In this course, the emphasis is on how economics matters for policy analysis. Thus, measures of economic performance, and fiscal, monetarist, and trade policies matter primarily in how these are applied across countries. A big component of this course is to understand how government policies may work, so that economic understanding serves this primary purpose. We will examine policy instruments such as exchange rates, interest rates, international debt, budget deficit, and trade deficit, to understand their composition and effects on domestic economy, employment, investment, development, and international trade, the promises they provide, the problems they pose, and what needs to be considered in conjunction with these instruments. Once we have achieved these basics, we will apply our understanding into analyzing how and why government acts and evaluate the effects of such actions across countries, including the US, Asia, and Latin America.

The course covers five general topics:
• General economic indicators: definitions, advantages and drawbacks
• Fiscal policies: multiplier and demand side policies
• Complications for fiscal policies: supply side considerations, crowding-out
• Money and monetarist policies: money supply and money multiplier
• Complications for monetarist policies: budget deficits and debt

Required Resources

Macroeconomic Essentials: Understanding Economics in the news. Cambridge: MIT Press
Author: Kennedy, Peter and Jay Prag
Publisher: MIT Press
Edition: 4th
ISBN: 9780262533348
Availability:
Price:
Notes:

Staff Feedback

Students will be given feedback in the following forms in this course:

• Written comments
• Verbal comments
• Feedback to the whole class, to groups, to individuals, focus groups

Student Feedback

ANU is committed to the demonstration of educational excellence and regularly seeks feedback from students. Students are encouraged to offer feedback directly to their Course Convener or through their College and Course representatives (if applicable). The feedback given in these surveys is anonymous and provides the Colleges, University Education Committee and Academic Board with opportunities to recognise excellent teaching, and opportunities for improvement. The Surveys and Evaluation website provides more information on student surveys at ANU and reports on the feedback provided on ANU courses.

Class Schedule

Week/Session	Summary of Activities	Assessment
1	March 13: Session 1-1 (9:30-10:30)	Discussion: Policy Analysis in the Age of Information Economic study in the Age of Information Introduction to course: assessments Study Guide: 1) Policy Analysis in the Age of Information 2) Economic study in the Age of Information 3) The government, the economy, and economic policies 4) Learning models: the four research-led learning models 5) What types of learning facilitate knowledge- and skills-development? 6) Research-led learning for the course Course assessments based on research-led learning
2	March 13: Session 1-2 (10:30-12:30)	Creating a case study: Using the 4Ds: Define, Discuss, Differentiate, Discipline What makes a good case? Examples and illustrations Readings: Weimer, David, and Aidan Vining. 2011. Policy Analysis: Concepts and Practice, 5th edition. New York: Longman Publishers, pp 1-22, 192-204 Borland, Jeff. 2008. Microeconomics: case studies and applications, pp 192-197, 268-270 Trouble on a Tropical Island, Case Study written for the Crawford School of Public Policy in 2015 Volpe, Guglielmo. 2002. “Case Studies.” In The Handbook for Economics Lecturers. Peter Davies, ed. Study guide: 1) What are the 4Ds? Why use the 4Ds? 2) What is a case study? How is a case study different from a case? 3) What are the 4Ps? 4) Are the 4Ds the same as case studies? How are they similar? How are they different? 5) What is an analytical framework? Why use a framework? How is an analytical framework different from analyses?
3	March 13: Session 1-3 (12:30-4:30)	The politics of policymaking · What do governments do? · How do governments do? · When do governments do? Readings: · Mintrom, Michael. 2012. Contemporary Policy Analysis, Chap 3 & 4 · Patton, Carl, David Sawicki, and Jennifer Clark. 2013. Basic Methods of Policy Analysis and Planning, pp 194-204 · Bardach, Eugene. 2012. A Practical Guide for Policy Analysis: The Eightfold Path to More Effective Problem Solving, pp. 141-149 Study guide: 1) Elaborate on the different types of government policies. 2) Describe the evaluative criteria 3) Analyse and explain how the evaluative criteria map into the different policy typologies 4) Describe the stages of policymaking, paying attention to who has influence, when, and how
4	March 16: Session 2-1 (9:30-11:00)	Budgetary policy making: the politics of government finance and policymaking 1. Political business cycle 2. Government spending and constituency support Readings: Alesina, Alberto. 1995. “Elections, party structure, and the economy.” In Modern Political Economy: Old Topics, New Directions, ed. Jeffrey Banks and Eric Hanushek. New York: Cambridge University Press Block, Steven. 2002. “Political business cycles, democratization, and economic reform: the case of Africa.” Journal of Development Economics vol 67: 205-228 Brown, David and Wendy Hunter. 1999. “Democracy and Social Spending in Latin America, 1980-92.”American Political Science Review 93 no. 4: 779-790 Yap, O. Fiona. 2010 “Strategic Government Spending in South Korea and Taiwan: Lessons for Emergent Democracies.” Social Science Quarterly vol 91 no 3: 613-36 Kwon, Hyeok-yong. 2005. Targeting Public Spending in a New Democracy: Evidence from South Korea. British Journal of Political Science vol 35 no 2: 321-341 Writing guide: 1) Analyse: when do social programs arise? 2) Analyse: who are the stakeholders and how likely are they to participate in the decision-making? 3) Discuss: what are the social, economic, or political reasons for the governments to provide social welfare? 4) Describe the mandate and challenges of the main policy areas. 5) Assess where government failures occur for the policy area chosen. 6) Explain the common mandates and challenges across all the policy areas. 7) Assess where government failures generally occur across all the policy areas 8) Describe and evaluate the ways of managing conflict in policymaking
5	March 16: Session 2-2 (11:00-12:30)	Government spending and the budget: the economics of government finance 1. Taxes and national savings 2. Deficit versus debt 3. Structural deficits 4. The good and the bad of government spending Readings: Kennedy and Prag, Chaps 7 & 11 The Economist: The fiscal charter: A dangerous gamble Kennedy, Peter. 2010. Chapter 14: Debts and Deficits; Policy for Growth, pp 155-6. Macroeconomic Essentials: Understanding Economics in the news. Cambridge: MIT Press ? Writing guide: 1) Elaborate are the ways to fund government spending? 2) Analyse: what are the advantages and drawbacks of each of the arise? 3) Discuss: what are the social, economic, or political reasons for the governments to provide social welfare? 4) What are the determinants of growth? 5) How factors contribute to growth in productivity? 6) How does productivity relate to growth? 7) What are explanations for slowdown in productivity in the US? 8) What is the role of foreign investment in growth? 9) What is a public good? 10) How do externalities affect government spending? 11) Explain the government budget. 12) What is government debt? What is government deficit? How is a deficit financed? 13) In what ways are budget deficits beneficial? In what ways are they detrimental? What is a structural deficit? Why is it a better reflection of the economy
6	March 16: Session 2-3 (12:30-4:30)	In-class group-work, write-up (10%) Case study 1: government spending in East and Southeast Asia 1) Analyse the data from Asian Development Bank and discuss: how much is government spending in the countries? 2) Briefly describe the programs that are most and least costly 3) Analyse and discuss: what are the social, economic, and political reasons for the governments to support social programs? 4) What evidence supports your argument? 5) Discuss and provide evidence: What are the constraints on the most and least costly programs in the countries? Readings: Kwon, Huck-ju. 2005. Transforming the Development Welfare State in East Asia. Development and Change vol 36 no 3: 477-497 Fiori, Antonio, and Sunhyuk Kim. 2011. “The Dynamics of Welfare Policymaking in South Korea: Social Movements as Policy Enterpreneurs.” Asian Social Work and Policy Review vol 5: 61-78 Pisani, Elisabeth, Maarten Kok, and Kharisma Nugroho. 2017. "Indonesia's road to universal health coverage: a political journey." Health Policy and Planning vol 32: 267-276 Orbeta, Aniceto, and Vicente Paqueo. 2016. “Pantawid Pamilya Pilipino Program: Boon or Bane?” Philippine Institute for Development Studies Discussion Paper Series no 2016-56. Social security administration (US). 2012. Introduction. Social programs around the World. Washington, D.C.
7	March 19-20	ASSESSMENT 1 DUE, March 19, 11:55pm (40%) Create a case study of the economics and politics of government spending in one East and Southeast Asian country since 1990 Creating cases studies demonstrate evaluate mastery of concepts and readings, to encourage and facilitate knowledge- and skills-development associated with the learning outcomes. Students will apply course-learning up to that point to create a case-study, based on examples in class and taking care to address the questions assigned for the case-studies.
8	March 20: Session 3-1 (9:30-12:30)	Policy mandates What are they, how to fill them, when do reforms occur The Millennium Development Goals Managing conflict in public policy Readings: Asian Development Bank. 2010. The Millennium Development Goals. 1-57 Thacher, David, and Martin Rein. 2004. “Managing Value Conflict in Public Policy” Governance vol 17 no 4: 457-486 Kraft, Michael, and Scott Furlong. 2010. Public Policy: Politics, Analysis and Alternatives, pp 229-333 Social security administration (US). 2012. Introduction. Social programs around the World. Washington, D.C. Study guide: 1) Describe the mandate and challenges of the main policy areas. 2) Assess where government failures occur for the policy area chosen. 3) Explain the common mandates and challenges across all the policy areas. 4) Assess where government failures generally occur across all the policy areas 5) Describe and evaluate the ways of managing conflict in policymaking
9	March 20: Session 3-2 (12:30-4:30)	Guest lecture Growth and economic development models: Import substitution Essential arguments Necessary conditions Facilitating factors Empirical cases Critical analysis: how well should the import substitution model work? Readings: Lyne, Mona. 2015. “Rethinking the Political Economy of Import Substitution Industralization in Brail: A Clientelist Model of Development Policymaking.” Latin American Politics and Society Hira, Anil. 2007. “Did ISI fail and is neoliberalism the answer for Latin America? Re-assessing common wisdom regarding economic policies in the region.” Brazilian Journal of Political Economy vol 27 no 3e: 345-356 International Relations Organization. Post. “Import Substitution Industralization.” Sanderatne, Nimal. 2011. “Import substitution: Is it a pragmatic economic policy?” The Sunday Times Economic Analysis Study guide: 1) What is the theory? What is a model? 2) What are necessary conditions? What are sufficient conditions? 3) What conditions do you test when you evaluate a theory? 4) What are empirical cases? What are examples? 5) Critical analysis: how well should the import substitution model work?
10	March 23: Session 4-1 (9:30-12:30)	Growth or economic development models: Export orientation Essential arguments Necessary conditions Facilitating factors Empirical cases Critical analysis: how well should the export oriented model work? Readings: Palley, Thomas. 2011. “The Rise and Fall of Export-led Growth.” Levy Economics Institute of Bard College Bello, Walden. 1992. “Export-led Development in East Asia: A Flawed Model.” Traocaire Development Review, pp 11-27 The Economist. March 25, 2009. “The Export Trap.” Wade, Robert. 1992. “East Asia’s Economic Success: Conflicting Perspectives, Partial Insights, Shaky Evidence.” World Politics vol 65 no 2 Study guide: 1) What is the theory? What is a model? 2) What are necessary conditions? What are sufficient conditions? 3) What conditions do you test when you evaluate a theory? 4) What are empirical cases? What are examples? 5) Critical analysis: how well should the export orientation model work?
11	March 23: Session 4-2 (12:30-4:30)	In-class group-work, write-up (10%) Case study 2: The Asian Miracle… or Not Essential arguments Economics or politics? Evidence for the Asian miracle Evidence against the Asian miracle Critical analysis: what is the case for an Asian miracle? Readings: Powell, Benjamin. 2004. “State Development Planning: Did it Create an East Asian Miracle?” The Independent Institute, San Jose State University Kay, Cristobal. 2002 Why East Asia overtook Latin America: Agrarian reform, industrialisation and development, Third World Quarterly, 23:6, 1073-1102 Kwon, Jene and Jung Mo Kang. 2011. The East Asian model of economic development. Asian Pacific Economic Literature Study guide: 1) What is the theory? What is the model? 2) What are necessary conditions? What are sufficient conditions? 3) What conditions do you test when you evaluate a theory? 4) What are empirical cases? What are examples? 5) Critical analysis: what is the case for an Asian miracle?
12	March 27: Session 5.1 (9:30-12:30)	Growth or economic development models: Money led growth? Essential arguments Necessary conditions Facilitating factors Empirical cases Critical analysis: how well should monetary model work? Readings: Papademos, Lucas. 2003. “The Contribution of Monetary Policy to Economic Growth.” European Centeral Bank Lacker, Jeffrey. 2016. “Can Monetary policy affect Economic Growth?” Federal Reserve Bank of Richmond John. 2017. “Monetary Policy’s Role in Fostering Sustainable Growth.” Federal Reserve Bank of San Francisco Smith, Christie. 2004. “The long-run effects of monetary policy on output growth.” Reserve bank of New Zealand, Bulletin vol 67 no
13	March 27: Session 5-2 (12:30-4:30)	How the Middle Class affects economic policy: lessons from East and Southeast Asia When does the middle class emerge Values Implications Consequences Readings: Asian Development Bank. 2010. The Rise of Asia’s Middle Class. 1-55
14	March 29-March 30	ASSESSMENT 2 DUE 11:55pm, March 29 (40%) Create a case study that critically assesses how the economics or the politics of the Asian Miracle works in an East or Southeast Asian country. Include in your study a discussion of how the modern quantitative theory of money affects the success of the East Asia model.
15	March 30: Session 6-1 (9:30-12:30)	Labor employment and economic policy Setting the minimum wage Basic rights Labor regulation The informal sector Readings: Asian Development Bank. 2005. Labor Markets in Asia. 1-108
16	March 30: Session 6-2 (12:30-4:30)	Class discussion: 1) Explain: what are case studies? 2) What are the other types of evidence studied in this course? 3) Compare and contrast: how well do case studies support evidence in policymaking?

Assessment Summary

Assessment task	Value	Due Date	Return of assessment	Learning Outcomes
Assessment 1-1: in-class write-up, discussion and analyse, 10 %	10 %	16/03/2020	19/03/2020	1, 2
Assessment 1-2: in-class write-up, discussion and analyse, 10 %	10 %	23/03/2020	26/03/2020	3, 4
Assessment 2-1: case study, 40%	40 %	19/03/2020	02/07/2020	1, 2, 5
Assessment 2-2: case study, 40%	40 %	29/03/2020	02/07/2020	1, 2, 3, 4, 5

* If the Due Date and Return of Assessment date are blank, see the Assessment Tab for specific Assessment Task details

Policies

ANU has educational policies, procedures and guidelines, which are designed to ensure that staff and students are aware of the University’s academic standards, and implement them. Students are expected to have read the Academic Misconduct Rule before the commencement of their course. Other key policies and guidelines include:

• Student Assessment (Coursework) Policy and Procedure
• Special Assessment Consideration Policy and General Information
• Student Surveys and Evaluations
• Deferred Examinations
• Student Complaint Resolution Policy and Procedure

Assessment Requirements

The ANU is using Turnitin to enhance student citation and referencing techniques, and to assess assignment submissions as a component of the University's approach to managing Academic Integrity. For additional information regarding Turnitin please visit the ANU Online website Students may choose not to submit assessment items through Turnitin. In this instance you will be required to submit, alongside the assessment item itself, hard copies of all references included in the assessment item.

Moderation of Assessment

Marks that are allocated during Semester are to be considered provisional until formalised by the College examiners meeting at the end of each Semester. If appropriate, some moderation of marks might be applied prior to final results being released.

Assessment Task 1

Assessment 1-1: in-class write-up, discussion and analyse, 10 %

Assessment 1

Two in-class write-ups, discussions, and analyses,10% each, 20 % total

1. There are several articles/readings.
2. Students will break up into groups. Each person in the group will take charge of writing up answers to one of the questions raised, critically assessing how materials covered in class discussion and readings up to that point provides the answer: how well should the model work? Eg.:
3. According to the articles, what are the necessary conditions for the model? Given class discussion and readings up to this point regarding the necessary conditions, explain how well will the model work, or why the model would not work.
4. According to the readings, what factors facilitating the model? Given class discussion and readings up to this point regarding facilitating factors, explain how well will the model work, or why the model would not work.
5. Given class discussion and readings up to this point, explain what unconsidered factors or conditions will affect the model, and how
6. Each group will clearly identify all persons responsible for writing up answers. Students may discuss the answers. However, each student is given marks only for the answer for which s/he has responsibility. So, it is up to the student how much s/he wishes to incorporate the group help, and it is up to the student to prepare for the task.
7. All answers for the questions submitted together for each group at the end of lecture.
8. Answers must draw on materials covered in class discussion, tutorials, and readings up to that point.… 
9. Maximum: 4 pages, double-spaced, per question, total 8 pages per group

In-class discussion, write-up 1 DUE: at the end of lecture on March 15

Rubric

	Excellent	Very Good	Good	Pass	Weak
1)    Analyse the data from Asian Development Bank and discuss: how much is government spending in the countries? OR The Story
2)  Briefly describe the programs that are most and least costly. Is this what you would expect? Why or why not? What about the second most and least costly? OR The Puzzle
3) Analyse and discuss: what are the social, economic, and political reasons for the governments to support social programs? OR The Theory
4) Does the evidence supports these arguments? (Be sure to provide evidence) Based on the evidence, what are the constraints on the most and least costly programs in the countries? OR Evidence & Limitations

Assessment Task 2

Assessment 1-2: in-class write-up, discussion and analyse, 10 %

Assessment 1

Two in-class write-ups, discussions, and analyses,10% each, 20 % total

There are several articles/readings.

Students will break up into groups. Each person in the group will take charge of writing up answers to one of the questions raised, critically assessing how materials covered in class discussion and readings up to that point provides the answer: how well should the model work? Eg.:

1. According to the articles, what are the necessary conditions for the model? Given class discussion and readings up to this point regarding the necessary conditions, explain how well will the model work, or why the model would not work.
2. According to the readings, what factors facilitating the model? Given class discussion and readings up to this point regarding facilitating factors, explain how well will the model work, or why the model would not work.
3. Given class discussion and readings up to this point, explain what unconsidered factors or conditions will affect the model, and how

Each group will clearly identify all persons responsible for writing up answers. Students may discuss the answers. However, each student is given marks only for the answer for which s/he has responsibility. So, it is up to the student how much s/he wishes to incorporate the group help, and it is up to the student to prepare for the task.

All answers for the questions submitted together for each group at the end of lecture.

Answers must draw on materials covered in class discussion, tutorials, and readings up to that point.… 

Maximum: 4 pages, double-spaced, per question, total 8 pages per group

In-class discussion, write-up 2 DUE: at the end of lecture on March 23

Rubric

	Excellent	Very Good	Good	Pass	Weak
1)    Analyse the data from Asian Development Bank and discuss: how much is government spending in the countries? OR The Story
2) Briefly describe the programs that are most and least costly. Is this what you would expect? Why or why not? What about the second most and least costly? OR The Puzzle
3) Analyse and discuss: what are the social, economic, and political reasons for the governments to support social programs? OR The Theory
4) Does the evidence supports these arguments? (Be sure to provide evidence) Based on the evidence, what are the constraints on the most and least costly programs in the countries? OR Evidence & Limitations

Assessment Task 3

Assessment 2-1: case study, 40%

Assessment 2

Creating cases studies demonstrate evaluate mastery of concepts and readings, to encourage and facilitate knowledge- and skills-development associated with the learning outcomes. Students will apply course-learning up to that point to create a case-study, based on examples used throughout the course and taking care to address the questions assigned for the case-studies. … 

Tasks:

Identify the key puzzle

Discuss the arguments, drawn from the readings

Show and describe the data across time, drawn from the Asian Development Bank. Based on the data patterns, analyse and argue: what does the data support?

For your analysis/conclusion, be sure to contrast the arguments of the readings against core economic principles and the data.

1. In Assessment 1, it is showing economics and politics of government spending
2. In Assessment 2, it is about the economics or politics of the Asian Miracle.
3. In particular, critically examine the arguments of the readings against core economic principles and the data.

Remember: readings clarify how to tackle the case-studies. Use the readings to and class materials up to the point to show:

·     issues that the cases illustrate

·     the economic principles

·     the political considerations

·     the government objectives that usually follow such policies

·     the economic consequences that follow

Assessment 2-1 DUE: 11:55pm, March 19 (Turnitin on Wattle)

Rubric

	Excellent	Very Good	Good	Pass	Weak
4Ds: Define, OR What is the brief story? OR What stands out OR What is the key puzzle?
4Ds: Discuss OR Discuss the arguments, drawn from the readings OR What is the theory? How is the theory applied?
4Ds: Differentiate OR Describe the data patterns across time, drawn from the Asian Development Bank. Based on the data patterns, analyse and argue: what does the data support? (is it politics? Is it economics?) OR What is the evidence? OR How does it fit together?
4Ds: Discipline OR What are your conclusions? How did you arrive at your analysis/conclusion, i.e., show how you assessed the arguments of the readings against core economic principles and the data OR What are the limitations of the theory? OR What does it all mean?

Assessment Task 4

Assessment 2-2: case study, 40%

Assessment 2

Creating cases studies demonstrate evaluate mastery of concepts and readings, to encourage and facilitate knowledge- and skills-development associated with the learning outcomes. Students will apply course-learning up to that point to create a case-study, based on examples used throughout the course and taking care to address the questions assigned for the case-studies. … 

Tasks:

Identify the key puzzle

Discuss the arguments, drawn from the readings

Show and describe the data across time, drawn from the Asian Development Bank. Based on the data patterns, analyse and argue: what does the data support?

For your analysis/conclusion, be sure to contrast the arguments of the readings against core economic principles and the data.

1. In Assessment 1, it is showing economics and politics of government spending
2. In Assessment 2, it is about the economics or politics of the Asian Miracle.
3. In particular, critically examine the arguments of the readings against core economic principles and the data.

Remember: readings clarify how to tackle the case-studies. Use the readings to and class materials up to the point to show:

·     issues that the cases illustrate

·     the economic principles

·     the political considerations

·     the government objectives that usually follow such policies

·     the economic consequences that follow

Assessment 2-2 DUE: 11:55pm, March 29 (Turnitin on Wattle)

Rubric

	Excellent	Very Good	Good	Pass	Weak
4Ds: Define, OR What is the brief story? OR What stands out OR What is the key puzzle?
4Ds: Discuss OR Discuss the arguments, drawn from the readings OR What is the theory? How is the theory applied?
4Ds: Differentiate OR Describe the data patterns across time, drawn from the Asian Development Bank. Based on the data patterns, analyse and argue: what does the data support? (is it politics? Is it economics?) OR What is the evidence? OR How does it fit together?
4Ds: Discipline OR What are your conclusions? How did you arrive at your analysis/conclusion, i.e., show how you assessed the arguments of the readings against core economic principles and the data OR What are the limitations of the theory? OR What does it all mean?

Academic Integrity

Academic integrity is a core part of our culture as a community of scholars. At its heart, academic integrity is about behaving ethically. This means that all members of the community commit to honest and responsible scholarly practice and to upholding these values with respect and fairness. The Australian National University commits to embedding the values of academic integrity in our teaching and learning. We ensure that all members of our community understand how to engage in academic work in ways that are consistent with, and actively support academic integrity. The ANU expects staff and students to uphold high standards of academic integrity and act ethically and honestly, to ensure the quality and value of the qualification that you will graduate with. The University has policies and procedures in place to promote academic integrity and manage academic misconduct. Visit the following Academic honesty & plagiarism website for more information about academic integrity and what the ANU considers academic misconduct. The ANU offers a number of services to assist students with their assignments, examinations, and other learning activities. The Academic Skills and Learning Centre offers a number of workshops and seminars that you may find useful for your studies.

Online Submission

The ANU uses Turnitin to enhance student citation and referencing techniques, and to assess assignment submissions as a component of the University's approach to managing Academic Integrity. While the use of Turnitin is not mandatory, the ANU highly recommends Turnitin is used by both teaching staff and students. For additional information regarding Turnitin please visit the ANU Online website.

Hardcopy Submission

For some forms of assessment (hand written assignments, art works, laboratory notes, etc.) hard copy submission is appropriate when approved by the Associate Dean (Education). Hard copy submissions must utilise the Assignment Cover Sheet. Please keep a copy of tasks completed for your records.

Late Submission

No submission of assessment tasks without an extension after the due date will be permitted. If an assessment task is not submitted by the due date, a mark of 0 will be awarded. OR Late submission of assessment tasks without an extension are penalised at the rate of 5% of the possible marks available per working day or part thereof. Late submission of assessment tasks is not accepted after 10 working days after the due date, or on or after the date specified in the course outline for the return of the assessment item. Late submission is not accepted for take-home examinations.

Referencing Requirements

Accepted academic practice for referencing sources that you use in presentations can be found via the links on the Wattle site, under the file named “ANU and College Policies, Program Information, Student Support Services and Assessment”. Alternatively, you can seek help through the Students Learning Development website.

Extensions and Penalties

Extensions and late submission of assessment pieces are covered by the Student Assessment (Coursework) Policy and Procedure The Course Convener may grant extensions for assessment pieces that are not examinations or take-home examinations. If you need an extension, you must request an extension in writing on or before the due date. If you have documented and appropriate medical evidence that demonstrates you were not able to request an extension on or before the due date, you may be able to request it after the due date.

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