ECON2111 Introduction to Economic Development - 2018

Subject Code
ECON2111
Study Level
Undergraduate
Commencing Term
Semester 1
Total Units of Credit (UOC)
6
Delivery Mode
On Campus
School
Economics

1. Course Details

Summary of Course

​One out of five people on Earth lives on less than $1 USD per day, while half the world lives on less than $2 USD per day. This course explores the causes and correlates of global poverty, and investigates the policies used to address it. The approach of the course is microeconomic, meaning that we focus on individual and household behaviours, as well as market failures which lead to sub-optimal choices by these individuals. We will learn about measurement of poverty and inequality, the role of health and education in poverty, problems in credit, savings, and insurance markets, the causes and effects of migration, environmental degradation, and child labor. By the end of this course, students will be able to design innovative ways to assess whether a proposed development intervention is likely to successfully improve the welfare of its target population.

This course will not cover macroeconomic topics, such as institutions, geography, growth, trade, or liberalization in any depth. This is not because these are not important topics, but rather because there are other courses in the School which are entirely dedicated to them. For students interested in those topics I recommend: ECON3110 (Development Economics), ECON3109 (Economic Growth, Technology, and Structural Change), ECON3116 (International Trade), and ECON3104 (International Macroeconomics).

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

The Business School expects that you are familiar with the contents of this course outline and the UNSW and Business School learning expectations, rules, policies and support services as listed below:

  • Program Learning Goals and Outcomes
  • Academic Integrity and Plagiarism
  • Student Responsibilities and Conduct
  • Special Consideration
  • Protocol for Viewing Final Exam Scripts
  • Student Learning Support Services

View course Policies and Support

Course Aims and Relationship to Other Courses

​ECON2111 will use content from ECON1101 and ECON1102. Students should be warned that good command of the material taught in the prerequisite course is essential for successfully mastering the material in this course.

Economic models and econometric tools are frequently used to provide a coherent explanation for some issues, but you do not need to have taken an econometrics course to be successful in this course. I will give a brief overview of the essential statistical methods needed to interpret the literature discussed in this course during the third week of lecture.

Student Learning Outcomes

The Course Learning Outcomes are what you should be able to DO by the end of this course if you participate fully in learning activities and successfully complete the assessment items.

The Learning Outcomes in this course also help you to achieve some of the overall Program Learning Goals and Outcomes for all undergraduate and postgraduate coursework students in the Business School. Program Learning Goals are what we want you to BE or HAVE by the time you successfully complete your degree (e.g. ‘be an effective team player’). You demonstrate this by achieving specific Program Learning Outcomes - what you are able to DO by the end of your degree (e.g. ‘participate collaboratively and responsibly in teams’).

For more information on Program Learning Goals and Outcomes, refer to the course Policies and Support.

The following table shows how your Course Learning Outcomes relate to the overall Program Learning Goals and Outcomes, and indicates where these are assessed (they may also be developed in tutorials and other activities):

Program Learning Goals and Outcomes Course Learning Outcomes Course Assessment Item
This course helps you to achieve the following learning goals for all Business undergraduate/postgraduate coursework students:

On successful completion of the course, you should be able to:

This learning outcome will be assessed in the following items:

1 - Knowledge

Identify the economic causes of underdevelopment.

Asses the relevance and weight of data in evaluating causes of underdevelopment.

Assess the potential effectiveness of various policies in combating underdevelopment.

  • Problem sets
  • Exams
  • In-tutorial presentations
  • In-class group activities
2 - Critical thinking and problem solving

Meaningfully question received knowledge and claims regarding theory and policy related to economic development.

  • Problem sets
  • Exams
  • In-tutorial presentations
  • In-class group activities
3a - Written communication

Construct written work which is logically and professionally presented.

  • Problem sets
  • Exams
  • In-class group activities
3b - Oral communication

Communicate ideas in a succinct and clear manner.

  • In-tutorial presentations
4 - Teamwork

Work collaboratively to complete a task.

  • In-class group activities
5a - Ethical, social and environmental responsibility

Identify and assess economic incentives for adoption of sustainable practices in developing countries.

  • Problem sets
  • Exams
  • In-tutorial presentations
  • In-class group activities
5b - Social and cultural awareness

Understand the economic incentives underlying selected cultural phenomena in developing countries

  • Problem sets
  • Exams
  • In-tutorial presentations
  • In-class group activities

2. Staff Contact Details

Position Title Name Email Location Phone Consultation Times
Lecturer-in-charge    Dr Sarah WalkerRoom 4599385 3319TBC

​The course tutor will be posted on the Course Website

You should feel free to contact your lecturer(s) about any academic matter. However, I strongly encourage that, for efficiency, all enquiries about the subject material be made at lectures or tutorials, or during consultation time. Discussion of course subject material will not be entered into via lengthy emails.

Email correspondence on administrative matters (e.g. inability to attend tutorial) will be responded to within 48 hours, but not over weekends. Please note that the lecturer has no advance notice of the date and time of the final exam [the subject of many emails].

Your email should have “ECON2111” in the subject line.

3. Learning and Teaching Activities

Approach to Learning and Teaching in the Course

​An understanding of any economic phenomenon has two components. Theory investigates causal factors that produce and sustain the phenomenon (in this case, economic (under)development) and examines the processes through which causality works. The facts that theory attempts to explain are supported by empirical observations. Empirical data is also used to test the validity of the theory in the context of specific cases. In this course, we will continually emphasise the relationship between theory and empirics. Students will be particularly encouraged to question the validity of theories, as well as the relevance of specific facts.

Please note that this course will “flip” much of the content. In practical terms, this means that I will work under the assumption that you have done the readings at home, as well as completed a set of study questions related to the reading assigned for a particular day. In class we will discuss the readings and occasionally work through applications in groups. Initially, this may be an uncomfortable arrangement, but the intention is to maximize your mastery of the topics covered in this class.

Learning Activities and Teaching Strategies

​This course has two principal components: lecture and tutorial. The lectures will cover the theory of economic development and underdevelopment, and form the core material of the course. In tutorials, students will discuss and present assigned material related to the theory. This material will often complement and reinforce the lectures by incorporating data and case studies, but occasionally it will also represent alternative views and criticism. Tutorials will serve to deepen the students’ understanding of the core material.

The purpose of lecture is:
  1. to provide a logical structure for the topics that make up the course;
  2. to emphasize the important concepts, models and methods of each topic, and
  3. to provide relevant examples to which the concepts and methods are applied.

Lecture slides can be downloaded from Moodle prior to each lecture. A small set of study questions will also be provided each week via Moodle in order to assist with the weekly readings.

Tutorial meetings provide an opportunity for each student to develop their understanding of theoretical concepts, as well as communication skills and critical spirit, through oral presentations. Tutorials are NOT designed to provide students with rote solutions to assigned problems. Attendance rolls will be taken.

Alert: Content is Open to Argument

It is extremely important to note that, in large part, this course does not deal with accepted answers to conventional questions. Many of the questions we will address and discuss are current puzzles about which there are conjectures and insights, but no known “right answers” that can be memorised. Indeed, different pieces of reading material assigned on the same topic may sometimes contradict each other. Assignments and exams will reflect this nature of the material; marks will be awarded for evidence of reflection and reasoning, not for reproducing textbooks or lecture notes.

5. Course Resources

​The website for this course is on Moodle.

Textbooks:
  1. Banerjee, Abhijit and Esther Duflo, (2011). Poor Economics: A Radical Rethinking of the Way to Fight Global Poverty, New York: Public Affairs. (B&D in the course schedule)

  2. de Janvry, A. and E. Sadoulet. (2015). Development Economics: Theory and Practice. London: Routledge. (dJ&S in the course schedule)
You may either purchase copies of these texts or access them free of charge through the UNSW library. The online copies will allow you to download and print PDF versions of each chapter.

Other readings: An assortment of readings is prescribed, as detailed below, organised roughly by topic. Not all will be required. The course schedule details when required readings are to be completed. (R) Denotes readings required for lecture, in addition to the main textbook readings. Supplemental readings will be discussed in tutorial.


Week 1: What is Development?

Banerjee, A and E. Duflo. (2007) “The Economic Lives of the Poor.” The Journal of Economic Perspectives, 21(1).

(R) Sen, A. (1988). “The Concept of Development.” Chapter 1, (pp. 10-26). Handbook of Development Economics, eds. H. Chenery and T.N. Srinivasan. Elsevier Science Publishers.

Week 2: Measuring Poverty and Inequality

Deaton, A. (2005). “Measuring Poverty in a Global World (or Measuring Growth in a Poor World).” The Review of Economics and Statistics, 87(1).

(R) Haughton and Khander. (2009). “Measuring Poverty.” Handbook on Poverty and Inequality, Chapter 6, The World Bank Institute.

Week 3: Review of Statistical Methods and Randomized Control Trials (RCTs)

(R) Banerjee, A. V., & Duflo, E. (2009). “The Experimental Approach to Development Economics.” Annual Review of Economics.

Duflo, E., R. Glennerster, and M. Kremer. (2007). “A Randomization Toolkit.” CEPR working paper 6059.

(R) Gertler, P., P. Premand, S. Martinez, C. M. J. Vermeersch, and L. Rawlings. (2010). Impact Evaluation in Practice. World Bank.

Sykes, A. (1992). “An Introduction to Regression Analysis.” The Inaugural Coase Lecture.

Week 4: Health

(R) Dupas, P. (2014). “Short-Run Subsidies and Long-run Adoption of New Health Products: Evidence from a Field Experiment.” Econometrica, 81(1).

Miguel, E., and M. Kremer. (2004). “Worms: Identifying Impacts on Education and Health in the Presence of Treatment Externalities.” Econometrica, 72(1).

Week 5: Education

Duflo, E. (2001). “Schooling and Labor Market Consequences of School Construction in Indonesia: Evidence from an Unusual Policy Experiment.” American Economic Review, 91(4).

(R) Kremer, M. (2003). “Randomized Evaluations of Educational Programs in Developing Countries: Some Lessons.” American Economic Review, 93(2).

Week 7: Population and Development

Qian, N. (2009). “Quantity-Quality and the One Child Policy: The Positive Effect of Family Size on School Enrolment in China.” NBER Working Paper 14973.

Week 8: Insurance

Karlan, D., R. Osei, I. Osei-Akoto, and C. Udry. (2015). “Agricultural Decisions after Relaxing Credit and Risk Constraints.” The Quarterly Journal of Economics, 192(2).

(R) Ray, D. (1998). “Insurance” (Chapter 15). Development Economics. Princeton University Press.

Week 9: Credit and Savings

Banerjee, A., E. Duflo, R. Glennerster, and C. Kinnan. (2015). “The Miracle of Microfinance? Evidence from a Randomized Evaluation.” American Economic Journal: Applied Economics, 7(1).

(R) McClure, S., D. Laibson, G. Loewenstein, and J.D. Cohen. (2004). “Separate Neural Systems Value Immediate and Delayed Monetary Rewards.” Science 306(5695).

Week 10: Migration

(R) “Migration and Development” The Economist, 2004

Munshi, K. and M. Rosenzweig. (2016). “Networks and Misallocation: Insurance, Migration, and the Rural-Urban Wage Gap.” American Economic Review, 106(1).

Week 11: Environment and Development

Andreoni, J. and A. Levinson. (2001). “The Simple Analytics of the Environmental Kuznets Curve.” Journal of Public Economics. 80.

(R) Solow, R. (1991). “Sustainability: An Economist’s Perspective” 18th J. Seward Johnson Lecture to the Marine Policy Center, Woods Hole Oceanographic Institution at Woods Hole, MA.

(R) Ostrom, Eleanor (1990). Governing the Commons: The Evolution of Institutions for Collective Action. Cambridge University Press. Chapters 1 & 2.

Week 12: Public Goods

Ashraf, N., E. Glaeser, and G.A.M. Ponzetto. (2016). “Infrastructure, Incentives and Institutions.” NBER Working Paper 21910.

(R) Dinkelman, T. (2011). "The Effects of Rural Electrification on Employment: New Evidence from South Africa." American Economic Review, 101(7).

6. Course Evaluation & Development

​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 Tool is one of the ways in which student evaluative feedback is gathered. You are strongly encouraged to take part in the feedback process.

7. Course Schedule

Week 1: 26 Feb
Activity

Lecture

Topic

What is Development?

Assessment/Other

B&D Ch. 1

Sen (1988)

Week 2: 05 Mar
Activity

Lecture

Topic

Measuring Poverty and Inequality

Assessment/Other

dJ&S Ch. 5

Haughton and Khander (2009)

Activity

Tutorial

Topic

Introduction and Scheduling

Assessment/Other

Banerjee & Duflo (2007)

Week 3: 12 Mar
Activity

Lecture

Topic

Statistical Methods and RCTs

Assessment/Other

Gertler et al. (2010) Chs. 3 & 4

Banerjee & Duflo (2009)

*Sykes (1992)

Activity

Tutorial

Topic

Measuring Poverty and Inequality

Assessment/Other

Deaton (2005)

Week 4: 19 Mar
Activity

Lecture

Topic

Health

Assessment/Other

B&D Chs. 2 & 3

Dupas (2014)

HW 1 Due

Activity

Tutorial

Topic

Statistical Methods and RCTs

Assessment/Other

Gertler et al. Ch. 1

Week 5: 26 Mar
Activity

Lecture

Topic

Education

Assessment/Other

B&D Ch. 4

Kremer (2003)

 

Activity

Tutorial

Topic

Health

Assessment/Other

Miguel & Kremer (2004)

Mid Semester Break: 02 Apr
Week 6: 09 Apr
Activity

Lecture

Topic

Midterm Exam

Assessment/Other

Covers week 1-6 material

Activity

Tutorial

Topic

No Tutorial - Midterm Exam

Week 7: 16 April
Activity

Lecture

Topic

Population and Development

Assessment/Other

B&D Ch. 5

dJ&S Ch. 11

Activity

Tutorial

Topic

Education

Assessment/Other

Duflo (2001)

Week 8: 23 Apr
Activity

Lecture

Topic

Insurance

Assessment/Other

B&D Ch. 6

Ray Ch. 15

Activity

Tutorial

Topic

Population and Development

Assessment/Other

Qian (2009)

Week 9: 30 Apr
Activity

Lecture

Topic

Credit and Savings

Assessment/Other

B&D Chs. 7 & 8

McClure et al. (2004)

HW 2 Due

Activity

Tutorial

Topic

Insurance

Assessment/Other

Karlan et al. (2015)

Week 10: 07 May
Activity

Lecture

Topic

Migration

Assessment/Other

dJ&S Ch.12

The Economist (2004)

Activity

Tutorial

Topic

Credit and Savings

Assessment/Other

Banerjee et al. (2015)

Week 11: 14 May
Activity

Lecture

Topic

Environment and Development

Assessment/Other

dJ&S Ch.15

Solow (1991)

Ostrom Chs. 1 & 2

Activity

Tutorial

Topic

Migration

Assessment/Other

Munshi & Rosenzweig (2016)

Week 12: 21 May
Activity

Lecture

Topic

Public Goods

Assessment/Other

BBM Ch.19

Dinkelman (2011)

HW 3 Due

Activity

Tutorial

Topic

Environment and Development

Assessment/Other

Andreoni and Levinson (2001)

Week 13: 28 May
Activity

Tutorial

Topic

No Tutorials - Review for Final

8. Policies

Information about UNSW Business School protocols, University policies, student responsibilities and education quality and support.

Program Learning Goals and Outcomes

The Business School Program Learning Goals reflect what we want all students to BE or HAVE by the time they successfully complete their degree, regardless of their individual majors or specialisations. For example, we want all our graduates to HAVE a high level of business knowledge and a sound awareness of ethical, social, cultural and environmental implications of business. As well, we want all our graduates to BE effective problem-solvers, communicators and team participants.

You can demonstrate your achievement of these goals by the specific outcomes you achieve by the end of your degree (i.e. Program Learning Outcomes—henceforth PLOs). These PLOs articulate what you need to know and be able to do as a result of engaging in learning. They embody the knowledge, skills and capabilities that are identified, mapped, taught, practised and assessed within each Business School program.

All UNSW programs and courses are designed to assess the attainment of program and/or course level learning outcomes, as outlined in the UNSW Assessment Design Procedure. It is therefore important that you become familiar with the Business School PLOs, as they constitute the framework which informs and shapes the course components and assessments of the courses within your program of study.

Program Learning Outcomes

  • Undergraduate
  • Postgraduate Coursework
Knowledge You should be able to identify and apply disciplinary knowledge to business situations in a local and global environment.
Critical thinking and problem solving You should be able to identify and research issues in business situations, analyse the issues, and propose appropriate and well-justified solutions.
Written communication You should be able to prepare written documents that are clear, concise and coherent, using appropriate style and presentation for the intended audience, purpose and context.
Oral communication You should be able to prepare and deliver oral presentations that are clear, focussed, well-structured, and delivered in a professional manner.
Teamwork You should be able to participate collaboratively and responsibly in teams, and reflect on your own teamwork, and on the team’s processes and ability to achieve outcomes.
Ethical, social and environmental responsibility
  1. You should be able to identify and assess ethical, environmental and/or sustainability considerations in business decision-making and practice.
  2. You should be able to identify social and cultural implications of business.
Workplace skills (Co-op programs only) You should be able to conduct yourself in a professional manner in the work environment, communicate effectively in diverse workplace situations and be able to apply discipline knowledge and understanding to real business problems with initiative and self-direction.
Related PLO Documents View the Undergraduate Honours PLOs (pdf)
Knowledge You should be able to identify and apply current knowledge of disciplinary or interdisciplinary theory and professional practice to business in local and global environments.
Critical thinking and problem solving You should be able to identify, research and analyse complex issues and problems in business and/or management, and propose appropriate and well-justified solutions.
Written communication You should be able to produce written documents that communicate complex disciplinary ideas and information effectively for the intended audience and purpose.
Oral communication You should be able to produce oral presentations that communicate complex disciplinary ideas and information effectively for the intended audience and purpose.
Teamwork You should be able to participate collaboratively and responsibly in teams, and reflect on your own teamwork, and on the team’s processes and ability to achieve outcomes.
Ethical, social and environmental responsibility
  1. You should be able to identify and assess ethical, environmental and/or sustainability considerations in business decision-making and practice.
  2. You should be able to identify social and cultural implications of business.
Related PLO Documents View the Master of Philosophy PLOs (pdf)
 View the Doctor of Philosophy PLOs (pdf)

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.
  • Critical thinking and problem solving
  • Knowledge
  • Oral communication
  • Research capability
  • Teamwork
  • Workplace skills
  • Written communication
Entrepreneurial leaders capable of initiating and embracing innovation and change, as well as engaging and enabling others to contribute to change
  • Critical thinking and problem solving
  • Knowledge
  • Oral communication
  • Workplace skills
  • Written communication
Professionals capable of ethical, self- directed practice and independent lifelong learning
  • Ethical, social and environmental responsibility
  • Workplace skills
Global citizens who are culturally adept and capable of respecting diversity and acting in a socially just and responsible way.
  • Ethical, social and environmental responsibility
  • Oral communication
  • Written communication

The Business School strongly advises you to choose a range of courses that assist your development against these PLOs and graduate capabilities, and to keep a record of your achievements as part of your portfolio. You could use these records 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 nine to ten hours per week studying for a course except for Summer Term courses which have a minimum weekly workload of eighteen to twenty hours. This time should be made up of reading, research, working on exercises and problems, online activities and attending classes. In periods where you need to complete assignments or prepare for examinations, the workload may be greater. Over-commitment has been a cause of failure for many students. You should take the required workload into account when planning how to balance study with employment and other activities.

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

View more information on expected workload

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.

Special Consideration

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

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

Please note the following:

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

Business School Protocol on requests for Special Consideration

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

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

Special Consideration and the Final Exam in undergraduate and postgraduate courses

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

  1. Supplementary exams will be scheduled centrally and will be held approximately two weeks after the formal examination period.

    Supplementary exams for Semester 1, 2018 will be held during the period 14 - 21 July, 2018. Students wishing to sit a supplementary exam will need to be available during this period.

    The date for all Business School supplementary exams for Summer Term 2017/2018 is Wednesday, 21 February, 2018. If a student lodges a special consideration for the final exam, they are stating they will be available on this date. Supplementary exams will not be held at any other time.

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

The Supplementary Exam Protocol for Business School students is available at: http://www.business.unsw.edu.au/suppexamprotocol

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

Protocol for Viewing Final Exam Scripts

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

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


Student Support and Resources

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

Business School 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.
BUS.EQS.Consultations@unsw.edu.au
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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