MGMT5800 Technology, Management and Innovation - 2018

MGMT5800
Postgraduate
Semester 1
6 Units of Credit
On Campus
Management

1. Course Details

Summary of Course

Business organisations today face unprecedented challenges. Across virtually every industry, managers are confronted with new conditions of rapid technological change, intense global competition, and growing demands for social responsibility. As traditional sources of competitive advantage are being eroded, managing change is becoming a crucial factor in the survival and performance of organisations. Organisation design refers to the arrangement of the organisations formal and informal structure as well as its processes, staffing, rewards and culture. With a particular focus on technology and innovation, this course aims to help prepare students to help manage the design of high-performance organisations for change.

The specific goal of this course is to teach you about the management of technology and innovation and change from a General Manager’s perspective.

It views technology, broadly defined, as the process by which an organisation transforms all of its organisational inputs (i.e. labour, capital, materials, and information) into products and/or services. Innovation is defined as a significant change in an organisation’s underlying technology. Organisational change deals with the process of initiating, creating, and confronting such challenges so as to make it possible for organisations to become or remain viable, to adapt to new conditions, to solve problems, to learn from experiences, and to move toward greater maturity. Because technology is a critical resource for each organisation, it must be managed by the general manager for comparative advantage. To do so necessitates aligning the technology strategy with the organisational strategy.

The course is organised around five (5) major themes:

  1. integrating technology and strategy;
  2. design and evolution of technology strategy;
  3. enactment of technology strategy: developing the firm’s innovative capacities;
  4. enactment of technology strategy: creating and implementing a development strategy; and
  5. innovation challenges in established firms.

Attention will be focused upon the major theoretical and empirical contributions to the field and their implications for practitioners. Experiential work and case studies will be used to assist you in relating the content material to your own experience and practice.

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

When you have completed this subject, you will be expected to have developed:

- a working understanding of the prominent theories, models, and empirical research related to the strategic management of technology and innovation change;

- a broad understanding of the significant issues in technology strategy and a healthy scepticism toward fads in the area; and

- an ability to critically examine the behaviour of organisations in developing, implementing, and managing change, from a strategic perspective.

2. Staff Contact Details

Position Title Name Email Location Phone Consultation Times
Lecturer In Charge and TutorMrPeter DonnanLevel 5, Business School building – Ref E12+61 2 9385 7175Thursday 3.00 – 4.00pm OR By appointment

3. Learning and Teaching Activities

Approach to Learning and Teaching in the Course

This course is taught as an applied, graduate level strategy activity. The academic teaching is done as a means for you to develop on embedded or already embedded critical thinking and application skills that your degree has already imbued you with.

Consequently, the primary approach to teaching is one of independent learning alongside academic rigour and application. Its separate teaching parts (lecture and seminar) along with its assessment tasks specifically orient you to draw on your personal or work experiences and to then align these with the lessons learned. For instance, rather than simply encourage you to read articles or case studies and then to discuss these broadly, you will need to leverage the CASE application that you are learning in this subject and develop your application and thinking. We do this by developing your critical insights so that you can problem solve, argue solutions, and convince colleagues or combatants. In this regard, the separate parts of the course are meant to give you solid, transportable analytical skills that will stay with you for the duration of your career.

The course is therefore taught (1) with an expectation that you are open to learning, (2) that you are willing to be challenged, and (3) that you are enthusiastic about participating. In order for you to benefit from the course as fully as possible, you will need to embrace an understanding of these three items.

The best way to prepare for this approach is to

  • Come to both lectures and seminars prepared to participate
  • Be involved – challenge, argue, agree, and discuss
  • Read and think about items outside of core class materials
  • Be willing to challenge your preconceived beliefs 
  • Consider the course in the broader scheme of your career.

This approach will enable you to benefit from the teacher’s experience and approach, as well as facilitating your own analytical and applied development.

Learning Activities and Teaching Strategies

As indicated above, learning in the course occurs across two platforms – a lecture and a seminar. The two are integrated and so you need to attend both to benefit from the planned learning outcomes (apart from each connected to your assessment). Each is related insofar as the lecture provides an intellectual and academic foundation, while the seminar is the place for application and applied, critical thinking, as you integrated lecture content.

At times you may wonder what the overlap is, yet the connection is embedded rather than explicit. On a week to week basis, each learning activity will direct you in this regard (e.g., lecture content in weeks 2, 3, and 4 play a central role in your ability to provide depth to the way you construct a developed case application in week 5 and 6).

With a focus on your career and the requisite skills for your career, you will need to work in teams for your case analysis and for seminar assignments and for two (2) major case analyses.

Outside of class time, however, and in order to facilitate your learning (and its retention), it is expected that you work independently on tasks such as reading or initial problem solving for cases or applications. It is anticipated that after your independent work, you will come together as a team to work on your Case or on the exercise for your seminar.

Either way, allocating time to think and to prepare for lectures, debates, and seminars is essential.

You have two major group based cases (CSAI and CSAII) to complete for formal assessment purposes. In each case, the basic questions are essentially the same:

  1. What are the real issues the organisation needs to address?
  2. What alternatives does the organisation have in tackling these issues, and which alternative makes most sense?
  3. What specific action plan would you recommend? 

5. Course Resources

Textbook

  • Burgelman, Robert, A., Christensen, Clayton, M., & Wheelwright, Steven, C. Strategic Management of Technology and Innovation (5th Edition), Boston: McGraw-Hill Irwin.

A Reading Pack will be provided in Moodle, this will complement the Textbook Readings. Both the Textbook and the Reading Pack contains materials that are required for either Lectures or Seminars, and contain Assessable material. Additional weekly readings will be provided in Moodle, as required.

Note on Additional Readings and Lecture Material

From week to week there will be additional readings posted on Moodle. Often these additional readings are ‘of interest’ and while they are not compulsory to read you would benefit from doing so. In other weeks, you will be required to read additional material posted on Moodle or handed out in class. You will be informed when this is the case.

Additional Reference Material

No text and/or group of selected readings could encompass all of the relevant theory and research surrounding technology and innovation. Students are encouraged to investigate additional books and periodicals (both practitioner as well as academic journals) in their exploration of this subject. It is therefore important to read, to think and to explore around the prescribed text/readings and to monitor relevant periodicals, especially if you intend to develop a specialisation in this area. The following list contains a number of relevant journals:

  • Academy of Management Executive
  • Technological Forecasting and Social Change
  • Academy of Management Journal
  • Technology and Learning
  • Academy of Management Review
  • Technology Analysis and Strategic Management
  • Administrative Science Quarterly
  • Technology and Culture
  • Technology in Society
  • California Management Review
  • Technology Review: MIT's Magazine of Innovation
  • Harvard Business Review
  • Innovation Research on Technological Innovation, Management
  • Journal of Management
  • Journal of Management Studies
  • Strategic Management Journal
  • Journal of Occupational and Organisational Psychology
  • Strategy and Leadership
  • Journal of Organisational Behavior
  • Sloan Management Review
  • Management Science
  • Leadership Quarterly
  • Organisational Dynamics
  • Organisation Science
  • Organisation Studies
  • Research in Organisational Behavior

6. Course Evaluation & Development

​Each year, we seek feedback from students and other stakeholders about the courses we offer. In MGMT5800 we evaluate and use your course-level feedback, both quantitative and qualitative, to guide our continuing monitoring and redesigning of the course.

Change is not automatically linked to any one piece of feedback as our teaching team reflects on a range of feedback sources over time, including our evaluations of assessment performance. This continual improvement process can affect one or more particular areas of the course, whether this has to do with structure, content, resources, delivery or assessment. Thus, the MGMT5800 course you are doing this session reflects changes we have made in responses to feedback from previous student cohorts and our constant monitoring of the performance of students in negotiation simulations and assessment items.

The UNSW myExperience Process is one of the ways in which we gather student evaluative feedback. As in this case, we communicate significant changes within the course to subsequent cohorts of students.

Feedback from previous students indicated that the course should be practical and hands on, and that it should have more individual-based assessment. As a result of this feedback, the structure of the course was changed in 2016 and 2017 to reflect these suggestions.

7. Course Schedule

Week 1: 26 Feb - Thursday 1 March
Activity

Lecture

Topic

Overview /Introduction

What is organisational change? What is technological strategy?

Overview /Introduction

What is organisational change? What is technological strategy?

Assessment/Other

  • Textbook, pp.1-12.
  • Reading Pack - On Moodle: Baldwin, Bommer & Rubin, 2008, Ch 10, Making Change
  • Ahmed & Shepherd, Ch 1, Innovation in context - On Moodle

Activity

Tutorial

Topic

No Tutorial but read Handout: A guide to Case Analysis (on Moodle)

Week 2: 05 Mar - Thursday 8 March
Activity

Lecture

Topic

Technology and Strategy: A General Management Perspective

Assessment/Other

  • Textbook, Reading I-7: The Art of High-Technology Management

  • Textbook, Reading I-2: How to Put Technology into Corporate Planning

  • Reading Pack - On Moodle: Palmer, Dunford & Akin, Ch 3, Why organisations change

Activity

Tutorial

Topic

  • Forming Teams this Week
  • Re- Read the article On Moodle: A Guide to Case Analysis
  • Textbook, Case I-8: Electronic Arts in 2005

Assessment/Other

  • Textbook, Case I-8: Electronic Arts in 2005

Week 3: 12 Mar - Thursday 15 March
Activity

Lecture

Topic

Technological Evolution: Patterning

Assessment/Other

  • Reading I-1: Profiting from Technological Innovation: Implications for Integration, Collaboration, Licensing, and Public Policy
  • Textbook, Reading II-1: Patterns of Industrial Innovation
  • Reading Pack - On Moodle: Schilling, Ch 10, Organizing for Innovation

Activity

Tutorial

Topic

Textbook, Case I-8: Electronic Arts in 2005

Assessment/Other

  • Textbook, Case I-8: Electronic Arts in 2005

Week 4: 19 Mar - Thursday 22 March
Activity

Lecture

Topic

Innovation and Strategy

Assessment/Other

  • Reading Pack - On Moodle: Thompson & Strickland, Strategic Management: Concepts and Cases, Ch 3
  • Optional: Reading Pack - On Moodle: Thompson & Strickland, Ch 5

Activity

Tutorial

Topic

Textbook, Case II-3. Making SMaL Big: SMaL Camera Technologies

CSAI case announced this week.

Assessment/Other

  • Textbook, Case II-3. Making SMaL Big: SMaL Camera Technologies

Week 5: 26 Mar - Thursday 29 March
Activity

Lecture

Topic

Technological Evolution: S-Curve

Assessment/Other

  • Textbook, Reading II-2: Exploring the Limits of the Technology S-Curve. Part 1: Component Technologies
  • Reading II-3: Exploring the Limits of the Technology S-Curve. Part 2: Architectural Technologies

Activity

Tutorial

Topic

  • Textbook, Case II-3. Making SMaL Big: SMaL Camera Technologies

Assessment/Other

  • Textbook, Case II-3. Making SMaL Big: SMaL Camera Technologies

Mid Semester Break: 02 Apr
Week 6: 09 Apr - Thursday 12 April
Activity

Lecture

Topic

The Industry Context of Innovating

Assessment/Other

  • Textbook, Reading II-5: Customer Power, Strategic Investment, and the Failure of Established Firms
  • Textbook, Reading II-7: Crossing the Chasm-and Beyond
  • Reading Pack - On Moodle: Palmer, Dunford & Akin, Ch 8, Implementing change

Activity

Tutorial

Topic

  • Textbook, Case II-3. Making SMaL Big: SMaL Camera Technologies/Textbook, Case I – 1 Elio Engineering, Inc

PLUS…….

  • Present a type-written “first draft” of your CSAI - minimum of two pages. This must conform to the CASE Methodology.

Assessment/Other

Textbook, Case II-3. Making SMaL Big: SMaL Camera Technologies/Textbook, Case I – 1 Elio Engineering, Inc

PLUS…….

A type-written “first draft” of your CSAI - minimum of two pages. This must conform to the CASE Methodology.

Week 7: 16 Apr - Thursday 19 April
Activity

Lecture

Topic

The Organisational Context of Innovating

Assessment/Other

  • Textbook, Reading II-12: Architectural Innovation: The Reconfiguration of Existing Product Technologies and the Failure of Established Firms
  • Textbook, Reading II-14: Strategic Dissonance

Activity

Tutorial

Topic

CSA I is due at the beginning of your nominated tutorial, you must make an Executive Summary Presentation of your Case Study Analysis during this tutorial.

Assessment/Other

CSA I

Executive Summary Presentation of your Case Study Analysis during this tutorial.

Week 8: 23 Apr - Thursday 26 April
Activity

Lecture

Topic

Strategic Action

 

 

Assessment/Other

  • Textbook, Reading II-15: Strategic Intent
  • Textbook, Reading III-2: Transforming Invention into Innovation: The Conceptual Stage

Activity

Tutorial

Topic

  • Textbook, Case I – 1 Elio Engineering, Inc

 

 

Assessment/Other

  • Textbook, Case I – 1 Elio Engineering, Inc

Week 9: 30 Apr - Thursday 3 May
Activity

Lecture

Topic

Technology Sourcing

Assessment/Other

  • Textbook, Reading III-5: The Transfer of Technology from Research to Development
  • Reading Pack - On Moodle: Schilling, Ch 11, Managing the new product development process

Activity

Tutorial

Topic

  • Textbook, Case III-3 What’s the BIG Idea?

 

CSAII case announced this week.

Assessment/Other

  • Textbook, Case III-3 What’s the BIG Idea?

Week 10: 07 May - Thursday 10 May
Activity

Lecture

Topic

New Technology and New Ventures

Assessment/Other

  • Textbook, Reading III-8: Note on Lead User Research
  • Textbook, Reading III-13: Managing the Internal Corporate Venturing Process: Some Recommendations for Practice

Activity

Tutorial

Topic

  • Textbook, Case III-3 What’s the BIG Idea?

Assessment/Other

  • Textbook, Case III-3 What’s the BIG Idea?

Week 11: 14 May - Thursday 17 May
Activity

Lecture

Topic

High Performance Organisations

Assessment/Other

· Textbook, Reading III-15: Ambidextrous Organisations: Managing Evolutionary and Revolutionary Change

· Becoming Facebook, The 10 Challenges that Defined the Company That's Disrupting the World

Activity

Tutorial

Topic

Potential Presentation of Draft CSA II

Opportunity to present a type written “first draft” of your Case Study Analysis II.

Week 12: 21 May - Thursday 24 May
Activity

Lecture

Topic

Building High Performance Organisations

Assessment/Other

  • Reading Pack - On Moodle: Baldwin, Bommer & Rubin, 2008, Conclusion, Building high performance organisations and great places to work
  • Final Exam Review

Activity

Tutorial

Topic

Case Study Analysis II is due at the beginning of your nominated tutorial, you must make an Executive Summary Presentation of your Case Study Analysis during this tutorial.

Assessment/Other

  • Case Study Analysis II

 

  • CSAII Review - Due Thursday 7 June

Week 13: 28 May - Thursday 31 May
Activity

Exam

Topic

Final Exam in Lecture Timeslot

Assessment/Other

  • Final Exam
  • CSAII Review - Due Thursday 7 June

 

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 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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