COMMGMT 2500 - Organisational Behaviour II
North Terrace Campus - Semester 2 - 2018
General Course Information
Course Code COMMGMT 2500 Course Organisational Behaviour II Coordinating Unit Business School Term Semester 2 Level Undergraduate Location/s North Terrace Campus Units 3 Contact Up to 3 hours per week Available for Study Abroad and Exchange Y Assumed Knowledge One semester of university study Course Description This course is designed to provide students with a foundational understanding of the history and development of Organisational Behaviour
(OB) theories and concepts. The body of knowledge focuses on how the attributes and behaviours of individuals and groups influence the culture, design, ethics, learning and structure of an organisation. The applied focus of the course is to facilitate experiential learning of contemporary approaches to conflict resolution, communication, decision making, leadership, motivation, negotiation, power and politics within a team environment.
Course Coordinator: Dr Peter SandifordDr John Knight
Ms Ngog Hanh Thi Tran
Ms Jean-Marie See
Mr Ankit Agarwal
The full timetable of all activities for this course can be accessed from Course Planner.
Course Learning OutcomesOn successful completion of this course, students will be able to:
1. Demonstrate a thorough knowledge and understanding of organisational behaviour.
2. Collaboratively and autonomously research, analyse and evaluate information from a wide variety of sources.
3. Apply relevant contemporary theories, concepts and models in order to analyse organisational environments, cases and issues.
4. Communicate their findings clearly and effectively using a variety of media.
Students are expected to:
· Undertake all required reading for the subject.
· Prepare for tutorials by completing pre-reading, case notes and discussion questions as outlined in the tutorial activity schedule.
· Attend lectures and actively participate in tutorials
· Complete all items of assessment in a timely fashion
University Graduate Attributes
This course will provide students with an opportunity to develop the Graduate Attribute(s) specified below:
University Graduate Attribute Course Learning Outcome(s) Deep discipline knowledge
- informed and infused by cutting edge research, scaffolded throughout their program of studies
- acquired from personal interaction with research active educators, from year 1
- accredited or validated against national or international standards (for relevant programs)
2, 3 and 4 Critical thinking and problem solving
- steeped in research methods and rigor
- based on empirical evidence and the scientific approach to knowledge development
- demonstrated through appropriate and relevant assessment
1, 3 and 4 Teamwork and communication skills
- developed from, with, and via the SGDE
- honed through assessment and practice throughout the program of studies
- encouraged and valued in all aspects of learning
3 and 4 Career and leadership readiness
- technology savvy
- professional and, where relevant, fully accredited
- forward thinking and well informed
- tested and validated by work based experiences
2, 3 and 4 Intercultural and ethical competency
- adept at operating in other cultures
- comfortable with different nationalities and social contexts
- Able to determine and contribute to desirable social outcomes
- demonstrated by study abroad or with an understanding of indigenous knowledges
1, 2, 3 and 4 Self-awareness and emotional intelligence
- a capacity for self-reflection and a willingness to engage in self-appraisal
- open to objective and constructive feedback from supervisors and peers
- able to negotiate difficult social situations, defuse conflict and engage positively in purposeful debate
1, 2 3, and 4
Required ResourcesThere is no single textbook for this course. A weekly reading list is provided to enable candidates to prepare for each lecture and tutorial. It is essential that all readings and preparation exercises are completed each week. The preparatory readings for lectures are an essential part of the learning experience – lectures will not repeat all key information from the readings. All classes (tutorials and lectures) will assume that candidates are fully prepared and conversant with theories, issues and research introduced in these. The reading list will also include a weekly specialist research source, primarily for tutorial preparation (normally a scholarly research article).
Recommended ResourcesThere are a number of relevant sources that candidates may refer to in addition to the basic required readings. While the list below is by no means comprehensive, some OB texts are listed below:
Bratton, J., Sawchuk, P., Forshaw, C., Callinan, & Corbett (2010), Work And Organisational Behaviour, 2nd Ed., Palgrave.
Finemen, S. (ed) (1993), Emotion In Organisations, Sage, pp 9-35
Fineman, S, Gabriel, Y., Sims, D. (2010), Organising and Organisations, 4th Ed., London: Sage.
Hatch, MJ. & Cunliffe, AL. (2013), Organization Theory, 3rd Ed, Oxford Uni Press.
Huczynski, A. & Buchanan, DA. (2013), Organisational Behaviour, 8th Ed., Pearson.
King, D. & Lawley, S. (2013), Organizational Behaviour, Oxford Uni Press, Oxford
Muchinsky, PM. & Culbertson, SS. (2012), Psychology Applied To Work, 11th Ed., Summerfield, NC: Hypergraphic Press
Mcshane, SL., Olekalns, M. &Travaglione, T. (2010), Organisational Behaviour on the Pacific Rim, 3rd ed., McGraw-Hill,
Robbins, SP., Judge, TA., Millett, B. & Boyle, M. (2011), Organisational Behaviour 6th Ed., Pearson.
Sarris, A., & Kirby, N. (Eds.) (2013), Organisational Psychology, Research and Professional Practice, Prahran, Vic: Tilde Uni Press
Watson, TJ. (2006), Organising and Managing Work, 2nd Ed., Pearson.
Wilson, FM. (2010), Organisational Behaviour And Work, 3rd Ed, Oxford Uni Press
Wood, J., Zeffane, R.M., Fromholtz, F., Wiesner, R. Morrison, R., Factor, A. & McKeown, T. (2016), Organisational Behaviour Core Concepts and Applications, 4th Australian Edition. Milton Qland: Wiley.
Students are required to read beyond such textbooks to enhance their learning of organisational behaviour. Some additional specific readings will be recommended through the course (eg, tutorial preparation will normally include guided reading). Students are also encouraged to follow up lecture material through references cited in class and textbook bibliographies. Topics of particular interest can be explored further by searching the electronic and printed resources provided by the library. Some relevant academic journals are listed below. Please note, this list is by no means comprehensive and is offered as a launching point for additional readings.
Academy of Management Journal
Academy of Management Perspectives (formerly Academy of Management Review)
Administrative Science Quarterly
Journal of Applied Psychology
Journal of Organizational Behavior
Journal of Management Inquiry
Work, Employment and Society
Online LearningThe course will utilise MyUni as a communications and assessment tool. Students are expected to visit and actively scan the course MyUni page regularly throughout the semester for announcements and resources that may be posted, including lecture recordings and additional material. MyUni will provide core course guidance, including tutorial activities and occasional lecture replacement activities.
Learning & Teaching Activities
Learning & Teaching ModesThis course will be taught through 1½ hour weekly lectures supported by 1½ hour weekly tutorials. The lectures are intended as an additional source of theory, application, ideas and critique. The main purpose of lectures is to provide a framework for the course and these will be delivered based on the assumption that all candidates are fully prepared (ie have completed and engaged with any required readings). Wherever possible lectures seek to enrichen our engagement with key topic areas, so will introduce additional theories, ideas and applications rather than repeat textbook content. On occasion (eg public holidays), the lecture will be partially or fully replaced by another activity, normally delivered/organised via myuni).
The course learning depends on a combination of reading, lecture/replacement activity and tutorial to provide a more rounded learning experience for all. Thus, tutorials are an essential component of your learning in this course. Students are expected to attend all tutorials regularly and to ensure that they complete the required preparation before coming to class. The communication and other transferable skills developed in tutorials by regularly and actively participating in discussions are considered to be most important by the School and are highly regarded by employers and professional bodies.
The information below is provided as a guide to assist students in engaging appropriately with the course requirements.The information below is provided as a guide to assist students in engaging appropriately with the course requirements.
The University expects full-time students (i.e. those taking 12 units per semester) to devote a total of 48 hours per week to their studies. This means that you are expected to commit approximately 9 hours for a three-unit course (13 hours for a four-unit course) of private study outside of your regular classes. This time commitment includes reading the relevant text book chapter, preparing for tutorials, on-line activites and assessment tasks.
Learning Activities SummaryThe outline schedule (below) is subject to change (eg if external speakers are invited to present at a lecture); students will be informed in advance of any such changes. If a lecture clashes with an external speaker event, additional material for that week’s topic will be provided on myuni.
Tutorial classes will be held weekly commencing week 1 beginning 23rd July. Tutorial activities generally relate to the lecture given in the week before (except for the first tutorial that introduces tutorial participants to the course requirements, their tutor and each other). Membership of tutorial classes is to be finalised by the end of the second week of semester. Students wishing to swap between tutorial classes after this time are required to present their case to the course coordinator with the understanding that such a request may not be approved.
Tutorial activities are a central part of the group and individual assessment tasks, so you are expected to attend and participate in the tutorial programme. Full details of the preparation required for each tutorial will be provided each week in advance. This will normally include some recommended reading and specific preparation tasks; this will involve some initial thinking and reflective writing that you should bring along to each tutorial.
Course Topic schedule
Topic 1: Introduction to organisations and the course.
Topic 2: Groups and teams in organisations
Topic 3: Organising and managing work; communication and feedback
Topic 4: Individual differences
Topic 5: Topic: Learning in organisations
Topic 6: Culture and organisation
Topic 7: Emotions in organisations.
Topic 8: Leadership.
Topic 9: Organisational change/organising change
Topic 10: Politics and conflict in organisations
Topic 11: Motivation and orientation in organisations
Topic 12: Course review and examination preparation
Specific Course RequirementsThere are no additional specific course requirements
The University's policy on Assessment for Coursework Programs is based on the following four principles:
- Assessment must encourage and reinforce learning.
- Assessment must enable robust and fair judgements about student performance.
- Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
- Assessment must maintain academic standards.
Assessment Task Task Type Weighting Submission Learning Outcome Participation and preparation Individual 10% Ongoing All Group Analysis and Contract Collaborative 5% Monday 13th
2,3 Group Presentation Collaborative 10% During tutorials 1,2,3,4 Peer Assessment Individual 5% 7 days after presentation 1,2,3,4 Individual Analysis and reflection Individual 15% 7 days after presentation 1,2,3 Quality of Peer Assessment Individual 5% 7 days after presentation 2,4 Final Examination 3 Hour Closed Book 50% In examination period 1,2,3,4 Total 100% 1,2,3,4
Assessment Related RequirementsTo gain a pass for this course, a mark of at least 40% must be obtained in the examination as well as an aggregate total for all assessments of at least 50% overall.
Students not achieving the minimum exam mark will be awarded no more than 49% for the course.
Assessment DetailPlease Note: Additional guidance will be provided on myuni as appropriate
Tutorial Preparation and Participation (weighting – 10%) ongoing
Students are expected to attend ALL tutorials. Marks will be allocated for tutorial preparation and participation, not for attendance, although tutors will keep an attendance record. Your tutor will check your preparation and any candidate not bringing their written preparation to each tutorial will have marks deducted from the total possible 10% each week (one mark or 1% for each time the preparation has not been satisfactorily completed and/or when not participating adequately).
Group project (weighting – 20%)
Group analysis, contract and plan (5%)
Group Presentation (10%)
Presentation made in tutorial time during the second half of the semester
Peer assessment by your group members (5%)
The analysis contract and plan is about how you prepare for the task; the presentation is about what you actually found and how you communicate this; the individual element gives each member an opportunity to consider their own contribution; the peer assessment requires you to provide constructive feedback to your colleagues on their contribution.
Your tutor will arrange groups for this assignment early in the semester.
Please note. After the groups have been confirmed group members cannot change their groups and nor can a group exclude a group member under any circumstances, without the written agreement of the course coordinator. If any practical or personal problems interfere with your group’s performance at any time during the groupwork, you must immediately contact your tutor (do not wait until a few days before any formal deadline) and your tutor will help you deal with any such issues. If your tutor cannot solve your issue the course oordinator will be consulted.
Purpose: the purpose of this assignment is to give you the opportunity to explore an organizational issue from both theoretical and practical perspectives. This will also help you prepare for the examination (the tasks were all derived from past examination papers, primary and RAA) and contribute to your tutorial members’ learning.
Task: Each group will address one of the questions that will be provided on myuni. Tutors will seek to offer choice of question wherever possible. However, as each group must answer a different question, some negotiation and random allocation may be necessary. Please note that the schedule is not negotiable as the topics are linked to the other tutorial activities and the preceding lecture, so please ensure that your group is available for the scheduleddelivery of your question/topic.
Group Contract and Plan (5%)
It is important that groups should prepare a plan for the task facing them. This process is likely to be smoother if everyone knows what they can expect of each other during the task. It is also useful when assessing how well and why the task has been achieved at the end of the exercise.
It is likely that your contract/plan will include at least some of the following:
· Group members’ names and contact information (compulsory element).
· Ground rules for group meetings (eg frequency and duration, means of communication, record keeping, expectations of preparation etc).
· The contract should focus on behaviours that are crucial to the group's effectiveness. Perhaps this is the key issue to discuss during the initial stages – how can you identify the 4 or 5 key behaviours.
· Assignment of specific tasks and responsibilities and timing (sub-deadlines). These might be itemised and recorded as they are identified and completed.
· Specific methods for dealing with problems within the group (eg unmet expectations or conflict between
· A method for peer feedback during the project to help avoid and address problems with performance. This should be used as the third criterion for the peer assessment element of the assessment (below). In other words, your group should agree on and specify a criterion for the peer assessment of your group; please discuss this criterion carefully as you must use it to frame your peer assessment and feedback later in the cours (compulsory element).
· A document that each group member should sign, indicating their agreement to the contract (compulsory element).
It is essential to prepare an outline time plan (perhaps in gantt chart form), working back from each formal deadline.
Before the contract/plan can be finalised and agreed it is important to analyse your group
at an individual and group level. Your first formal meeting would be well spent
introducing yourselves and your cultural influences (nationality, family,
education, employment, aspirations, learning preferences etc). This will help
you better understand any differences within your group and start to frame your
group’s culture (actual and ideal). This process requires each member to think
about and reflect on themselves as individuals and cultural members AND listen
carefully to their group-mates.
You must support your analysis with appropriate referencing. Any group analysis
that does not include a MINIMUM OF ONE QUALITY RESEARCH REFERENCE
(EG JOURNAL ARTICLES), will receive a grade of no more than 50%.
(using a model relevant to groups or teams from your reading): 500 words (approx)
250 words (max)
Plan: 400 words (approx)
ONE criterion to add to the two specified for the peer assessment exercise in the assessment brief below: 40 words (max).
Group Contract and Plan Assessment Criteria:
Application of relevant theory to your group analysis
Practical contract items (eg reasonable terms; realistic control mechanisms; manageable sanctions for underperformance)
Realistic timeplan (don’t be too ambitious)
Group Presentation (10%)
Presentation made in tutorial time
Your presentation must address one of the questions listed here. You will have a
maximum of 30 minutes to present your answer. This will require you to explain
the question (in your own words) and clarify your task for the audience. You
should ensure that any theory you draw on is clearly explained and critiqued
(all presentations must use and reference at least two quality research sources).
This should be followed with any comparison, critical evaluation, application and/or
discussion/debate, leading to a clear conclusion and recommendation(s). You should also allow a few minutes for
any questions from the audience.
You should provide some visual aids for your audience (powerpoint presentations are
acceptable – if so, no more than 5 slides should be used, not including title
slide and references your references).
As in the examination, the key thing is to present a clear and convincing answer to the specific question; do not simply try to include everything that you know about the topic specified.
You are should pay particular attention to the context of the question – some questions may
require you to take on a role (eg a manager) or address your answer to a
specific person (perhaps your boss). Many questions/issues may be enhanced with
some specific recommendations for action (eg to solve a problem or take
advantage of an opportunity), but do follow any instructions carefully.
Finally, you will need to use relevant theory and/or research to support your answer. Theory is
an essential part of university learning, but is also central to how we
understand the world around us. In order to demonstrate your understanding of
theory in this course you must apply (NOT just describe) relevant theory in answers (you can use theory to help understand a phenomenon or to help to frame, explain and justify recommendations).
You must support your analysis with appropriate references. Any presentation that does not
include a MINIMUM OF 2 QUALITY RESEARCH REFERENCES (EG JOURNAL ARTICLES), will receive a grade of no
more than 50%. If you have any doubts about your sources you should check with
your tutor. Please note, student textbooks, unrefereed websites, magazines or
newspapers SHOULD NOT be considered quality research references. These may present interesting and relevant
opinions and can be included as ADDITIONAL sources, but not as your two quality references.
Presentation assessment Criteria:
Answering the question; did you answer the question clearly and convincingly?
Relevant theoretical support; did you explain and apply theory appropriately?
Clarity and timing of presentation; did your
explanation, conclusion, rationale etc make sense? Was the presentation too
long or short) – if your tutor needs to interrupt you to avoid excessive
over-run, only the part of the presentation actually given can earn marks.
Addressing audience questions; were your answers
clear, concise and relevant? Did you demonstrate a sound knowledge of the
subject beyond the basic presentation?
Peer assessment of your group members (5%)
Each member of the team should assess their teammates, confidentially, based on the
following criteria (you must include a written justification of your mark;
without a clear and convincing explanation of the mark, based on these
criteria, your final marks are subject to moderation by your examiner). So,
simply giving all your group member 100% or 0%, or any other unjustified marks,
without a convincing justification, is likely to result in all marks being
revisited by the examiner). Effective assessment should always try to provide
constructive feedback, helping your assesse to improve future performances, so you
need to also offer some advice in addition to mark justification. Please note, your own individual assessment
will also be partly based on the quality of your peer assessment (5% of the
total course mark).
Peer assessment criteria:
Contribution to the group task; Participation in group meetings; attendance and contribution – not just attendance
Achievement of agreed goals, as specified in group contract; these must be explained and related to the contract requirements.
One additional criterion to be specified in the group contract
Individual analysis and reflection (15%)
Each member of your group should submit a short self-analysis and reflection (approx. 1500 words). This should build
on the initial group analysis (submitted with the first part of the assessment
above). You should focus on your individual role(s) within and contribution to
the group as a whole.
You should draw on relevant organizational theory in your analysis and reflection. All
individual submissions must include at least four quality research sources (see
lecture one for guidance here).
There is some flexibility to your content and approach. For example, you could focus on the
cultural/subcultural differences among your group member and how you managed
any differences that did or could have interfered with the smooth running of
your group. Alternatively you could analyse your own leadership qualities and
role(s), identifying any specific challenges you faced and overcame during the
planning/operation of the group. So you need to decide which OB theories are
most useful to you, personally. Do not try to include too many topics and
theories here – depth of analysis is often preferable to breadth. Perhaps you
could focus on a small number of experiences, problems or high-points during
group work and seek to better understand them by applying relevant theories.
You are required to engage in reflective self-analysis; in particular, how YOU contributed to this your
group exercise and what YOU learnt as a result and how YOU can apply this
learning to improve YOUR performance in future groupwork. This should be
presented critically (ie exploring how your learning during this project could
contribute to possible interactions with colleagues in future collaborations);
you are likely to find learning theory and/or theories relating to teamwork particularly
useful here, though you can draw from other topic areas if you prefer.
You must support your analysis with appropriate references. Any submission that does not
include a MINIMUM OF 4 QUALITY RESEARCH REFERENCES (EG JOURNAL ARTICLES), will receive a grade of no
more than 50%. If you have any doubts about your sources you should check with
your tutor. Please note, student textbooks, unrefereed websites, magazines or
newspapers SHOULD NOT be considered quality research references. These may present interesting and relevant
opinions and can be included as ADDITIONAL sources, but not as your four quality references.
Individual analysis and reflection assessment criteria:
Application of relevant theory; do you use theory
to support your analysis and conclusion (ie to understand your situation within
the group and any intragroup difficulties and to guide your plan for
improved future participation in groupwork
Self-analysis at group and individual level; does
your self-analysis demonstrate awareness of strengths and weaknesses?
Critique of own contribution; are you open and
reflective about ways that you could improve your own contribution in future
groupwork (ie addressing your weaknesses and maximising your strengths)?
The Quality of your peer assessment (5)%
Approx 80 words per teammate and a percentage mark based on their performance in relationto these criteria.
As explained above, being able to offer useful and constructive feedback on a colleague’s
performance is an essential skill when collaborating in organizational
settings. It is not easy to assess the quality of someone’s work fairly and
objectively – especially if you know that person well, whether you like or
dislike them. Neither is it easy to point out weaknesses or advise of
improvements sensitively; it is actually easy to offend, upset or
disincentivise someone with criticism. We will spend some tutorial time exploring
this sort of feedback.
Peer assessment quality assessment criteria:
Justification of mark awarded:
Do you explain, based on the assessment criteria the mark? Markers will be aware of the group’s overall performance, so if everyone’s mark is much higher or lower than your other marks, this can seem inconsistent. However, a single high or low performer is probably easier to justify whatever the other group marks. Signs of improvement or individually outstanding work or disengagement can be useful when explaining differences in marks.
Balancing positive praise with constructive criticism:
Do you offer useful and appropriate advice for improvement (this should be clear, specific, relevant to the criticism and realistic)
There will be a 3 hour closed book examination at the end of semester 2 during the
examination period. This examination will assess all topics covered in OBII,
including lectures, tutorial materials, and relevant text book chapters.
Students in this course are not permitted to take a DICTIONARY (English or English-Foreign) into the
examination. The format of the examination may include multiple choice
questions, short answer questions and a case study. More details will be
discussed in the lectures and posted on MyUni in a timely fashion.
SubmissionAll submissions for assessment must include an ‘Assignment Cover Sheet’, which is signed and dated by you (and ALL group members for group assessments) before submission. Note that Lecturers can refuse to accept assignments, which do not have a signed acknowledgement of the University’s policy on plagiarism.
All written assessments should be submitted on myuni, in the assignments folder, as a single word document.
Only one of your group members should submit ONE copy of the written group work through the myuni link. If more than one version is submitted, only the latest version submitted BEFORE the submission deadline will be marked.
You must include a list of all your group members on the assignment cover sheet.
Please retain a copy of all assignments submitted.
Assessment marks prior to the final exam will be displayed on the course website.
Students are encouraged to check their marks and notify their tutor and the Course Coordinator of any discrepancies.
Legible hand-writing and the quality of English expression are considered to be integral parts of the assessment process. Marks may be deducted in the final examination because of poor handwriting.
Students in this course are not permitted to take a DICTIONARY (English or English-Foreign) into the examination.
Late Assignment Submission
Students are expected to submit their work by the due date to maintain a fair and equitable system. You should start early on assignments so that foreseeable pressures like work or assessment for other courses does not delay you completing assignments for this course on time. Extensions will generally only be given for medical or other serious reasons. All requests for extensions must be submitted to the Course Coordinator before the due date using the correct university form. Such requests usually require supporting evidence from a social service professional (e.g. doctor, counsellor, psychologist, minister of religion) confirming the circumstances that require an extension. Each request will be assessed on its merits.
Any written work that is submitted late, without prior arrangement, will be penalised at 5% of the potential mark for each day that it
Return of Assignments
Assignments will be marked with written feedback within two (2) weeks of the due date, whenever possible.
Grades for your performance in this course will be awarded in accordance with the following scheme:
M10 (Coursework Mark Scheme) Grade Mark Description FNS Fail No Submission F 1-49 Fail P 50-64 Pass C 65-74 Credit D 75-84 Distinction HD 85-100 High Distinction CN Continuing NFE No Formal Examination RP Result Pending
Further details of the grades/results can be obtained from Examinations.
Grade Descriptors are available which provide a general guide to the standard of work that is expected at each grade level. More information at Assessment for Coursework Programs.
Final results for this course will be made available through Access Adelaide.
The University places a high priority on approaches to learning and teaching that enhance the student experience. Feedback is sought from students in a variety of ways including on-going engagement with staff, the use of online discussion boards and the use of Student Experience of Learning and Teaching (SELT) surveys as well as GOS surveys and Program reviews.
SELTs are an important source of information to inform individual teaching practice, decisions about teaching duties, and course and program curriculum design. They enable the University to assess how effectively its learning environments and teaching practices facilitate student engagement and learning outcomes. Under the current SELT Policy (http://www.adelaide.edu.au/policies/101/) course SELTs are mandated and must be conducted at the conclusion of each term/semester/trimester for every course offering. Feedback on issues raised through course SELT surveys is made available to enrolled students through various resources (e.g. MyUni). In addition aggregated course SELT data is available.Course Developments in 2018
The overall course content and structure remains unchanged, except for minor scheduling
differences. It returns to a varied set of readings for lecture preparation,
rather than relying on a single textbook. There will be some minor developments
in lecture strategy, giving a more developmental approach to the course, adding
to and reinforcing the relevance of OB theory and research to the real world of
organisations, in part based on the idea of developmental psychology.
The assessment content has been modified somewhat based on feedback provided; the learning log
has been replaced with an alternative individual assessment partly to slightly
reduce the overall number of formal assessments for the course and partly to
reinforce and integrate with the group assignment learning, without
significantly changing this content. This, and other feedback on the group
assessment, has resulted in minor changes in weightings and integrating a peer assessment
element, with a presentation replacing the group report, but this is enhanced
with the group analysis and contract element.
- Academic Support with Maths
- Academic Support with writing and speaking skills
- Student Life Counselling Support - Personal counselling for issues affecting study
- International Student Support
- AUU Student Care - Advocacy, confidential counselling, welfare support and advice
- Students with a Disability - Alternative academic arrangements
- Reasonable Adjustments to Teaching & Assessment for Students with a Disability Policy
Policies & Guidelines
This section contains links to relevant assessment-related policies and guidelines - all university policies.
- Academic Credit Arrangement Policy
- Academic Honesty Policy
- Academic Progress by Coursework Students Policy
- Assessment for Coursework Programs
- Copyright Compliance Policy
- Coursework Academic Programs Policy
- Elder Conservatorium of Music Noise Management Plan
- Intellectual Property Policy
- IT Acceptable Use and Security Policy
- Modified Arrangements for Coursework Assessment
- Student Experience of Learning and Teaching Policy
- Student Grievance Resolution Process
Students are reminded that in order to maintain the academic integrity of all programs and courses, the university has a zero-tolerance approach to students offering money or significant value goods or services to any staff member who is involved in their teaching or assessment. Students offering lecturers or tutors or professional staff anything more than a small token of appreciation is totally unacceptable, in any circumstances. Staff members are obliged to report all such incidents to their supervisor/manager, who will refer them for action under the university's student’s disciplinary procedures.
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