MGMT2105 East Asian Business Enterprise - 2020

Subject Code
Study Level
Commencing Term
Term 3
Total Units of Credit (UOC)
Delivery Mode
The course outline is not available for current term. To view outlines from other year and/or terms visit the archives

1. Course Details

Summary of Course

​This course provides a thematic and strategic perspective on management practices in East Asia, a rising and important region in global business.  Using comparative and historical approaches, it focuses critical attention on the development of externally-oriented business strategies and internal management practices of corporations and other large organisations in Japan, South Korea and China. The course also extends comparison to ‘overseas Chinese’ business systems in Singapore and Taiwan. As well, students will have the opportunity to analyse how firms outside this region can deal with East-Asian corporations.  The course provides students with the conceptual tools and cases to understand business and managerial systems and performance: comparative analyses of Japan’s kereitsu, Korea’s chaebols and different forms of Chinese business enterprise; their organisational structures, behaviours and employment relations practices; globalisation of East-Asian firms and their overseas direct investment; impacts of culture on management styles and decision making.

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

​East Asia Business Enterprise (MGMT 2105) is an elective course in the International Business major. It provides a strategic perspective on comparative business systems and corporate strategy in East Asia. It aims to help students understand how the particular, dominant business systems of Japan, South Korea and China have developed. A crucial factor has been the role of the region’s diverse but highly successful ‘development states’ – that also include ‘overseas Chinese’ business systems in Singapore and Taiwan – over recent decades.

The course differs from MGMT3102 Asia-Pacific Business as MGMT2105 focuses more on firm-level strategies and on East Asia whereas MGMT3102 covers the entire Asian Region and focuses more on institutional and policy factors.

2. Staff Contact Details

Position Title Name Email Location Phone Consultation Times
Lecturer-in-chargeProfPeter SheldonBusiness School West, Rm 536+61 2 9385 7177by appointment (via email)
TutorMrAlireza Kamali
by appointment (via email)

3. Learning and Teaching Activities

Approach to Learning and Teaching in the Course

​This is a content-focused course and its learning apparatus consists of lectures, tutorials and assessment work - underpinned by student reading. Lectures expound the relevant theoretical content and provide analysis of both concepts and applied materials. Tutorials are strongly oriented towards 'application of knowledge' through interactive discussion of the text and cases - expected to be conducted via on-line platforms. Assessment tasks call on students to deepen and broaden their knowledge (country profile report, class participation and take-home final exam) and also to apply it to specific cases (study case analysis, class participation and take-home final exam).

This course will be delivered entirely online, and almost entirely in synchronous mode. For exceptions (Weeks 3 and 4) see below.

For Weeks 3 and 4, the LIC will provide asynchronous online lectures. Synchronous lectures will be recorded.

Learning Activities and Teaching Strategies

Lectures and assigned reading provide the platform for working in tutorials - whether in discussing set questions or working on study cases in teams of two or three. Students should read the relevant textbook chapter ahead of lectures wherever possible.  

The LIC believes in the importance of students developing ‘foundational knowledge’ and receiving early feedback. To further this, he will provide an online short-answer/multiple choice quiz in Week 3 via Moodle for you to complete during that week. This will not be assessed. However, by Monday in Week 4, the LIC will post a set of generalised feedback answers on Moodle to help you gauge your own your grasp of concepts and events. What you learn through doing the quiz should assist you in making better informed contributions to tutorial discussions, producing your country profile report and case study analysis and in completing your final take-home exam.

5. Course Resources

​Course textbook:

* Malcolm Warner (ed.) 2013, Managing across Diverse Cultures in East Asia: Issues and challenges in a changing globalized world, Routledge, London.

Other recommended reading:

Harukiyo Hasegawa and Michael A. Witt (eds) (2019), Asian Business and Management: Theory, practice and perspectives, Red Globe Press, London. (NB a more challenging, theoretically-engaged collection). The second edition (2014) of this book is also useful.

Sandford M. Jacoby (2005), The Embedded Corporation: Corporate Governance and Employment Relations in Japan and the United States, Princeton University Press, Princeton NJ.

Prem Ramburuth, Christine Stringer, Manuel Serapio (eds) (2013), Dynamics of International Business: Asia-Pacific business cases, Cambridge University Press, Melbourne.

Peter Sheldon, Sunghoon Kim, Yiqiong Li and Malcom Warner (eds) (2011), China’s Changing Workplace: Dynamism, diversity and disparity, Routledge, London

Byung-Nak Song (1997/2003) The Rise of the Korean Economy, Second/Third Editions, Oxford University Press, Oxford/New York.

Andrew Walter and Xiaoke Zhang (eds) (2012), East Asian Capitalism: Diversity, Continuity and Change, Oxford University Press, Oxford (NB a more challenging, theoretically-engaged collection).

Michael A Witt and Gordon Redding (eds) (2014), The Oxford Handbook of Asian Business Systems,  Oxford University Press, Oxford (NB a more challenging, theoretically-engaged collection).

6. Course Evaluation & Development

Feedback is regularly sought from students and continual improvements are made based on this feedback. At the end of this course, you will be asked to complete the myExperience survey, which provides a key source of student evaluative feedback. Your input into this quality enhancement process is extremely valuable in assisting us to meet the needs of our students and provide an effective and enriching learning experience. The results of all surveys are carefully considered and do lead to action towards enhancing educational quality.

​The LIC has updated and revised this course to take account of new research, recent business trends in the East Asia region, changes flowing from the three-term model at UNSW, the advent of COVID-19 and the need to teach the course online. The teaching team would appreciate your constructive  feedback and suggestions throughout the course as well as through the formal end-of-term course evaluation (UNSW's myExperience survey).

7. Course Schedule

Note: for more information on the UNSW academic calendar and key dates including study period, exam, supplementary exam and result release, please visit:
Week Activity Topic Assessment/Other
1: 14 September 2020Lecture

a. Introduction to the course, its purpose, underlying assumptions and our expectations.

b. Introduction to selected East Asian development states: Japan, South Korea, Singapore and China


* Dilip K. Das (2013), 'East Asian Economy: An overview'. Ch.2 in Warner M (ed.) Managing across Diverse Cultures: 21-33.

~Fang Lee Cooke, Katsuyuki Kubo and Byoung-Hoon Lee (2017), 'Employment Regulation and Industrial Relations Systems in East Asia: China, Japan and South Korea'. Ch. 5 in Cooke FL and Kim S (Eds.) Routledge Handbook of Human Resource Management in Asia, London, Routledge.

~Karl J.Fields (2012), 'Not of a Piece: Development states, industrial policy and evolving patterns of capitalism in Japan, Korea, and Taiwan'. Ch. 3 in Walter A and Zhang X (eds), East Asian Capitalism: 46-67.

~Peter Sheldon, Bernard Gan, and David E. Morgan (2015), ‘Making Singapore's Tripartism Work (Faster): The Formation of the Singapore National Employers’ Federation in 1980’, Business History, 57(3): 438-460.

~Andrew Walter and Xiaoke Zhang (2012), 'Debating East Asian Capitalism: Issues and themes'. Ch. 1 in Walter A and Zhang X (eds), East Asian Capitalism: 3-25.


a. Explanation/discussion of online engagement and expectations in course tutorials

b. Discussion of East Asia and what we know about their economies and businesses. Further material to provided ahead of course.



2: 21 September 2020Lecture

a. Explaining the concept of business systems and its usefulness

b. Introduction to Confucianism/s, East Asian cultures, authority and politics in East Asia



* Michael A.Witt (2013) ‘East Asian Business Systems in Transition’. Ch. 11 in Warner (ed.) Managing across Diverse Cultures: 183-195.

~Gordon Redding (2019), 'Asian Cultures and Business Systems'. Ch.2 in Hasegawa and Redding (eds), Asian Business and Management:17-33.


* Misho Minkov (2013), ‘East Asian Culture: An overview’. Ch. 3 in Warner M (ed.) Managing across Diverse Cultures: 34-48.

~Sven Horak and Inju Yang (2018), ‘A complementary perspective on business ethics in South Korea: Civil religion, common misconceptions, and overlooked social structures’, Business Ethics: A European Review, 27(1): 1-14.

~Sunghoon Kim, Pingping Fu and Jiali Duan (2017), 'Confucianism and human resource management in East Asia'. Ch. 3 in Cooke FL and Kim S (Eds.) Routledge Handbook of Human Resource Management in Asia: 46- 65.

~Malcom Warner (2011), ‘In search of Confucian HRM: theory and practice in Greater China and beyond’, International Journal of Human Resource Management, 21(12): 2053-2078.


Discussion questions:

1. What do we know about conceptions and norms of authority, legitimacy, harmony and cooperation in East Asia?

2. What tensions or contradictions may these face in the contemporary globalised world?

3. How have these cultural frameworks managed to survive and adapt to dramatic change?

(for readings - see under Lecture above)

3: 28 September 2020Lecture

Japan I: The emergence and success of export-oriented Japanese keiretsu business model and recent developments.

NB This lecture will be pre-taped and posted on Moodle.


~Robert Fitzgerald and Chris Rowley (2015), 'How have Japanese multinational companies changed? Competitiveness, management and subsidiaries', Asia Pacific Business Review, 21(3): 449-456.

~Michael A Witt (2014), 'Japan: Coordinated Capitalism between Institutional Change and Structural Inertia'. Ch. 6 in Witt and Redding (eds), The Oxford Handbook: 100-122. OR

~Michael A Witt (2019), 'The Business System of Japan'. Ch 13 in Hasegawa and Witt (eds), Asian Business and Management: 194-206.


Business enterprise study cases: Japan TBA


Quiz. We will post a quiz on Moodle for you to do during Week 3. The purpose for it is to help you focus on core concepts for the course. The quiz will be open-book and you can do it in your own time. You will mark your answers yourself and use this feedback to help guide your reading and thinking. The answers will be made available on Moodle on Monday Week 4.

4: 5 October 2020Lecture

Japan II: Japanese management and employment systems: from the ‘three pillars model’ to recent trends of fragmentation and 'flexibility'.

NB This is a public holiday so this lecture will be pre-taped and available on Moodle.


* John Benson and Phillippe Debroux (2013), 'The Changing Nature of Management and Culture in Japan'. Ch. 7 in Warner (ed.) Managing across Diverse Cultures: 99-121.

Sandford M Jacoby (2005) The Embedded Corporation. Chs 2 and 3.


Discussion questions - derived from Hasegawa and Witt (2019): 205.

1. What are the main characteristics of financial capital, human capital (people's knowledge and skills) and social capital in the Japanese business system?

2. Japanese firms appear slow to change. What does this imply in an global environment of rapid technological change?

3. In what kinds of industries does Japan excel? Why?

5: 12 October 2020Lecture

South Korea I: The emergence and success of the South Korean export-oriented chaebol model and the role of the State

Assessment due: Country profile report: Singapore or Taiwan, 1200 words.

Readings for lecture:

~ Martin Hemmert (2019), 'The Business System of Korea'. Ch. 14 in Hasegawa and Witt (eds), Asian Business and Management: 207-219.

~In Jun, Peter Sheldon and Jaehoon Rhee (2010), ‘Business Groups and Regulatory Institutions. Korea’s chaebols, cross-company shareholding and the East Asian crisis’, Asian Business and Management, 9(4): 499-523.

~In Woo Jun and Chris Rowley (2019), ‘Competitive advantage and the transformation of value chains over time: The example of a South Korean diversified business group, 1953–2013’, Business History, 61(2): 343-370.

~ Michael A. Witt (2014) 'Plutocratic State-Led Capitalism Reconfiguring' in Witt M.A and Redding G. (eds), The Oxford Handbook: 216-37.



1. How has the growth of the Japanese keiretsu enterprise model shaped the development of those firms’ internal management and employment systems?

2. Can we still plausibly speak about a traditional Japanese employment relations system? Why/why not?

(see readings for lectures in Weeks 3 and 4).

6: 19 October 2020

Mid-term break - no classes

7: 26 October 2020Lecture

South Korea II: South Korean management and employment systems: from state-enabled Confucian autocracy to recent trends focused on large firm/employer flexibilities.


* Chris Rowley, 2013, 'The Changing Nature of Management and Culture in South Korea'. Ch. 8 in Warner (ed.) Managing across Diverse Cultures : 122-150.

~In Jun, Peter Sheldon and Kang-Sung Lee (2018), ‘The Korea Employers’ Federation and the development of Korean industrial relations’. Ch.3 In Young-Myon Lee and Bruce E. Kaufman (eds), The Evolution of Korean Employment and Industrial Relations, Edward Elgar, Cheltenham: 63-82


Business enterprise study cases: South Korea TBA

8: 2 November 2020Lecture

China I:

a. China’s reform process since 1979: 'Socialism with Chinese characteristics'?

b. The emergence of multiple enterprise models in China since 1979: state-owned enterprises; foreign-owned enterprises (including joint-ventures) and privately-owned enterprises.

Assessment due:

Study case analysis


* Shaun Breslin (2012), 'Government-industry relations in China: A Review of the Art of the State'. Ch. 2 in Walter and Zhang (eds), East Asian Capitalism: 29-45.

~Gordon Redding and Michael A.Witt (2011) 'Chinese Business Systems and the Challenges of Transition'. Ch. 2 in Sheldon P et al., (eds) China’s Changing Workplace: 34-60.

~Michael A. Witt (2019), 'The Business System of China'. Ch.10 in Hasegawa and Witt (eds), Asian Business and Management: 149-161.


Dsicussion questions:

1. How has the growth of the chaebol enterprise model shaped those business groups’ internal management and employment systems?

2. Imagine you are working for a South Korean company - in Korea. What would be the major cultural challenges you would face with the Korean management style? How might you deal with them effectively?

9: 9 November 2020Lecture

China II: Management and employment systems in China: learning from the West (and Japan)?

* Shuming Zhao and Juan Du (2013), 'The Changing Nature of Management and Culture in China'. Ch. 5 in Warner '(ed.) Managing across Diverse Cultures : 67-86.

~ Wu Wei, Xuan Zhao, Mei Li, Malcolm Warner (2016), ‘Integrating nonmarket and market resources, strategy and performance in Chinese enterprises: A review of the field and a resource-based empirical study’, Asia Pacific Business Review, 22 (2): 220-237.


Business study cases: China. Students will work in teams of 2 or 3 on one of the following cases (reading your case ahead of class is expected)

a. Zhu Hang, Chai Wenjing, Su Xing and Wu Ziwei (2013), ‘Taobao vs eBay: The fight between a local nobody and a global giant, in Ramburuth P et al. (eds) Dynamics of International Business: 217-223.

b. Cindy Qin, Prem Ramburuth and Yue Wang (2013), ‘The growth and internationalisation of Geelyu – the Chinese car manufacturer’ in Ramburuth P et al. (eds) Dynamics of International Business: 93-105.

c. Henry T Tsuei and Manuel G Serapio (2013), ‘Qingdao Applied Chemistry Company (Kingking): Pivoting into a new global strategy’ in Ramburuth P et al. (eds) Dynamics of International Business: 170-76.

10: 16 November 2020Lecture

China III:

a. Chinese business enterprises and overseas direct investment

b. Summary and conclusion of course


a. ~Joseph Healy (2018), Chinese Firms Going Global: Can they succeed? World Scientific Publishers, Singapore.


* Rosalie L. Tung (2013) 'The Future of East Asian Management'. Ch. 16 in Warner (ed.) Managing across Diverse Cultures: 263-277.

~Robert Fitzgerald and Chris Rowley (2016) ‘Internationalization patterns and the evolution of multinational companies: comparing Japan, Korea, China and India’, Asia Pacific Business Review, 22(4): 523-33.

~Martin Hemmert and Keith Jackson (2016) ‘Is there an East Asian model of MNC internationalization? A comparative analysis of Japanese and Korean firms’, Asia Pacific Business Review, 22(4): 567-594.



Which trends can we identify when looking at management and employment systems in large enterprises in China? Which factors have shaped those trends?


* Shuming Zhao and Juan Du, 2013, ‘The Changing Nature of Management and Culture in China’. Ch. 5 in Warner (ed.) Managing across Diverse Cultures: 67-86.


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

Communication Resources
The Business School Communication and Academic Support programs provide online modules, communication workshops and additional online resources to assist you in developing your academic writing.

Business School Student Centre
The Business School Student Centre provides advice and direction on all aspects of admission, enrolment and graduation.
Level 1, Room 1028 in the Quadrangle Building
02 9385 3189

UNSW Learning & Careers Hub
The UNSW Learning & Careers Hub provides academic skills and careers support services—including workshops, individual consultations and a range of online resources—for all UNSW students. See their website for details.
Lower Ground Floor, North Wing Chancellery Building.
02 9385 2060

Student Support Advisors
Student Support Advisors work with all students to promote the development of skills needed to succeed at university, whilst also providing personal support throughout the process.
John Goodsell Building, Ground Floor.
02 9385 4734

International Student Support
The International Student Experience Unit (ISEU) is the first point of contact for international students. ISEU staff are always here to help with personalised advice and information about all aspects of university life and life in Australia.
Advisors can support you with your student visa, health and wellbeing, making friends, accommodation and academic performance.
02 9385 4734

Equitable Learning Services
Equitable Learning Services (formerly Disability Support Services) is a free and confidential service that provides practical support to ensure that your health condition doesn't adversely affect your studies. Register with the service to receive educational adjustments.
Ground Floor, John Goodsell Building.
02 9385 4734

UNSW Counselling and Psychological Services
Provides support and services if you need help with your personal life, getting your academic life back on track or just want to know how to stay safe, including free, confidential counselling.
Level 2, East Wing, Quadrangle Building.
02 9385 5418

Library services and facilities for students
The UNSW Library offers a range of collections, services and facilities both on-campus and online.
Main Library, F21.
02 9385 2650

Moodle eLearning Support
Moodle is the University’s learning management system. You should ensure that you log into Moodle regularly.
02 9385 3331

UNSW IT provides support and services for students such as password access, email services, wireless services and technical support.
UNSW Library Annexe (Ground floor).
02 9385 1333