MBAX9134 Change Management Research Project - 2019

Online, Kensington
Term 1
6 Units of Credit

Offering Selection

1. Course Details

Summary of Course

The Change Management Research Project(CMRP) is the capstone course for the MBA (Change). It requires reflection on a range of course materials. It is also very applied in that you are required to conduct field research using a specific research design, and report your experiences. These theoretical and applied themes are blended to maximise your learning.

The main aim of the CMRP is to enable students to synthesise all their learning across the MBA (Change) specialisation courses studied, and to achieve an integrated and common understanding of them. In addition, this capstone course will add significant value to your master's degree by building on your knowledge and skills from a range of core disciplines (financial, legal, technological) that may have been developed through your previous courses in the MBA (Change) or prior study and professional experience.

As an AGSM graduate, it is expected that you will have the skills and knowledge to be an effective change-management practitioner at both operational and strategic levels. The change-management specialisation courses in the MBA (Change) and the core courses have addressed a variety of concepts, issues and principles designed to enhance your change-management capabilities, whether in commercial or non-commercial settings. The integration of these courses will be reinforced via this capstone course. It is therefore strongly recommended that it is the final course 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

As a capstone course, the CMRP is designed to bring together the different threads of your studies. The vehicle for this integration is an applied research project focusing on aspects of change management. The course provides information and guidance about the research skills necessary to conduct the project in the field.

The aims of this course are:

  • to offer you a range of concepts, issues and principles to enable you to conduct the research project. These will also be of assistance in your ongoing role as a change-management practitioner.
  • to assist you to engage in a change-management initiative, and apply appropriate methods and skills
  • to encourage you to reflect on and draw from appropriate concepts, models, frameworks and tools from the change-management specialisation courses studied. The core courses in the MBA (Change) may also be relevant. As a result, you will understand how integrating interdisciplinary materials empowers you to be more effective as a change-management practitioner in complex and paradoxical environments.
  • to provide you with the opportunity to apply these materials throughout the research project as appropriate. They might be used, for example, as a diagnostic lens, to provide guidance when designing your intervention, or in anticipating or responding to issues that emerge during the research process.
  • to help you reflect on aspects of your personal effectiveness as a change- management practitioner.

Additonal Course Details

Having trouble identifying a project?

Some might experience practical difficulties accessing a site for their research. This might be because they are 'between jobs', or it's politically very difficult to combine day-to-day work with a 'study' project, or there simply are no intervention opportunities associated with their current role. However, the reality is that for the CMRP you do need to do a project of some kind in an organisation. Here are some suggestions that might help.

You may be connected to a non-work organisation where you already have membership or some other link (e.g. sporting club, community organisation, church, the kids' preschool or school, professional organisation, industry organisation). Think of how you could do a project there. For example, a previous project focused on how the organisation might run the next kids' camp more effectively, and another on developing a more collegial decision-making process at a sporting club.

You might have an arm's-length connection to a corporate organisation, e.g. your previous workplace, or partner's workplace, or a workplace where a previous colleague now works, or a workplace where a friend or a family member is employed. Organisations are often happy for someone to do some work for them, as the work is being done without paying a salary. You just need to negotiate appropriate access. However, remember that you need to be able to collect data, which usually requires access to people.

Another option is to work with a student colleague on a 'joint project' at your colleague's workplace. To make this work, it requires a very good working relationship.

Certainly, you do not need to be in a workplace to do the course, and to do well in it. However, it might require a little creativity on your part to identify a suitable project that is also worthwhile for your host.


Confidentiality can be guaranteed by the CMRP staff. The action research report is accessed by your Class Facilitator and the Course Coordinator. They treat the report in confidence.

However, the report is submitted electronically and although that is a closed system we would still advise you to be circumspect in detailing your activities. For example, there is no need to reveal the identity of the organisation or individuals involved to anyone, including AGSM MBA Programs faculty.

In general, the larger the organisation, the harder it will be to disguise it. We suggest you use any or all of the following disguise tactics, which are commonly used in research:

  • label the organisation by the industry, such as archico for an architectural practice
  • label the organisation by a more generic term, such as service company
  • or even more generic, 'company q'
  • describe the products and work procedures by generic labels; for example, signature identification technology (used in banks) can be relabelled imaging technology
  • if necessary, alter the details of the case deliberately so that unimportant data are changed, but without the knowledge of the audience/reader. For example, 'the company headquarters is located in Brisbane', when in fact it is located in Adelaide; you could also make the company international, or change its size if neither of these affects the context of the change.
  • change the names of individuals and/or alter their role descriptions if it doesn't impinge on their work; amend insignificant data if necessary.

Access to the final report

You need to decide who will read the final report. As a general guide, we suggest that it is better to be open than closed with your findings, but we recognise that on occasions, this may be too difficult. Therefore, you may wish to write two reports. The first might be a complete account, to be submitted for assessment, including some insights that you do not wish to make known to the organisation, other change agents or the participants in the organisation. The second report could be suitably amended. You will need to consider the ethical implications here.

2. Staff Contact Details

Position Name Email Location Phone Consultation Times
Course Coordinator Greg Cartan

The role of your Class Facilitator is to support and enhance the learning process by encouraging interaction among participants, providing direction in understanding the course content, assessing participant progress through the course and providing feedback on work submitted. 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 Moodle.

3. Learning and Teaching Activities

Approach to Learning and Teaching in the Course

The Research Project

A central feature of this course is an applied research project. You are required to identify a 'change' research project in an organisation, design an intervention, and carry out the research. You will use a specific research design: action research. The course is structured around this project:

  • the content of the Units is designed to enable this research
  • the research experience is a significant component of the course assessment
  • the research provides the vehicle for the integration of your studies
  • the research skills are an important asset for the change-management practitioner.

This research requirement is challenging. It requires fieldwork, which can be very time intensive. The research design is action research, which, because it captures the nuances and uncertainties of the research context, can be quite complex. It also requires finely tuned personal reflection capability, which in turn requires perception and clarity. The research must be supported by reference to your learnings throughout the MBA (Change) specialisation and core courses. This requires conceptual acumen.

So, this capstone course will require a heavy personal investment, but the learning opportunities are significant. Integration across course materials enriches the conceptual understanding of the change-management process. Adopting the rigour of action research in the field will enhance your change-intervention acumen. A finely honed capacity for personal introspection is essential for change-management practitioners.

Support for your project

We will provide extensive support for your research journey:

  • we encourage you to think about a suitable project in the Week 1 dialogue in Moodle.
  • we provide a document in Moodle offering guidance for those having difficultly identifying a project, how to deal with confidentiality issues, and access to the final report.
  • you will apply the various Unit contents to your project by completing activities in the course materials and engaging in prescribed online dialogues
  • your Class Facilitator will arrange a videoconference in Week 2 to help you clarify the focus of your project
  • you will complete a draft research plan in Week 5, which will ensure you have a solid and considered platform and pathway for your research. This is assessed and you will receive feedback on your plan.
  • your Class Facilitator will be available to provide support as appropriate
  • you are encouraged to engage with your learning partner (or group) and your mentor for support, perhaps in the form of a 'sounding board' to clarify your thinking or challenge your assertions.

We provide you with specifications for the assessment associated with the research project in the Assessment Details document. It is important to note that while we provide clear guidance on the required content of these assignments, there is no prescribed format for your assignments. Structuring an appropriate format is an essential ingredient of each assignment.

Learning Activities and Teaching Strategies

Selecting a project

Firstly, make sure that you are able to complete the research project in the time available. In other words, don't be too ambitious. If in doubt, keep the project simple rather than complex.

Secondly, the research project you decide upon should be ongoing throughout the course, and you should be involved (i.e. 'hands on') in the project as a change agent - that is, you have the potential to influence some of the decisions and outcomes. Whether you are successful in your work as a change agent is not important. What is important here is the quality of your research process.

Thirdly, one of the main causes of derailment of student research projects is a radical change in context that prohibits the intervention. This might be, for example, the arrival of a new senior manager who withdraws support, or a restructure that cuts across your work. While some of these types of events cannot be anticipated, the potential for their occurrence might, with sufficient thought, be apparent at an early stage. Our advice is to steer clear of problematic options.

Finally, the research project must have an action component, and the actions must be attempted within the time frame for writing up this project. If this cannot be achieved, then you may need to redefine the problem. For example, the research project should not be the documentation of a planning process. Documenting the planning process for a large corporation is not the same as making it happen. Thus, the outcome of an action research process must include some actions, and observable changes. If the expected changes are unobservable, then some discussion is necessary as to why this is so.

However, if the problem is the failure of the planning process itself, then your project might, for example, document the process of gaining commitment of line managers to planning. In this case, the problem is not the lack of planning in the organisation, but rather the unwillingness to participate. Thus, you may need to redefine the problem.

Your research project should be based, quite simply, on an organisational problem or opportunity. Look at the organisation and if you see a problem that you think you can work towards correcting, you have a potential action research site. Or if you see an opportunity that has not been realised, you also have a potential action research site.

The research project does not have to be related to your official work, but does need to be related to an organisation that has a purpose of some kind, such as a community group or a charity. If you are an external change consultant working on a project team, the project may be the actual project you are working on with the client, or it may be some aspect related to the functioning of the change team or the organisation for which you work.

A challenging project might attempt to work on a cross-functional issue that draws in the industrial relations, human resources and information-technology dimensions of an organisation. This would fit well with the objectives of this course.

You can create a change project within the organisation specifically for this course. Alternatively, you may wish to isolate a section of a project you are already working on in your organisation. In this case, you will need to provide a context for the ongoing/existing project, and clearly define your action research objectives within the overall project objectives.

Course Structure

The CMRP has six Units. There are four Units that deal with substantive research topics. These follow a typical approach to the research process: designing the research, planning the research, collecting research data, analysing the research data, and reporting on the research journey. There is also a Unit devoted to reflecting upon these course materials and materials from other MBA (Change) courses, and applying them to the research experience. As you are now aware, reflection and application are core components of the learning experience within the program and, in particular, this capstone course because of its integrative orientation. The final Unit provides another opportunity to reflect on your change-management learning experiences.

Unit 1: Action research. To conduct your research project, you are required to adopt a specific research design: action research. In this Unit, we explore the essential characteristics of action research. We identify six essential characteristics of action research (that it pursues both practical and theoretical outcomes, the unique relationship between researcher and participants, its cyclical nature, the need for deep reflection, its emergent qualities and the need for intense participation). Other aspects of action research are also considered (the need for research questions, evaluating action research, the place of systems thinking, the nature of action research data, and how to use literature in action research).

Unit 2: Planning and preparing for your research project. This Unit will help you get started on your research project. It provides some very practical guidance and also some excellent perspectives on aspects of the qualitative research process more generally. The Unit includes: a generic overview of the qualitative research process; some key dimensions of fieldwork; the more specific requirements of your research project, including guidance on selecting a research project, the questions that need to be addressed in the draft research plan and what needs to be considered in your final research report. The remaining material in this Unit relates to issues associated with commencing a research project in more general terms.

Unit 3: Data collection. Your research project will require you to collect data. Action research is characterised by multiple data-collection methods and multiple data sources. All change interventions must be premised on accurate data, which in turn facilitates accurate data analysis and change diagnosis. This leads to a viable intervention strategy and provides the foundations for measuring the success of the intervention. Informed decisions are the cornerstone of change-management actions, and the best decisions are based on rich and accurate data. This Unit provides an introduction to several data-gathering methods: interviewing, observation, documentary data, Delphi technique, surveys, focus groups and memoing.

Unit 4: Data analysis and the research report. This Unit comprises three sections. In Section One, we look at data analysis. We describe several qualitative data methods that will be very useful for your research project. The basic form of much of your data will be words, and the methods we describe will assist in making sense of this form of data. We also include a brief consideration of some quantitative methods. Section Two addresses the question of data feedback. Involving participants in data analysis is an essential process in action research, and can result in greater engagement and commitment. In Section Three, we offer guidance on reporting your research. We don't identify 'the' definitive approach, but rather include information to inform your choices.

Unit 5: The nature of critical reflection. In all our change-management specialisation courses we have stressed the importance of reflection - in assessments, in online activities, and in course material. We see the ability to reflect as a core competency for the change-management practitioner, to be applied in any 'change' context. In the CMRP, reflection is also at the heart of action research. It is impossible to effectively engage in action research cycles without skilful reflection. In this Unit, we explore this change-management competency of reflection. We consider the nature of reflection and associated constructs, such as levels of reflection and reflexivity. We argue that critical thinking is an essential adjunct to, or even foundation for, reflection, and look at its essential components. We then expand the critical thinking lens to include written documents. Documents, in the form of academic literature or research data, are a vital component of action research. We offer a process for critically interrogating documents.

Unit 6: Course review and reflections. The CMRP is a capstone course, and one of its objectives is to provide the opportunity to reflect on the courses you have studied in the MBA (Change), to review the multiple theoretical concepts and frameworks explored, and to consolidate and synthesise these materials. This Unit offers a structured process to review and integrate the CMRP course, review and integrate the MBA (Change) specialisation courses studied, reflect on the MBA (Change) core courses studied, identify key learnings and complete personal improvement plans to apply those learnings.

5. Course Resources

In Change Management Research Project, the following resources are available to you:

  • course materials
  • your Class Facilitator
  • your learning partner
  • your mentor
  • online dialogues
  • videoconference
  • administrative support.

Course materials

The Change Management Research Project materials are presented in Units, as outlined above. They contain essential readings, activities and the assessment items you will need to complete the course. The activities are particularly important because they encourage you to reflect on and apply the course concepts. All the course materials are posted in Moodle, your online learning platform, along with additional readings for each Unit. In Moodle, you will also find other important resources such as Moodle guidelines and referencing guidelines.

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 hyperlinked readings.

Class facilitator

Your Class Facilitator will:

  • facilitate the designated online dialogues
  • conduct a videoconference with students in Week 2
  • grade and provide feedback on your assignments
  • respond to your academic enquiries, and offer assistance where appropriate.

Your Class Facilitator can be contacted by email or via Moodle.

Learning partner

During this course, you will be asked to contact a learning partner, someone who, like you, is a participant in this course. It is up to you to make the necessary arrangements and contact them. Some previous course participants have found it valuable to work in a learning group.

Your learning partner will also be an invaluable source of support for your research project.


You will need to identify a mentor, someone who has greater change experience than you, to assist you with the course. A schedule of suggested contact points with your mentor is posted in Moodle. You may want to meet more frequently.

Online dialogues

Change Management Research Project has a number of assessed and non-assessed online dialogues throughout the course. In each assessed dialogue, you will explore course concepts and their application, as well as share personal reflections about your role as a change agent. You are also required to participate in a non-assessed introductory dialogue in Week 1, and an integrative dialogue in Week 10.

Video conference

In Week 2, you will engage in a non-assessed videoconference with your Class Facilitator. This will provide the opportunity to refine your research plan and clarify any questions you may have about this course.

6. Course Evaluation & Development

Continual Course Improvement

Our courses are revised each time they run, with updated course overviews and assessment tasks. All courses are reviewed and revised regularly and significant course updates are carried out in line with industry developments.

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

Student Response

Feedback from the myExperience survey and informal comments from students during the session indicated that the course was well received, and rather demanding. There were no areas for improvement identified.

Response to Student Feedback

The importance of the week 1 dialogue focussing on the selection of a research project will be further highlighted.

7. Course Schedule

For AGSM academic calendars and key dates please visit
Week Activity Topic Detail/Engagement Assessment Task
Week 1 Opening dialogue (non-assessed)Unit 1: Action research

Opening dialogue (non-assessed) due

Assessment 1 : Contribution to online dialogue
Week 2 VideoconferenceUnit 2: Planning and preparing for your research project

Videoconference: AR projects (non-assessed)

Week 3 General dialogueUnit 3: Data collection

General dialogue (5%) due

Assessment 1 : Contribution to online dialogue
Week 4 General dialogueUnit 4: Data analysis and the research report

General dialogue (5%) due

Assessment 1 : Contribution to online dialogue
Week 5 Draft research project plan Unit 5: The nature of critical reflection

Draft research project plan due Friday 22 March by 3pm Sydney time (15%)

Assessment 3 : Draft research project plan
Week 6 -Unit 5: The nature of critical reflection con't
Week 7 General dialogue

General dialogue (5%) due

Assessment 1 : Contribution to online dialogue
Week 8 Specialised dialogue
Assessment 1 : Specialised two-week online dialogue - ethical, social and cultural issues
Week 9 Specialised dialogue

Specialised dialogue cont'd (15%) due

Assessment 1 : Specialised two-week online dialogue - ethical, social and cultural issues
Week 10 Reflective report on dialogues

Reflective report on dialogues (10%) due Friday 26 April by 3pm Sydney time

Assessment 2 : Reflective report on online dialogues
Week 11 Integrative dialogueUnit 6: Course review and reflections

Integrative dialogue (non-assessed) due

Assessment 1 : Contribution to online dialogue
Week 12 Written research report

Written research report due Friday 10 May by 3pm Sydney time (45%)

Assessment 4 : Research report

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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