COMMGMT 3500 - Managing Across Cultures III

North Terrace Campus - Semester 1 - 2017

The objective of this course is to provide students with a basic understanding of the fundamental principles and practices of International Management. The course focuses on the foundations of international management, the role of culture, cross-cultural communication and negotiations, MNC strategies and structures, and international human resource management. There will be a focus on appropriate theory and the course will aim to provide opportunities for the practical implementation of the main concepts covered.

  • General Course Information
    Course Details
    Course Code COMMGMT 3500
    Course Managing Across Cultures III
    Coordinating Unit Adelaide Business School
    Term Semester 1
    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 COMMGMT 1001
    Course Description The objective of this course is to provide students with a basic understanding of the fundamental principles and practices of International Management. The course focuses on the foundations of international management, the role of culture, cross-cultural communication and negotiations, MNC strategies and structures, and international human resource management. There will be a focus on appropriate theory and the course will aim to provide opportunities for the practical implementation of the main concepts covered.
    Course Staff

    Course Coordinator: Dr Peter Sandiford

    Location Room 10.28, Tower building, 10 Pulteney Street

    Telephone 8313 2017


    Course website

    Tutorial details will be posted on myuni.

    Course Timetable

    The full timetable of all activities for this course can be accessed from Course Planner.

  • Learning Outcomes
    Course Learning Outcomes
    On successful completion of this course, students will be able to:
    1 Critically analyse the drivers and consequences (political, economic, socio-cultural, technological, legal and ecological) of globalization, its impact on specific regions and the emerging concerns about its influences on countries around the world.
    2 Understand and appreciate the need for ethics and social responsibility in international management, and the growing pressures on firms to act in an ethically and socially responsible manner in their global business operations
    3 Compare different theoretical approaches to the concept of culture (at national, regional and organisational levels) and implications of these differences for international and cross-cultural managers
    4 Apply theories of culture and management to address the challenges of managing individuals, groups and organisations in an increasingly diverse global context
    5 Integrate and apply the basic elements of international strategic management, including the pressures and cost/benefits of strategies that emphasize global integration versus local adaptation; evaluate the specialized strategies required for emerging economies and for international new ventures
    6 Compare and evaluate practices related to the management, motivation and leading of employees in an international and cross-cultural context
    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)
    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
    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
    Career and leadership readiness
    • technology savvy
    • professional and, where relevant, fully accredited
    • forward thinking and well informed
    • tested and validated by work based experiences
    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
    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
  • Learning Resources
    Required Resources

    Course Text:

    Steer, RM., Nardon, L., Sanchez-Runde, CJ., Samaratunge, R., Ananthram, S., Fan, D. & Lu, Y. (2017) Management Across Cultures: Australasian Edition, Cambridge: Cambridge University Press.

    This text provides the basic framework for the lecture program and is required reading to prepare for each week’s classes.

    Recommended Resources
    Additional Reading:

    Jackson, T. (2002) International HRM: A Cross-Cultural Approach, London: Sage.

    This particular text provides a useful analysis of a variety of national and organisational approaches to management. Some individual chapters will be specifically recommended in the schedule provided below, but candidates are recommended to explore other chapters during in the course. 

    As with any course of Higher Education, candidates will inevitably have varied levels of interest in the different subjects/topics covered. To allow for this, the weekly readings will include essential preparatory reading, but some lecture topics will include recommended additional reading (mainly from Jackson ,2002). These are seen as offering some useful extra sources that apply some of the relevant theories and models in a more fully developed analysis of ‘real-life’ organisations; please note that this edition is relatively old, but still provides one of the best sources, combining an excellent scholarly analysis of international management issues in a historical context (and many of the featured organisations are still operating today and offer a further opportunity for candidates to ‘up-date’ the analysis in the present day).

    Candidates will also be expected to prepare for tutorials and this will normally include some reading, focusing on
    refereed academic sources. Full details will be provided weekly in advance.

    Recommended Resources:

    There are a number of other general textbooks available in the library. These can be useful to ‘get started’ with a topic
    area. There are also a number of more focused/specialised texts:


    Chanlat, JF., Davel, E.  & Dupuis, JP (2013) Cross-Cultural Management: Culture and Management Across the World, Abingdon, UK: Routledge. (online version in library)

    This is a particularly interesting text, taking a largely French view of culture and management – highly recommended, especially as an alternative to the many books on the subject that seem rather too obsessed with Hofstede and quantitative approaches to understanding culture.

    Gannon, MJ and Pillai, R. (2010) Understanding Global Cultures: Metaphorical Journeys Through 29 Nations, 4th
    Edition, London: Sage (online version in library)

    This is a very useful addition to the ‘dimension based’ theoretical approaches to understanding culture. Metaphors are an important way of communicating about a variety of issues (not only culture) and can also be a powerful way of thinking about phenomena in a creative way that encourages insight and innovation.


    Hofstede, G. (2001) Culture's Consequences: Comparing Values, Behaviors, Institutions and Organizations
    Across Nations, 2nd Ed., London: Sage.

    This is the latest edition of Hofstede’s classic work on cultural dimensions. Although often controversial, his theoretical approach has long been influential in the study of culture at a national level; it is important that any serious scholar or culture should be familiar with his model, and it is a good idea to explore his own publications rather than relying on the often simplified versions presented in many textbooks.

    Porter, ME. (1990) The Competitive Advantage of Nations, London: Macmillain Press.

    This text is another influential one. Although it is quite old (in academic terms), it still provides an interesting perspective and draws from his other, better known work that introduces his model of generic strategies.


    Stiglitz. JE. (2007). Making Globalisation Work. New York: WW Norton.

    Possibly one of the best known critics of globalisation (and a Nobel Laureate); still a topical, emotive and controversial issue. If interested you could try his other writing in the field


    Trompenaars, F. (1993) Riding the Waves of Culture: Understanding Cultural Diversity in Business, London: Nicholas.

    Not so much an alternative to Hoftstede’s work, as a variation on this approach to identifying and applying dimensions to cultural analysis.


    There are also a number of relevant academic journals including (but not limited to):

    Cross Cultural Management: An International Journal

    International Journal of HRM

    Journal of International Management.

    International Journal of Commerce and Management.

    International Journal of Hospitality Management

    Management International Review.

    International Business Review.

    Online Learning
    Lecture slides and recordings, general course information, assessment details and tutorial preparation exercises will be uploaded to MyUni.

    Some recommended www-pages with regards to International Business/Management are:


    CIA World Factbook  

    Global Edge       

    New Internationalist




  • Learning & Teaching Activities
    Learning & Teaching Modes
    This course will be taught by1½ hour weekly lectures supported by 1½ hour weekly tutorials. Tutorials are an important component of your learning in this course and are integral to the course assessment. The communication skills developed in tutorials by regularly and actively participating in discussions are considered 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 or 13 hours for a four-unit course. This time commitment will include reading the relevant text book chapter, preparing for tutorials, and other assessment tasks. Students in this course are expected to attend all lectures throughout the semester plus one tutorial class each week. Please NOTE tutorials begin in Week 1 of the semester, so some tutorials may precede that week’s lecture.

    Learning Activities Summary

    1. W/C 27th Feb

    Introduction to the course

    Reading: Chapter 1


    2. W/C 6th March

    Cultural Environments: Conceptualising
    and Theorising Culture

    Reading: Chapter 3


    3. W/C 13th March

    Global managers: challenges and

    Reading: Chapter 2


    4. W/C 20th March

    Organisational environments: Organising
    in a cross-cultural context

    Reading: Chapter 4


    5. W/C 27th March

    Communicating across (and within)

    Reading: Chapter 5


    6. W/C 3rd April

    Cultural challenges of leadership

    Reading: Chapter 6


    Mid-semester Break (10th April – 21st April)


    7. W/C 24th April (Public holiday)


    8. W/C 1st May

    Relationships, partnerships and
    negotiation across cultures

    Reading: Chapter 7


    9. W/C 8th May

    Ethics across cultures

    Reading: Chapter 8


    10. W/C 15th May

    Work and motivation across cultures

    Reading: Chapter 9


    11. W/C 22nd May

    Teams and teamwork across cultures

    Reading: Chapter 10


    12. W/C 29th May

    Working internationally and across

    Reading: Chapter 11


    13. W/C 5th June

    Course review and examination

    Reading: Chapter 12


    W/C 12th June, SWOT week



    Tutorials will be held weekly commencing the week beginning Monday 29th February 2016 (ie week one). Tutorial preparation requirements will be posted on MyUni in advance. The tutorials broadly follow and support the lecture subjects. The learning log assessment is based on tutorial preparation and activities so it is essential that you fully prepare for and participate in the tutorials. Preparation will normally include
    some reading and additional tasks, students are expected to bring written preparatory notes with them to each tutorial.

    A full guide to tutorials and preparation requirements will be provided each week on MyUni.

    PLEASE NOTE: Students having a tutorial class on a public holiday should attend any other tutorial class in the respective week as tutorial classes are not replaceable and students should still submit a learning log for the tutorial attended.

    Small Group Discovery Experience
    The group report and group statement will incorporate a small group discovery opportunity for course participants.

    There will be two opportunities to meet with an experienced academic member of staff who will act as a mentor during your preparation of the group report and statements. Full details of this will be provided in due course.

  • Assessment

    The University's policy on Assessment for Coursework Programs is based on the following four principles:

    1. Assessment must encourage and reinforce learning.
    2. Assessment must enable robust and fair judgements about student performance.
    3. Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
    4. Assessment must maintain academic standards.

    Assessment Summary
    Assessment Task Task Type Weighting Learning Outcome

    Tutorial preparation and participation
    Individual 10% All
    Learning Log (4 X 750 words) Individual 20% 2,5,6
    Written Group Report (2500 words) Collaborative 20% 2,3,4,5,6
    Examination Individual 50% 1,2,3,4,5,6
    Total 100%
    Assessment Related Requirements

    To gain a pass in this course, a mark of at least 40% must be obtained in the examination as well as a total of at least 50% for the course
    overall.  Students not achieving the minimum exam mark will be awarded no more than 49%.


    Please note that to be eligible for Additional Assessment (previously referred to as Supplementary Examinations) in this course ALL required assessment tasks must be submitted.

    Assessment Detail
    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).


    Learning log
    (weighting – 20%) Friday 7th April 2017 By 11:59pm

    Students are required to submit a reflective
    learning log (journal/diary) based on the weekly tutorial tasks.

    The objective of the learning log is to
    encourage students to structure and reflect on their learning throughout the
    course. Your learning log is, as the term suggests, a record of your learning
    during the course. As learning styles differ, there is no single best way to
    prepare a log or diary of your learning, but certain key aspects of higher
    education are particularly important. These include THEORY (so all learning
    logs must include and USE relevant theory) EVIDENCE (so, in this course all
    learning logs must refer to published evidence – ie scholarly research) and
    personal experience (so all learning logs must refer to an activity that you
    have participated in during your learning). Although not every tutorial will be
    included in the submitted learning log, all candidates are encouraged to
    structure their notes for the whole course around the learning log ideal. Tutor
    feedback will help students improve their note-taking as well as prepare for
    their written assignment and examination.

    The learning log will be assessed in the following way:

    Students must a minimum of FOUR entries, each of
    which should reflect on your learning during one tutorial.

    Students will select ONE of their learning log
    entries for full, formal assessment and marking by the tutor. The other entries
    will be assessed on a pass fail basis.

    Students who do not submit their choice of log
    entry for marking by the deadlines above will have one entry selected at random
    by their tutor.

    Each log entry should be approximately 750 words in length and must include the
    following elements:

    1) A brief account of your tutorial preparation activities; this should refer to any
    key reading that you found helpful and a reflective discussion of any other
    preparation task.

    2) A brief account of the activities that you participated in during the
    tutorial itself. This can highlight what you found particularly
    interesting/useful or less helpful/relevant about the experience.

    3) Critical reflection on the value of the learning activity/experience;
    you are particularly encouraged to show how their learning will change future behaviour
    in educational, personal or work situations.

    An effective learning log would incorporate each of these three elements
    into a single learning experience; so, if you read something useful during your
    preparation, could you apply that
    reading (theory and/or research) in your tutorial and, afterwards, reflect on the value of the reading in a
    practical setting (the tutorial). Alternatively, you might learn about a new
    theory during the tutorial itself, perhaps that adds to your understanding of
    the original reading, and then you could follow-up, after the class, perhaps
    reading more about the theory to reinforce your learning.

    It is essential that your log should include
    specific examples of relevant reading and classroom activities. Published
    sources should be carefully referenced using Harvard referencing. You are
    required to refer to at least one
    research source (ie refereed journal article or research based
    monograph/book and not a
    student textbook or unrefereed webpage) in each log.

    A minimum of four logs must pass for each phase.
    All logs submitted must include all three of the elements specified above AND a
    quality research source. If any one of the logs does not meet these minimum
    requirements the maximum mark available for that phase of the log will be 50%.

    Please note, the learning log is intended as
    a constructive tool; if you disliked a reading or activity you should clearly
    explain why and explore any problems that you faced. It is important to seek
    learning from any such negative experiences as well as positive ones, so you
    could consider how you could still learn from this. For example, if you found a
    theory irrelevant or an activity boring, ask yourself ‘why’ and ask whether you
    could take any appropriate action yourself (ie could you constructively raise
    an issue/question in the tutorial itself to raise your point of view and
    discuss with coursemates and tutor).

    Learning logs must be submitted through the course Myuni page.

    Assessment criteria for learning logs

    Critical evaluation of relevant theory/research evidence

    Personal reflection on learning experiences (Acknowledgement of challenging aspects of learning; application of theory to real world experience; specific examples to illustrate concepts/ideas/theories

    Appropriate reference support

    Clear expression, correct grammar and punctuation

    Group Report
    (weighting – 20%)

    Submission by: Friday 2nd
    June before 11:59 pm

    Your tutor will arrange
    groups of 4-5 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 prior to the
    submission deadline) and your tutor will help you deal with any such issues. If
    your tutor cannot solve your issue the course coordinator will be consulted.

    Length: no more than 2500

    Purpose: the purpose of this
    assignment is to give you the o
    pportunity to explore the challenges of
    international and cross cultural management from theoretical and practical
    perspectives. This will also help you prepare for the examination case study
    (this case study was included in the 2016 examination paper (primary and RAA),
    though the specific questions/requirements have been modified slightly to
    better fit the requirements of a coursework task.

    Task: Case Study Analysis and Recommendation framing:

    Farmgate and dairy farming in 21st Century Australia.


    You run a medium sized Australian dairy farm and recognise that your industry is
    facing a number of significant challenges related to the uncertain price of milk
    and dairy products, exemplified by the recent cut in "Farmgate"
    prices caused by reductions in global commodity values. However, despite such
    difficulties, you remain convinced that there are still many opportunities
    for ambitious farmers. You are particularly aware of the growing demand for
    dairy produce in East Asia. This, coupled with a number of high profile
    scandals in the baby formula sector, has convinced you that high quality
    Australian milk should be much more profitable than the current market
    situation suggests. 

    You do recognise that any significant venture would be likely to have high set-up
    costs that would be beyond your own resources. As a result, you have approached
    a number of your fellow dairy farmers and have suggested meeting to discuss the
    possibility of a long term consortium of farms that could work together to
    pursue an effective internationalisation strategy.

    You have just returned from the first meeting of 14 prospective partners, with
    somewhat mixed feelings. Of the original 14, it has become clear that 5 will
    not join you due to what you see as "conservative over caution".
    However, the other 8 (9 including you) are very interested and are likely to
    participate if you can agree on how to pursue your ideas.

    Your initial idea was to pool your resources in order to set up a processing plant
    and export UHT and dried milk directly, thus cutting out the huge Australian
    wholesale organisations that control most of the Australian milk and dairy
    market. However, this strategy does have its disadvantages, not least being a
    lack of control over the wholesaling and distribution channels in China and you
    believe there is still considerable distrust about such products, even bearing
    an Australian label, because of cases of ‘fake’ products in the market there.

    Another option is to actually expand operations to produce milk in China itself,
    focusing mostly on liquid milk. As a consortium this is proving to be the most
    popular possibility so far; the partners believe that, combined, you have the
    potential to engage in primary farming in China, though you are not sure at
    present how best to enter the market place, given differences in agricultural
    practice, considerable cultural differences and Government regulation and
    intervention in the sector.

    The next task, therefore, is to explore the strategic options for the
    internationalisation of your operations. You have agreed to meet again in two
    months and, in the meantime, the prospective partners have agreed to conduct
    their own research to explore and evaluate the possible strategic options.

    You have already identified two short articles that you consider to be relevant to
    your task; Fuller & Beghin’s (2015) paper was the original source of your
    own interest and inspiration and Douphrate et al (2013) provide a brief
    overview of some international issues in the Dairy industry. These helped you
    to a good start in your analysis, but you realise that now you will need to
    focus much more on the likely challenges you face doing business in China. You
    wonder what other information you will need before you can make a serious
    decision regarding the next stage of your international plans.

    Your task is to conduct a critical analysis of the cross cultural and management
    issues that the consortium will need to consider and address if the venture is
    to progress further. Prepare a report addressing the four questions posed

    Case Study References

    Douphrate, D.I., Hagevoort, G.R., Nonnenmann, M.W., Lunner Kolstrup, C., Reynolds, S.J.,
    Jakob, M., & Kinsel, M. (2013). The dairy industry: A brief description of
    production practices, trends, and farm characteristics around the world. Journal
    of Agromedicine, 18(3), 187-197.

    Fuller, F.H., & Beghin, J.C. (2015). China’s growing market for dairy products. Iowa
    Agricultural Review, 10(3), 5.


    Assignment Requirements

    Your group should prepare a
    report for Kris that critically analyses the issues and challenges that you
    forsee as potentially facing you in an international expansion into China.
    Your report must address the four (4) requirements below:

    1.      Outline the key challenges facing the
    consortium if they decide to internationalise operations in China.

    2.      Identify any significant additional
    information that you would need to complete your analysis. You should indicate
    an appropriate method of finding this information.

    3.      Drawing from a recognised model of
    internationalisation strategy, discuss the relevant advantages and
    disadvantages of different strategies from the consortium’s perspective.
    Select, justify and recommend one internationalisation strategy from the model
    that you think would be appropriate for the consortium in the Chinese context.

    4.      Identify, explain and justify specific and
    relevant management practices that would contribute to the implementation of
    your chosen strategy; you should consider the implications of your suggestions.


    You will need to support your analysis with appropriate references. This may
    include academic articles, practitioner journal sources, demographic data or
    employer association/International Management publications as well as the
    source text. Unreferenced reports, or those that do not include a minimum of 7 refereed
    references (journal articles), will receive a grade of no more than 49%.


    The word limit (2500 words) does NOT include a brief summary, your reference list
    and appendices). You may find it useful to include appendices to your report
    (including the group statement below). This can be particularly helpful when
    conducting organisational analysis (eg PESTLE, SWOT etc) to provide additional
    information of potential interest to your readers. However, please bear in mind
    that an appendix should not include key material – the main report should
    include all your key points, arguments, evidence etc (in other words, an
    appendix is NOT a ‘way to get around’ the overall word limit by adding
    essential material).

    Assignments must be submitted through turnitin on the course Myuni page.

    Assessment criteria

    Critical analysis and comparison of two countries (Australia and China) from a cross-cultural
    management perspective and identification of key managerial challenges.

    Critique and application of relevant cross-cultural and management theories.

    Identification and justification of specific recommendations for dealing with these challenges.

    Appropriate reference support.

    Clear expression, correct grammar and punctuation, Professional layout and presentation.


    All written assignments must be submitted on myuni through the relevant
    link, preferably each should be submitted as a single word document (ie, the
    three learning logs should be integrated into one document).

    Students must specify their chosen learning log entry for full marking
    at the same time as their learning logs. If this choice is not received in
    time, the tutor will select one entry at random for marking.

    All assignments (learning logs and group reports) are to be lodged at,
    or prior to, the due date and time.  A
    late assignment where no extension has been granted will be penalised by a
    reduction of 5% of the mark given
    for each day, or part of a day, that it is late.

    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

    ALL applications for Assessment
    Extensions, Replacement Examinations and Additional Assessment are to be
    applied for through the centralised Application for Replacement Examination or Assessment Extension form. This is then submitted for approval
    to the Faculty of Professions Student Hub, within the timeframes set out
    by the policy, either in person or via The hub will then notify the School/Course Coordinator within 3
    days as to whether the student’s application has been approved. Please
    note that it is not permissible for course coordinators to approve
    or organise any of the above directly to and for a student. 


    Presentation of Assignments

    1.     Students must retain a copy of all assignments submitted.

    2.     All individual assignments must be attached to an Assignment Cover Sheet that must be signed and dated by the student before submission.  Lecturers will withhold students’ results until such time as the student has signed the Assignment Cover Sheet.

    3.     Students may not submit work for an assignment that has previously been submitted for this course or any other course.

    4.     Markers can refuse to accept assignments that do not have a signed acknowledgement of the University’s Policy on Plagiarism:

    Course Grading

    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.

  • Student Feedback

    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 ( 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.

  • Student Support
  • Policies & Guidelines
  • Fraud Awareness

    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.

The University of Adelaide is committed to regular reviews of the courses and programs it offers to students. The University of Adelaide therefore reserves the right to discontinue or vary programs and courses without notice. Please read the important information contained in the disclaimer.