MBAX9104 Management of Innovation and Technical Change - 2019

Weekly, Sydney CBD
Weekly, Online
Term 1
6 Units of Credit

Offering Selection
This course outline is provided in advance of offering to guide student course selection. Please note that while accurate at time of publication, changes may be required prior to the start of the teaching session. To view other versions, visit the archives .

1. Course Details

Summary of Course

This course is an MBA (Technology)/MBT capstone course.

The main aim of a capstone course is to enable graduates to synthesise all their learning across the program, and to achieve a common understanding of the degree qualification.

Regardless of the individual program pathway you have chosen, the capstone course will add significant value to your Master degree by building on your knowledge and skills from a range of disciplines (financial, legal, technological) that may have been developed through your previous courses in the program or prior study and professional experience.

As an AGSM graduate, it is expected that you will be able to perform effectively at a high strategic level. 'Business' and 'technology' are integral in the coursework to address how the rapidly changing technological environment so significantly influences strategic management practices across the spectrum of both commercial and non-commercial organisations. The integration of business and technology in your graduate business education will be reinforced via the two capstone courses. It is therefore strongly recommended that they be the final courses in your studies.

Teaching Times and Locations

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

View course timetable

Course Policies & Support

Course Aims and Relationship to Other Courses

This course provides you with an examination of the nature and role of innovation and change in the management of organisations in the commercial, public and not-for-profit sectors, and other types of organisations in the 21st century.

In general, management is concerned with establishing and directing productive activities in a systematic manner. In this process, management must be continually concerned with effectiveness, efficiency, survival and growth. These areas involve the processes of improvement and change which in turn rely on discovery, assessment, introduction and implementation of innovation in organisational contexts. This necessarily involves change: in structures, systems, procedures, operations, technology and so-called soft systems.

The course aims to examine these processes within large and small businesses across all sectors in order to understand the essential features of the management of innovation and change.

In the past, we have assumed that once 'sound' strategic decisions have been made, people will rationally choose to adopt superior changes and innovations to replace outmoded processes, procedures, systems and technologies. We also assumed that if a new strategy, technology or innovation is 'good' and has obvious advantages over an older strategy, method or process, people and organisations will be ready, willing and able to adopt and successfully employ these superior systems quickly and efficiently. Time after time, however, this assumption is far from the truth. Most organisations change to achieve promised benefits.

With this knowledge as a basis, in this course we consider how to facilitate efficient change and innovation for sustainable competitive advantage.
Bearing in mind that engaging with organisational change and producing successful, intentional change outcomes cannot be guaranteed, the specific aims of the course are to:

  • explain the nature of change and innovation, and change in organisations
  • evaluate key theories and methods of understanding innovation and change
  • understand the processes and components in managing change in an organisational context
  • review recent developments in change theory and research.

Additonal Course Details

2. Staff Contact Details

Position Name Email Location Phone Consultation Times
Course CoordinatorGavin Schwarz
+61 2 9385 7278
Course CoordinatorGavin Schwarz
+61 2 9385 7278

Class facilitator

The role of your Class Facilitator is to support 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. Class Facilitators comprise academics and industry practitioners with relevant backgrounds.

You will be notified of your Class Facilitator's name and contact details in your class confirmation email sent by AGSM Experience. Details will also be available in the gallery section of your Moodle site for face-to-face and online classes.

3. Learning and Teaching Activities

Approach to Learning and Teaching in the Course

Unit 1: Perspectives on change

In this Unit, we outline a variety of internal and external pressures on organisations to change. We discuss and describe the way that technology fits into change and highlight different forms of analysis that can be used to consider the drivers for change. The issues outlined suggest that the more successful change managers are those who have a clear, personal understanding of the pressures on them and their organisations, as well as a well-developed rationale for what they are attempting to achieve and the likely effect of their actions.

Unit 2: The nature of change and innovation

In this Unit, we note that not all changes are of the same order of magnitude. In particular, it is the framing of change, and people's sense-making of it, that comes into play in building effective change and facilitating effective change visions. We discuss technology change planning and link it to an understanding of what changes in organisations.

Unit 3: Driving change

In this Unit, we detail the approaches to organisational change that managers need to take into account when planning for or undertaking technology-induced changes. It builds an understanding of what it is that forces an organisation to change, by considering different analytical frameworks for change, followed by a discussion of how change affects innovation and innovation outcomes.

Unit 4: Diagnosing change

This Unit considers how to better diagnose change situations in order to select the appropriate approach to change and innovation. We introduce a range of diagnostic instruments and views relevant to managing change. We consider questions and answers of how organisations change, bringing together the process aspects of change.

Unit 5: Skills for communicating change

In this Unit, we consider the process of building communication strategy and then communicating successful change. Organisations implementing change need to signal this intention to change and create sensitivity to and a sense of urgency for the need to change. Highlighting different communication strategies, we consider ways to increase the awareness of change by those involved with the implementation of change strategy, new technology and innovations.

Learning Activities and Teaching Strategies

Unit 6: Implementing change: getting ready for change and innovation

In this Unit, we begin examining the implementation of change. We acknowledge the importance of learning from past change processes and managing and deriving value from that organisational knowledge. We look at two ways of segmenting our internal market for the change. We also examine several characteristics of innovations and new technologies that have been shown to affect the likelihood of their being adopted. We also analyse the impact of organisational culture and organisational structure.

Unit 7: Implementing change: persuasion, decision, commitment

In the past, change professionals and managers have assumed that people will rationally choose to adopt innovations and new technology to replace outmoded systems and technologies. This is often proved to be a false assumption. In this Unit, we look at the areas of commitment, compliance and resistance; stress, pacing and celebration. Finally, we consider some of the most powerful persuaders available: reward and recognition systems.

Unit 8: Implementing change: roll-out and project management

In this Unit, we address the basics of the technical side of the process of roll-out. We cover basics of classic project management, and discuss several system conversion strategies and the strengths and weaknesses of each.

Unit 9: Measuring and monitoring change

In this Unit, we discuss the importance of measurement for successful change implementation. We look at the issues of what to measure, how to measure and link variables at the strategic and operational levels, when to measure, and the importance of feedback. The Unit emphasises that no single measure of change effectiveness is available. Instead, when undertaking change, participants need to adopt a broad-based approach – and one that is appropriate for the situation, the organisation, and the change.

Unit 10: The role of the change agent

In this Unit, we consider how to manage the process of changing an organisation. Specifically, we refer to the role of the change agent. With this focus, we establish that this management role demands an understanding of the impact of changes on the people affected by them. The Unit focuses on the skills that change agents both need, and need to develop, as well as how change agents can go about getting change recipients receptive to the change process.

Unit 11: Consolidating change and innovation

In this Unit, we focus on questions that still need to be answered in terms of whether to terminate or continue with change projects, as well as the issues to concentrate on in order to ensure that the changes undertaken are not just transitory phenomena, but achieve stated aims and goals. We review some of the actions that organisational members can take to consolidate change and ensure that certain essential changes eventuate when an organisation undertakes change and innovation.

Unit 12: Case study application

In this Unit, you will explore three case studies related to innovation and change in organisations. A series of questions are presented for each case.

Course Structure

5. Course Resources

Learning resources

You have four major resources to help you learn:

  1. The course materials, comprising the weekly study units with readings, references, insights and commentary. You will do much of your learning outside the classroom by working through the course materials, and by completing the exercises as they arise.
  2. Your online or face-to-face classes with your facilitator. The facilitator's job is to guide your learning by conducting class discussion, answering questions that might arise after you have done the week's work, providing insights from his or her practical experience and understanding of theory, providing you with feedback on your assignments, and directing discussions and debates that will occur between you and your co-participants in the classroom.
  3. Your co-participants. Your colleagues in the classroom are an invaluable potential source of learning for you. Their work and life, and their willingness to question and argue with the course materials, the facilitator and your views, represent a great learning opportunity. They bring much valuable insight to the learning experience.
  4. In addition to course-based resources, please also refer to the AGSM Learning Guide (available in Moodle) for tutorials and guides that will help you learn more about effective study practices and techniques.

Course materials

The course materials comprise this Course Overview, the Assessment Details and 12 Units. Each Unit has a number of associated readings.


Specific readings are prescribed throughout the Units and are available via active hyperlinks or URLs. Please note that you may be required to enter your UNSW zID and zPass in order to access these hyperlinked readings.

Recommended reading

(either the listed edition, or a more recent edition)

  • Aldrich, H E & Ruef, M, 2006, Organizations evolving, 2nd edn, SAGE Publications, Thousand Oaks, CA.
  • Burke, W 2014, Organization change: Theory and practice, 4th edn, SAGE Publications, Thousand Oaks, CA.
  • Burnes, B 2009, Managing change, 5th edn, Prentice Hall, Harlow.
  • Kim, W C & Mauborgne, R 2005, Blue ocean strategy: how to create uncontested market space and make the competition irrelevant, Harvard Business School Press, Boston.
  • Lawler, E E & Worley, C G 2011, Management reset: Organizing for sustainable effectiveness, Jossey-Bass, San Francisco.
  • Mirvis, P H, Ayas, K & Roth, G 2003, To the desert and back: The story of one of the most dramatic business transformations on record, Jossey-Bass, San Francisco.
  • Mintzberg, J 2013, Simply managing, Berrett-Koehler, San Francisco.
  • Rogers, E M 2003, Diffusion of Innovations, 5th edn, The Free Press, NY.
  • Schilling, M A 2012, Strategic management of technological innovation, 4th edn. McGraw-Hill, NY.
  • Tushman, M L & Anderson, P (eds) 2004, Managing strategic innovation and change, 2nd edn, Oxford University Press, NY.

Other resources


UCo is AGSM's Campus in the Cloud, a social platform that connects students, staff and faculty enabling you to engage with each other across your courses and the AGSM outside of the formal Moodle setting. AGSM also uses this private network to communicate with you about extracurricular opportunities and events, and general updates on programs and courses. Enrolled students can access UCo using their zID and zPass at the link.


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

6. Course Evaluation & Development

Continual Course Improvement

In 2018, the course was well received, and students were positive about its content, flow and their learning from it. Students rated the course higher or equal to those offered in the previous years, but also commented on how it had helped them develop professionally..

Student Response

Changes made based on previous student feedback include updated content and a check of course assessment. These types of improvements assisted in giving a good impression of the value of the course to career and career development. In addition:

  • students reported that they enjoyed the interactive nature of the course and the interesting discussions and content that this elicited
  • the overwhelming response was that the teaching style and teaching team were a core aspect of viewing the course as useful
  • facilitator and classroom discussions were considered engaging and relevant, bringing applied material to life
  • most of the negative comments related to the need for the amount of reading and time required, the nature of examples and practice application, and the need for group work.

Response to Student Feedback

Taking student suggestions to heart over the past two years:

  • course units have been revised to include updated video content and exercises, and refreshed readings
  • incorporate plans for more weekly summary or comment during semester
  • the functionality of Moodle has been checked and its parts integrated
  • the explanation of the value of group work has been reiterated.

7. Course Schedule

For AGSM academic calendars and key dates please visit
Week Activity Topic Detail/Engagement Assessment Task
Week 1 ParticipationUnit 1: Perspectives on change

Dialogue participation is assessed throughout the term (15%)

Assessment 4 : Dialogue participation
Week 2 -Unit 2: The nature of change and innovation
Week 3 -Unit 3: Driving change
Week 4 -Unit 4: Diagnosing change
Week 5 Assessment 1Unit 5: Skills for communicating change

Assessment 1 due on Thursday 21 March by 3pm Sydney time - Individual report (25%)

Assessment 1 : Individual report
Week 6 -Unit 6: Implementing change: getting ready for change and innovation
Week 7 -Unit 7: Implementing change: persuasion, decision, commitment
Week 8 -Unit 8: Implementing change: roll-out and project management
Week 9 -Unit 9: Measuring and monitoring change
Week 10 -Unit 10: The role of the change agent
Week 11 Assessment 2Unit 11: Consolidating change and innovation

Assessment 2 due on Monday 29 April by 3pm Sydney time - Group project report (35%)

Assessment 2 : Group project report
Week 12 -Unit 12: Case study application
Week 13 Assessment 3

Assessment 3 due on Monday 13 May by 3pm Sydney time - Individual reflective presentation (25%)

Assessment 3 : Individual reflective presentation
Week 1 ParticipationUnit 1: Perspectives on change

Participation is assessed throughout the session (15%)

Assessment 4 : Dialogue participation
Week 2 -Unit 2: The nature of change and innovation
Week 3 -Unit 3: Driving change
Week 4 -Unit 4: Diagnosing change
Week 5 Assignment 1Unit 5: Skills for communicating change

Assignment 1 due on Thursday 21 March by 3:00pm Sydney time - Individual report (25%)

Assessment 1 : Individual report
Week 6 -Unit 6: Implementing change: getting ready for change and innovation
Week 7 -Unit 7: Implementing change: persuasion, decision, commitment
Week 8 -Unit 8: Implementing change: roll-out and project management
Week 9 -Unit 9: Measuring and monitoring change
Week 10 -Unit 10: The role of the change agent
Week 11 Assignment 2Unit 11: Consolidating change and innovation

Assignment 2 due on Monday 29 April by 3:00pm Sydney time - Group project report (35%)

Assessment 2 : Group project report
Week 12 -Unit 12: Case study application
Week 13 Assignment 3

Assignment 3 due on Monday 13 May by 3.00pm Sydney time - Individual reflective report (25%)

Assessment 3 : Individual reflective presentation

8. 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

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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