TABL3755 Taxation of Business Entities - 2019

TABL3755
Undergraduate
Term 1
6 Units of Credit
On Campus
Taxation & Business Law
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. You should always access the current online version of the outline when the Term commences.

1. Course Details

Summary of Course

​Australia currently taxes the different types of business entities in ways that are consistent with their legal form. It follows that some economically equivalent business structures are treated quite differently from each other for income tax purposes. Issues relating to the choice of a particular type of business entity and its operation produce tax planning opportunities and tax policy challenges. This course examines tax issues relevant to the creation, operation and termination of partnerships, trusts and companies. It places particular emphasis on a detailed examination of the dividend imputation system and on issues arising when dividend income moves through a partnership, a trust or an interposed company. (Sourced from (with slight adaptation) UNSW, Postgraduate Handbook 2018).

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

Course Aim

The aim of this course is for you to be able to apply relevant Australian tax legislation, cases, rulings and principles, to the solution of typical tax-related professional problems involving the three (or four) most widely used business entities or structures or property-owning structures in Australia.

Relationship between this Course and other Courses (Majors) in Business School

This course is taught as part of the Bachelor of Commerce degree and may be undertaken in either the Taxation Major (B Com (Taxation)) or in the Business Law major. The course builds on knowledge and skills gained by students in their prior studies, in particular, TABL 2751 - Business Taxation.

There is a strong relationship between generally accepted accounting principles (GAAPs) and Australia’s taxation rules. As students will already appreciate, the accounting rules can be very important in the context of applying the income tax rules to the three “entities” studied in this course.

Accordingly, one theme in this course is to consolidate and build awareness of the accounting rules and their role in the income taxation of the three entities studied in the course.

Pre-Requisite

The following is a pre-requisite for this course:

TABL 2751 - Business Taxation

2. Staff Contact Details

Position Title Name Email Location Phone Consultation Times
Lecturer-in-chargeAProfDale BoccabellaRoom 2069, Level 2 South Wing, Quadrangle Building (E15)+61 2 9385 3365To be advised in first or second week of semester

Communication with staff

You should contact the lecturer-in-charge (Dale Boccabella) in regard to any administrative issue concerning the course. It is best to send Dale an email. Before sending an email enquiry, please check this Course Outline and the Approach to Solving Problems in Taxation Law and Student Companion document, as the answer to your query is very likely to be contained in these documents.

Note also that UNSW staff can only respond to your official UNSW email address. If you have not received an email response from the lecturer-in-charge within say three to four days, there is a good chance your email address is not working properly (i.e. not allowing emails to go through).

Technical Tax Matters

Experience over a considerable period indicates that it is both inefficient and counter-productive to attempt to answer your technical tax questions via email. Accordingly, technical tax questions will not be answered over the email (Note comment below). If you do send a staff member an email with technical questions in it, the staff member will not be answering your questions by email. Accordingly, as a matter of basic courtesy, do not clog up the email of staff in this manner. You must either see Dale in person, or phone him (arrange a time to phone them). Note though that you are welcome to send Dale your questions by email, but you must see him or phone him to obtain a response.

Consultation Times

The consultation times of Dale Boccabella will be announced before the end of the second week of the course, and they will be mentioned in lectures and sent to you by email. You are encouraged to see Dale to discuss any technical questions or issues you have with the course materials during the listed consultation times. If the nominated consultation times are not convenient for you, please contact Dale to arrange an alternate time.

Experience indicates that demand for consultation is at its highest in the lead up to an assessment task (e.g. final exam). Consistent with previous practice, Dale will expand his consultation times in such periods.

You should note that consultation times are limited. Accordingly, you should narrow down the range of issues you seek assistance on. For example, staff will not give you a mini-lecture on a topic in consultation times, as this would be unfair to other students.

Difficulty with Course Materials

If you are experiencing difficulty with the course materials or problem questions you are encouraged to seek assistance from Dale Boccabella as soon as problems arise. It is far easier to address problems if help is sought at the earliest time possible, compared to leaving problems till the “last minute”. In this regard, you should read (and re-read) the relevant parts of the Approach to Solving Problems in Taxation Law and Student Companion document. Unfortunately, a number of students every year do not take this advice. You do need to be honest with yourself on the question of whether you are having difficulty with course materials.

3. Learning and Teaching Activities

Approach to Learning and Teaching in the Course

Four propositions guide my (Dale Boccabella) approach to learning and teaching activities and the design of course documents. They are:

  1. The best legacy to leave students is to have helped them develop: (a) their independent learning skills (b) their analytical/critical thinking skills (c) an understanding of the context of their learning and (d) a desire or passion for knowing or mastering a body of knowledge;
  2. Given the complexity and volume of Australia’s tax law, students require considerable direction in their approach to problem solving. The level of support must strike a balance between the opportunity to develop independent learning skills and critical thinking skills, and the need to assist students in confronting a difficult body of knowledge;
  3. Given the role model position filled by teaching staff, deeper levels of student motivation and engagement with the curriculum is more likely when teaching staff convey energy, motivation and deep engagement with topics of study; and
  4. Academics are in a better position to assist students with their deep learning when they maintain deep and up-to-date-knowledge of the topic areas in which they teach.

Implementation of the above propositions or guiding principles gives students the best chance of maximising their academic performance and in their future careers.

These propositions and guiding principles will inform the teaching strategies, teaching approaches, design of course documents and assessment tasks in this course.

Learning Activities and Teaching Strategies

Every learning activity, inside and outside the classroom, is directed at facilitating the achievement of the learning outcomes. Given that students in this course will have had some exposure (albeit limited) to the income taxation rules concerning the three entities in their earlier taxation law course, the lecturer will assume some basic knowledge of the taxation of the three entities and build on that. The overall aim of the lecture is to provide that initial introduction to topics. This is important in that it gives students the overall structure of a topic (and a fair bit of detail), as well as highlighting the difficulties to look out for in a given topic. The designated readings are designed to build on this. The commentary in the Lecture Program, Reading Program and Study Guide, where the designated readings are set out, provides you with direction for your learning in regard to topic areas.

The lecture handouts assist with the all-important structure of a topic (and some detail).

The tutorials are designed as a key opportunity to practice the key learning outcome in the course, namely, applying the tax law to a typical taxation of business entities problem. The tutorial is a non-threatening environment where students can engage with typical tax related problems and experiment with, and practice their, critical thinking and problem solving skills. The tax problems are contained in a tutorial program document. Some 50-55 minutes is allocated to the tutorial each week. This means students have ample time to participate in the critical thinking and problem solving required in the context of pre-set tax problems.

All assessments in this course involve solving typical problems concerning the taxation of business entities, which means they are all directed at facilitating and achieving the learning outcomes for the course.

5. Course Resources

​The income tax rules studied in this course are derived from legislation and case law. However, Australian Taxation Office (ATO) rulings and ATO practice also provide substantial guidance on the operation of Australia’s income tax rules.

Prescribed materials are books that you must have ready and ongoing access to so that, for example, you can underline, annotate.

Prescribed Legislation

The main piece(s) of legislation studied in the course are the Income Tax Assessment Act 1936 (ITAA 1936) and the Income Tax Assessment Act 1997 (ITAA 1997). Most of the legislative materials required for this course are contained in S Barkoczy, Core Tax Legislation & Study Guide 2018, 21st ed., Oxford University Press, South Melbourne, 2018. Last year’s edition of this book is acceptable, subject to ensuring you access some recent amendments. A similar book published by one of the other commercial publishers would be equally useful.

It should be noted that some legislative references in the Lecture Program, Reading Program and Study Guide have not been reproduced in the Core Tax Legislation & Study Guide 2018. In such cases, you are responsible for locating those legislative provisions. The full text of the relevant legislation is available on the CCH database, which can be accessed via the UNSW library website. The Thomson Reuters database, also accessible through the UNSW library, also has the full legislation, as does the ATO website. A user-friendly site where tax legislation is readily available is the Commonwealth Law site (comlaw).

Prescribed Texts/Books

You must have access to either:

  • R H Woellner, S Barkoczy, S Murphy, C Evans and D Pinto, Australian Taxation Law 2018, 27th ed., Oxford University Press, South Melbourne, 2018 (Woellner)

or

  • F Gilders, J Taylor, M Walpole, M Burton and T Ciro, Understanding Taxation Law 2018, LexisNexis Butterworths, Chatswood, 2018 (Gilders)

Using last year’s version of Woellner or Gilders is acceptable, provided you update for recent amendments.

Additional Texts, Casebooks that can be consulted

  • R L Deutsch, M L Friezer, I G Fullerton, P J Hanley and T J Snape, Australian Tax Handbook 2016, Thomson Reuters, Pyrmont, 2016 (look for latest version)
  • CCH Tax Writers, Australian Master Tax Guide 2016, 58th ed., CCH, North Ryde, 2016 (look for latest version)
  • Pip Hughes (with contributions by George Kolliou, Robin Pennell and David Coombes), Australian Trusts Tax Handbook, Thomson Reuters, Pyrmont, 2012 (look for latest version)
  • Bernard Marks, Trust & Estates: Taxation and Practice, 2nd ed., Taxation Institute of Australia, Sydney, 2009 (Note, there is a third edition of this “book”, but it is only available in electronic form through The Tax Institute)
  • Gordon Cooper and Chris Evans (assisted by Kirk Wilson), Australian CGT Handbook 2015-16, Thomson Reuters, Pyrmont, 2015 (look for latest version)
  • G Cleary, S Baxter, L Biti, P McCouat and S Peters, Small Business Tax Concessions Guide, 3rd ed., CCH, North Ryde, 2013 (look for latest version)
  • John Gaal, CGT Small Business Reliefs Handbook 2008-09, Taxation Institute of Australia, Sydney, 2008 (look for latest version)
  • John Gaal, Division 7A Handbook 08-09, Taxation Institute of Australia, Sydney, 2008 (look for latest version)
  • Bernie O’Sullivan, Estate & Business Succession Planning 2011-12, The Tax Institute, Sydney, 2011 (Note, subsequent editions of this book have been published)
  • M Kobetsky, A O’Connell, R Krever and M Stewart, Income Tax: Text, Materials and Essential Cases, 7th ed., The Federation Press, 2008 (Note, a subsequent edition of this book has been published)
  • P Burgess, G S Cooper, M Stewart and R J Vann, Cooper, Krever & Vann’s Income Taxation: Commentary and Materials, 7th ed., Thomson, Pyrmont, 2012
  • Julie Cassidy, Concise Income Tax, 5th ed., The Federation Press, Leichhardt, 2010
  • Andrew Sommer, Robyn Schofield and Stephen Gates, Tax & Insolvency, 3rd ed., Thomson Reuters, Pyrmont, 2011
  • Stephen J Gates, Tax Aspects of Corporate Restructuring, LBC, North Ryde, 1996
  • Maurice Cashmere, Tax and Corporate Financing into the new millennium, CCH, North Ryde, 1999
  • Stan Ross and Philip Burgess, Income Tax: A Critical Analysis, 2nd ed., LBC Information Services, North Ryde, 1992
  • Wouter Scholtz, Australian Corporate Taxation, Longman Business & Professional, Melbourne, 1995
  • C J Taylor, Capital Gains Tax: Business Assets and Entities, Law Bok Company, North Ryde, 1994
  • Michael Butler, Australian Federal Company Taxation, Butterworths, North Ryde, 1994
  • Jeffrey Waincymer, Australian Income Tax: Principles and Policy, 2nd ed., Butterworths, North Ryde, 1993
  • Bernard Marks, Corporate Taxation in Australia: Distributions and Imputation, CCH, North Ryde, 1990
  • R I Richards and R H Doherty, Taxation of Dividends: The imputation and foreign tax credit systems, Butterworths, North Ryde, 1987
  • Richard J Vann (ed.), Company Tax Reform, The Law Book Company, North Ryde, 1988

(As noted, some of these listed books have been published as subsequent editions)

Australian Taxation Office (ATO) Rulings that can be consulted

The ATO has published a number of rulings on Australia’s income tax in the area of the taxation of business entities. These rulings provide readers with the ATO’s view on various transactions. They are a valuable source of information. Indeed, a number of rulings are referred to in the prescribed text. Further, some rulings are listed in the Lecture Program, Reading Program and Study Guide as important readings. The rulings are available on the ATO’s website. A step-by-step guide to finding the rulings is set out in the Approach to Solving Problems in Taxation Law and Student Companion document.

Taxation Journals/Bulletins that can be consulted

There are a number of journals relevant to Australian taxation law published in Australia. They include: (1) Taxation in Australia (2) The Tax Specialist (3) Australian Tax Review (4) The Journal of Australian Taxation (5) Revenue Law Journal (6) Australian Tax Forum and (7) eJournal of Tax Research. These journals contain articles on Australia’s income tax regime. Students are not required to read any of the articles in these journals. However, it could be useful to identify and read relevant articles in such journals in regard to some issues in the assignment(s).

Note that Taxation in Australia is available to you electronically for free if you take out student membership of The Tax Institute (TTI). Student membership of the TTI is free for full-time undergraduate students. Dale will provide information about this in the first lecture.

Indeed, you can contact Ms Cherish Renshaw to enquire about and take up your student membership of the TI.

Electronic Databases

The UNSW library subscribes to several electronic databases. Of particular relevance to this course are the CCH and the Thomson Reuters databases on tax publications (e.g. legislation, cases, ATO rulings services, tax commentary services). The UNSW library database can be accessed either on Level One of the Law Library, or via the UNSW website. As a UNSW student, you are entitled to use this database.

It should also be noted that the library also has hard copies of most tax reports and ATO rulings that are listed in this course outline.

Warning/Caution

Do not use the Austlii website for tax legislation. On a number of occasions, admittedly some years ago, this website did not contain up-to-date tax legislation.

Hardcopies of Tax Cases

Note also that hardcopies of most tax cases, not only CCH cases, are available in the law library. In fact, this is the only way to access cases reported in Australian Tax Decisions (ATDs); ATDs are not available on line.

Course Documents

All of the documents (including this Course Outline) for this course are available on UNSW Moodle.

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.

 

Each year feedback is sought from students and other stakeholders about the courses offered in the School and continual improvements are made based on this feedback. UNSW's myExperience survey is one of the ways in which student evaluative feedback is gathered. In this course, we will seek your feedback through end of semester myExperience responses.

These responses are carefully reviewed and if suggested improvements can be made, they will be implemented in the following semester for the benefit of students coming after you.

Perhaps of more relevance to you is that feedback from last year indicates a very high level of student satisfaction with this course. However, suggestions were made for further improvements, and where possible, these suggestions will be implemented this semester.

Perhaps of further benefit to you, we will conduct an informal student survey in Week 6 of semester (e.g. what are the positives of this course, what are the negatives of this course). Every semester, this feedback is reviewed very carefully and quickly. The aim of this is to identify issues that you think can make your learning experience in this course better for the rest of the semester.

You are also welcome to provide feedback at other times as well.

7. Course Schedule

Week Activity Topic Assessment/Other
Week 1: 18 February
Week 2: 25 February
Week 3: 4 March
Week 4: 11 March
Week 5: 18 March
Week 6: 25 March
Week 7: 1 April
Week 8: 8 April
Week 9: 15 April
Week 10: 22 April

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.

RELATED DOCUMENTS

 

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.

Plagiarism

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: https://student.unsw.edu.au/plagiarism-quiz

Cheating

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: https://student.unsw.edu.au/aim.

For UNSW policies, penalties, and information to help you avoid plagiarism see: https://student.unsw.edu.au/plagiarism as well as the guidelines in the online ELISE tutorials for all new UNSW students: http://subjectguides.library.unsw.edu.au/elise. For information on student conduct see: https://student.unsw.edu.au/conduct.

For information on how to acknowledge your sources and reference correctly, see: https://student.unsw.edu.au/referencing. 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.

Workload

It is expected that you will spend at least ten to twelve hours per week studying for a course except for Summer Term courses which have a minimum weekly workload of twenty to twenty four hours. This time should be made up of reading, research, working on exercises and problems, online activities and attending classes. In periods where you need to complete assignments or prepare for examinations, the workload may be greater. Over-commitment has been a cause of failure for many students. You should take the required workload into account when planning how to balance study with employment and other activities.

We strongly encourage you to connect with your Moodle course websites in the first week of semester. Local and international research indicates that students who engage early and often with their course website are more likely to pass their course.

View more information on expected workload

Attendance

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

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

UNSW Learning Centre
The UNSW Learning Centre provides academic skills support services, including workshops and resources, for all UNSW students. See their website for details.
Lower Ground Floor, North Wing Chancellery Building.
learningcentre@unsw.edu.au
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.
advisors@unsw.edu.au
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.
externalteltsupport@unsw.edu.au
02 9385 3331

UNSW IT
UNSW IT provides support and services for students such as password access, email services, wireless services and technical support.
UNSW Library Annexe (Ground floor).
itservicecentre@unsw.edu.au
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.
disabilities@unsw.edu.au
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.
counselling@unsw.edu.au
02 9385 5418


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