 July



Introduction to Economic Measurement and Early Approaches to Index Numbers


  1. The Purpose and History of Economic Measurement
  2. Index Number Purpose and Overview
  3. The Fixed Basket Approach
  4. The Unweighted Statistical or Stochastic Approach
  5. The Weighted Stochastic Approach of Theil
  6. The Divisia Approach
  7. The Approaches of Bennet and Montgomery
  8. The Aggregation Theorems of Hicks and Leontief

Primary References:

Griliches, Z. (1985), “Data and Econometricians — The Uneasy Alliance,” American Economic Review 75(2), 196-200.

Griliches, Z. (1994), “Productivity, R&D, and the Data Constraint,” American Economic Review 84, 1-23

Diewert (INTME): Chapter 1

Week 2: 30 July



Axiomatic Approach to Bilateral Index Number Theory


  1. Bilateral Indexes and Some Early Tests
  2. Homogeneity Tests
  3. Invariance and Symmetry Tests
  4. Mean value tests
  5. Monotonicity Tests
  6. The Fisher ideal index and the test approach
  7. The Test Performance of Other Indexes
  8. The Additivity Test
  9. The Circularity Test

Primary References:

Balk, B.M.(2008), Price and Quantity Index Numbers, New York: Cambridge University Press.

Diewert (INTME): Chapter 3

Week 3: 6 August



The Cost of Living Index I


  1. The Könus Cost of Living Index for a Single Consumer
  2. The True Cost of Living Index when Preferences are Homothetic
  3. Wold's Identity and Shephard's Lemma
  4. Superlative Indexes: The Fisher Ideal Index
  5. Quadratic Mean of Order r Superlative Indexes
  6. Superlative Indexes: The Törnqvist Index

Primary References:

Balk, B.M.(2008), Price and Quantity Index Numbers, New York: Cambridge University Press.

Diewert (INTME): Chapter 4

Diewert (1976), "Exact and Superlative Index Numbers," Journal of Econometrics 4, 114-145.

Week 4: 13 August



The Cost of Living Index II


  1. Plutocratic Cost of Living Indexes and Observable Bounds
  2. The Fisher Plutocratic Price Index
  3. Democratic versus Plutocratic Cost of Living Indexes
  4. Do Households Face Prices that are Independent of the Quantity Purchased?
  5. Household Composition is not Constant over Time
  6. Household Preferences and Environmental Variables are not Constant over Time
  7. Is it Realistic to Assume that Households have Preferences over all Possible Commodities?
  8. Traditional Consumer Theory Ignores the Problems Posed by Household Production
  9. The Problem of Integer Purchases rather than Continuous Unit Purchases
  10. Economic Approaches to the CPI do not Deal Adequately with the Problem of Seasonal Commodities

Primary References:

Diewert (INTME): Chapters 5 and 6

Prais, S.J. (1959), "Whose Cost of Living?" Review of Economic Studies 26, 126-134.

Week 5: 20 August



Elementary Indexes


  1. Ideal Elementary Indexes Elementary Indexes used in Practice
  2. Relationships between the Frequently Used Elementary Indexes
  3. Axiomatic Approach to Elementary Indexes
  4. Economic Approach to Elementary Indexes
  5. Sampling Approach to Elementary Indexes
  6. Stochastic Approach to Elementary Indexes

Primary References:

Diewert (INTME): Chapter 10 CPI Manual, Chapter 9 Some Supplementary Reading:

Diewert, W.E. and K.J. Fox (2017) “Substitution Bias in Multilateral Methods for CPI Construction using Scanner Data,” UBC Discussion Paper 17-02.

Ivancic, L. and K.J. Fox (2013), “Understanding Price Variation Across Stores and Supermarket Chains: Some Implications for CPI Aggregation Methods,” Review of Income and Wealth 59(4), 629-647

Ivancic, L., W.E. Diewert and K.J. Fox, (2011), “Scanner Data, Time Aggregation and the Construction of Price Indexes,” Journal of Econometrics 161, 24-35.

Week 6: 27 August



Adjusting for Quality Change


  1. Matched Models Method Some Quality Adjustment Methods
  2. Comparison of Implicit Methods of Quality Adjustment
  3. Explicit Methods of Quality Adjustment
  4. Hedonic Regression Approach
  5. Hedonic Price Indexes

Primary References:

CPI Manual: Chapter 7

Diewert, W.E. (2003), “Hedonic Regressions: A review of some unresolved issues," 7th Meeting of the Ottawa Group, Paris, 27-29 May.

Some Supplementary Reading

Fox, K.J. and D. Melser (2014), “Non-linear Pricing and Price Indexes: Evidence and Implications from Scanner Data,” Review of Income and Wealth 60(2), 261-278.

Diewert W. E., J. de Haan and R. Hendricks (2015), “Hedonic Regressions and the Decomposition of a House Price Index into Land and Structure Components,” Econometric Reviews 34, 106-126.

Hill, R. J. (2013), "Hedonic price indexes for residential housing: A survey, evaluation and taxonomy'', Journal of Economic Surveys 27(5), 879-914.

Hill, R. J. and I. A. Syed (2012), "Hedonic price-rent ratios, user cost, and departures from equilibrium in the housing market,'' Discussion Papers 2012-45, School of Economics, The University of New South Wales.

Week 7: 3 September



Measurement of Capital


  1. Capital Stock Construction
  2. User Cost of Capital
  3. Implementation of the User Cost Approach
  4. Some Difficult Topics: capital stocks for R&D, inventories and land.

Primary References:

ABS (2015), Australian System of National Accounts: Concepts, Sources and Methods, Canberra. (5216.0) Chapter 19.

Diewert, W.E. and K.J. Fox (2018), “Alternative User Costs, Productivity and Inequality in US Business Sectors,” in W.H. Greene, L.A. Khalaf, P. Makdissi, R. Sickles, and MC. Voia (eds.), Productivity and Inequality, Springer.

Diewert: Barcelona Lectures, chapters I to VI.

Fox, K.J. (1997), "Open Economy Data Sets for 18 OECD Countries, 1960-1992," UNSW School of Economics Discussion Paper 97/26.

OECD (2009), Measuring Capital (“OECD Capital Manual”), Paris.

Week 8: 10 September



Measurement of Labour


  1. Measurement of hours worked

  2. Measurement of Human Capital

  3. Quality Adjustment of Labour Inputs

    Primary References:

    Australian Bureau of Statistics (6102.0.55.001) Labour Statistics: Concepts, Sources and Methods

    ABS (6150.0.55.001) - Labour Account Australia, Experimental Estimates

    ABS (6202.0) Labour Force, Australia




    ABS Research Paper (1352.0.55.077): Estimating Average Annual Hours Worked (Methodology Advisory Committee), 2006

    ABS Research Paper (1351.0.55.010): Quality-adjusted Labour Inputs, 2005

    ABS Working Paper: Measuring the Stock of Human Capital for Australia: Experimental Estimates, Working Paper No. 2004/1.

    Some Supplementary Reading:

    Griliches, Z. (1996), “Education, Human Capital, and Growth: A personal perspective", NBER Working Paper 5426.

    Fox, K.J. and C.M. Schwartz (2007), “Alternative Measures of Labour Underutilisation: Gender, education and unemployment,” Centre for Applied Economic Research Working Paper No. 2007/04, University of New South Wales, Sydney, Australia.

Week 9: 17 September



Measurement of Income


  1. Real GDP versus Real Domestic Income
  2. Gross, Net and Alternative Definitions of Income

Primary References:

Diewert: Barcelona lectures, chapter VII.

Diewert, W.E. and K.J. Fox (2007), “The New Economy and an Old Problem: Net versus Gross Output and the Measurement of Productivity,” manuscript.

Kohli, U. (2004), “Real GDP, Real Domestic Income, and Terms-of-trade Changes", Journal of International Economics 62, 83-106.

Supplementary Reading

Hill, R.J. and T.P. Hill (2003), “Expectations, Capital Gains and Income", Economic Inquiry 41, 607-619.

Mid Semester Break: 24 September
Week 10: 1 October



Measurement of Productivity I


  1. One Input and One Output Case
  2. Determinants of Productivity growth
  3. Increasing Returns to Scale
  4. Index Number Approach to the Measurement of Productivity

Primary References:

Diewert: Barcelona lectures, chapter VIII.

Diewert, W.E. and K.J. Fox (2001), “The Productivity Paradox and Mismeasurement of Economic Activity," in K. Okina and T. Inoue (eds.), Monetary Policy in a World of Knowledge-based Growth, Quality Change, and Uncertain Measurement, Palgrave.

Some Supplementary Reading:

Caves, D.W., L.R. Christensen and W.E. Diewert (1982), “The Economic Theory of Index Numbers and the Measurement of Input, Output, and Productivity”, Econometrica 50, 1393-1414.

Connolly, E. and K.J. Fox (2006), “The Impact of High-Tech Capital on Productivity: Evidence from Australia," Economic Inquiry 44(1), 50-68.

Diewert, W.E. and K.J. Fox (2008), “Returns to Scale, Technical Progress and Monopolistic Markups," Journal of Econometrics 145, 174-193.

Diewert, W.E. and C.J. Morrison (1986), “Adjusting Output and Productivity Indexes for Changes in the Terms of Trade,” Economic Journal 96, 659-679.

Fox, K.J. and U. Kohli (1998), “GDP Growth, Terms-of-Trade Effects, and Total Factor Productivity," Journal of International Trade and Economic Development Vol. 7, No. 1, 87-110.

OECD (2001), Measuring Productivity: Measurement of Aggregate and Industry-Level Productivity Growth (“OECD Productivity Manual”), Paris.

Week 11: 8 October



Measurement of Productivity II


  1. Translog GDP Function
  2. Accounting for Growth: An index number approach
  3. Accounting for Growth: Parametric estimates
  4. Specification of Functional Form and the Estimation of Technical Progress
  5. The Decomposition of Productivity Change
  6. Efficiency Analysis
  7. Malmquist Index

Primary References:

Fox, K.J. and U. Kohli (1998), “GDP Growth, Terms-of-Trade Effects, and Total Factor Productivity", Journal of International Trade and Economic Development Vol. 7, No. 1, 87-110.

Coelli, Battese and Rao (1998), An Introduction to Efficiency and Productivity Analysis, Kluwer Academic Publishers, chapters 6 and 8.

Diewert: AE, Chapter 8.

Diewert: Barcelona lectures, chapter IX.

Some Supplementary Reading:

Färe, R., S. Grosskopf, M. Norris and Z. Zhang (1994), “Productivity Growth, Technical Progress, and Efficiency Change in Industrialized Countries", American Economic Review 84, 66-83.

Fox, K.J. (1996), “Specification of Functional Form and the Estimation of Technical Progress", Applied Economics 28, 1996, 947-956.

Fox, K.J., R.Q. Grafton, J. Kirkley and D. Squires (2003), "Property Rights in a Fishery: Regulatory Change and Firm Performance," Journal of Environmental Economics and Management 46, 156-177.

Week 12: 20 October



Measurement of Productivity III

Special Topics/Review/Research Directions


  1. Hicks-Moorsteen-Bjurek Index
  2. Intangibles
  3. R&D and Productivity
  4. Topics by demand
  5. Review
  6. Research Directions: Problems that students should solve in the future

Primary References:

Diewert, W.E. and K.J. Fox (2017), ““Decomposing Productivity Indexes into Explanatory Factors", European Journal of Operational Research 256, 275–291, 2017.

Elnasri, A. and K.J. Fox (2014), “The Contribution of Research and Innovation to Productivity", Journal of Productivity Analysis 47, 291-308.

Some Supplementary Reading:

Corrado, C., C. Hulten and D. Sichel (2005), “Measuring capital and technology: An expanded framework", in Corrado, C., J. Haltiwanger and D.Sichel, eds, Measuring Capital in the New Economy. Studies in Income and Wealth, vol. 65, The University of Chicago Press.

Corrado, C., C. Hulten and D. Sichel (2006), "Intangible capital and economic growth", NBER Working Paper No. 11948 . National Bureau of Economic Research, Cambridge, Massachusetts.

Haskel, J. and G. Wallis (2013), "Public support for innovation, intangible investment and productivity growth in the UK market sector", Economics Letters 119, 195- 198.

Diewert, W.E. (2006), “The Berne OECD Workshop on Productivity Analysis and Measurement: Conclusions and Future Directions",

Week 13: 22 October

Special Topics

8. Policies

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 are linked to 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 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 nine to ten hours per week studying for a course except for Summer Term courses which have a minimum weekly workload of eighteen to twenty 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.

Special Consideration

You must submit all assignments and attend all examinations scheduled for your course. You can apply for special consideration when illness or other circumstances beyond your control, interfere with your performance in a specific assessment task or tasks. Special Consideration is primarily intended to provide you with an extra opportunity to demonstrate the level of performance of which you are capable.

General information on special consideration for undergraduate and postgraduate courses can be found in the Assessment Implementation Procedure and the Current Students page.

Please note the following:

  1. Applications will not be accepted by teaching staff. The lecturer-in-charge will be automatically notified when you lodge an online application for special consideration
  2. Decisions and recommendations are only made by lecturers-in-charge (or by the Faculty Panel in the case of final exam special considerations), not by tutors
  3. Applying for special consideration does not automatically mean that you will be granted a supplementary exam or other concession
  4. Special consideration requests do not allow lecturers-in-charge to award students additional marks

Business School Protocol on requests for Special Consideration

The lecturer-in-charge will need to be satisfied on each of the following before supporting a request for special consideration:

  1. Does the medical certificate contain all relevant information? For a medical certificate to be accepted, the degree of illness and its impact on the student must be stated by the medical practitioner (severe, moderate, mild). A certificate without this will not be valid. Students should also note that only medical certificates issued after physically visiting a registered medical practitioner will be accepted. Medical certificates submitted for Special Consideration should always be requested from a registered medical practitioner that you have seen at a medical practice. Certificates obtained online or via social media may be fraudulent and if relied upon could result in a breach of the UNSW Student Code.
  2. Has the student performed satisfactorily in the other assessment items? To understand what Satisfactory Performance means in this course, please refer to the 'Formal Requirements' section in Part A of your Course Outline

Special Consideration and the Final Exam in undergraduate and postgraduate courses

Applications for special consideration in relation to the final exam are considered by a Business School Faculty panel to which lecturers-in-charge provide their recommendations for each request. If the Faculty panel grants a special consideration request, this will entitle the student to sit a supplementary examination. No other form of consideration will be granted. The following procedures will apply:

  1. Supplementary exams will be scheduled centrally and will be held approximately two weeks after the formal examination period. Supplementary exams for Semester 1, 2018 will be held during the period 14 - 21 July, 2018. Supplementary exams for Semester 2, 2018 will be held during the period 8 - 15 December, 2018. Students wishing to sit a supplementary exam will need to be available during this period.
    If a student lodges a special consideration application for the final exam, they are stating they will be available on this date. Supplementary exams will not be held at any other time.

  2. Where a student is granted a supplementary examination as a result of a request for special consideration, the student’s original exam (if completed) will be ignored and only the mark achieved in the supplementary examination will count towards the final grade. Absence from a supplementary exam without prior notification does not entitle the student to have the original exam paper marked, and may result in a zero mark for the final exam.

The Supplementary Exam Protocol for Business School students is available at:

For special consideration for assessments other than the final exam refer to the ‘Assessment Section’ in your course outline.

Protocol for Viewing Final Exam Scripts

The UNSW Business School has set a protocol under which students may view their final exam script. Please check the protocol here.

Given individual schools within the Faculty may set up a local process for viewing final exam scripts, it is important that you check with your School whether they have any additional information on this process. Please note that this information might also be included in your course outline.

Student Support and Resources

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

Business School Education Quality and support Unit (EQS)
The EQS offers academic writing, study skills and maths support specifically for Business students. Services include workshops, online resources, and individual consultations.
Level 1, Room 1033, Quadrangle Building.
02 9385 7577 or 02 9385 4508

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 Centre
The UNSW Learning Centre provides academic skills support services, including workshops and resources, for all UNSW students. See their website for details.
Lower Ground Floor, North Wing Chancellery Building.
02 9385 2060

Educational Support Service
Educational 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. Check their website to request an appointment or to register in the Academic Success Program.
John Goodsell Building, Ground Floor.
02 9385 4734

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

Disability Support Services
UNSW Disability Support Services provides assistance to students who are trying to manage the demands of university as well as a health condition, learning disability or who have personal circumstances that are having an impact on their studies. Disability Advisers can arrange to put in place services and educational adjustments to make things more manageable so that students are able to complete their course requirements. To receive educational adjustments for disability support, students must first register with Disability Services.
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

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