The Applied Policy Project is part of the Crawford School of Public Policy’s suite of work integrated learning (WIL) options that promote reciprocal learning between academic studies and workplace application. This course provides students with an opportunity to undertake applied research for real-world policy organisations. Clients from the public or non-government sectors – such as government departments, think tanks, peak bodies, and advocacy groups – initiate each project. Project work can be undertaken on an individual or group basis, subject to topic suitability and demand. Students extend their academic skills into the professional world, deepening their knowledge about a substantive policy area, and learning about the work of policy organisations through the process of designing and conducting research. Guided by an academic advisor, in each project students are required to understand client research needs, define research questions, gather and analyse policy relevant data, and structure and produce a research report for the client.

 

The Applied Policy Project is a unique opportunity to engage with highly capable peers. Student numbers are limited and entry is based on an application process. Students are required to submit a short pro forma application which outlines (1) their expectations of the course and how they fit with their career goals, (2) what experiences and skills they bring to the course, and (3) the names of two referees from Crawford faculty. Successful applicants will be determined by the Course Convenor. The overall learning goals of this course are to promote discipline-based concept application, to enhance applied research skills, and to encourage career literacy-based professional development.

Learning Outcomes

Upon successful completion, students will have the knowledge and skills to:

1. Demonstrate and apply discipline-based theoretical knowledge and research methodologies learned in coursework
2. Design, structure, conduct, and manage an applied research project initiated by a client organisation
3. Deliver policy research for clients, including professional experience demonstrating skills in negotiating professional relationships with policy clients and communicating effectively for policy audiences
4. Understand how organisations operate and gain useful experience of a professional context
5. Demonstrate interpersonal and communication behaviours, attributes and skills that enable negotiation and collaboration with others, as well as enhanced self-awareness to identify personal characteristics and how these can support or hinder work behaviours
6. Clarify personal and professional goals consistent with personal characteristics and interests, and understand how skills can be transferable, including an enhanced ability to demonstrate employability skills to others.

Required Resources

The prescribed text is:

• O’Leary, Z. and Hunt, J. 2016. Workplace Research: Conducting small-scale research in organizations. Sage. London.

Recommended Resources

Recommended readings are:

• Althaus, C., Bridgman, P. and Davis, G. 2018. The Australian Policy Handbook: A Practical Guide to the Policy-Making Process. Allen & Unwin: Sydney. Sixth Edition.
• Dunn, W. N. 2018. Public Policy Analysis: An Integrated Approach. Routledge: New York. Sixth Edition.
• Howlett, M., Ramesh, M. and Perl, A. 2009. Studying Public Policy: Policy Cycles and Policy Subsystems. Oxford University Press: New York. Third Edition.
• Mintrom, M. 2012. Contemporary Policy Analysis. Oxford University Press: Oxford.
• O'Leary, Z. 2017. The Essential Guide to Doing Your Research Project. Sage: London. Third Edition.
• Ridley, D. 2012. The Literature Review: A Step by Step Guide for Students. Sage: London.
• White, P. 2009. Developing Research Questions: A Guide for Social Scientists. Palgrave Macmillan: Basingstoke.

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	CRWF7000 comprises the design, structuring, conduct, and management of an applied research project initiated by a client organisation in the public or non-government sector. The course design enables students to extend their academic skills into the professional world, learning about the work of policy organisations through the research process. In each project, students are required to understand client research needs, define research problems, formulate research questions, gather and analyse policy relevant data, and structure and produce a research report for the client. Students can also gain professional skills in applied research methods such as effective group work, negotiating client relationships, report writing and oral presentations. As a work integrated learning course, it has overall learning goals to promote discipline-based concept application, to enhance applied research skills, and to encourage career literacy-based professional development. Consistent with these learning goals, assessment requirements for CRWF7000 are integrated with the key stages of student progression during and after the research project. In addition to assessing discipline-based concept and research skills application on a real-world policy topic, the assessment tasks are designed to support the application of career literacy competencies in the context of expectations for and reflections on the project experience (for example, to understand and build individual professional preferences and skills). The Applied Policy Project can be completed on either an individual basis (individual project mode) or group basis (group project mode). This means that assessment requirements are differentiated for each project on the basis of the project work mode, noting that in group project mode there is a mix of individual and group-based assessment tasks. The specific assessment task requirements for each project work mode are explained under 'Assessment Tasks'. The timing of assessment tasks is linked to Semester Start and End Dates.	KEY COURSE MILESTONES: • Prior to Semester Start Date - Applied Policy Project Application Approved • Week 1 - Seminar 1 (Introduction/Preparing the Research Prospectus) • Project topic and client organisation assigned, and Academic Advisor assigned • Complete ANU Career Toolkit ‘Understand Yourself’ and 'Work Style' Modules (via Wattle) • Two (2) weeks after Semester Start Date - Submit Assessment Task 1: Statement of Expectations (via Wattle) and Finalise Advisor Agreement • Three (3) weeks after Semester Start Date - Submit Assessment Task 2: Research Prospectus (via Wattle) • Week 4 - Seminar 2 (Feedback on Research Prospectus) • Week 7 - Seminar 3 (Research Report Progress Check-in) • Week 10 - Seminar 4 (Research Report Finalisation Check-in) • Semester End Date - Submit Assessment Task 3: Research Report (via Wattle) • One (1) week after Semester End Date - Submit Assessment Task4: Research Report Client Presentation • Two (2) weeks after Semester End Date - Submit Assessment Task 5: Personal Reflections (via Wattle)

Assessment Summary

Assessment task	Value	Due Date	Return of assessment	Learning Outcomes
Statement of Expectations	10 %	09/08/2021	23/08/2021	1,4,5,6
Research Prospectus	15 %	16/08/2021	30/08/2021	1,2,3
Research Report	55 %	29/10/2021	26/11/2021	1,2,3,4
Research Report Client Presentation	10 %	05/11/2021	19/11/2021	1,2,3,4
Personal Reflections	10 %	12/11/2021	26/11/2021	1,2,3,4,5,6

* 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

Statement of Expectations

Word Length:

750 words

Course Weighting:

10%

Due Date:

Two (2) weeks after Semester Start Date

Type:

For both individual and group project modes this is an individual task

Task Description and Guidance:

In the first two weeks of the Applied Policy Project each student will submit a Statement of Expectations (the Statement) that outlines what knowledge, skills and experience they intend to gain from the project. The Statement is a type of ‘learning plan’ that should cover three areas:

1.     Expectations about the project. The Statement should briefly outline the research topic, client organisation and the key expectations for the project that have been discussed with and/or provided by the client organisation. Where the project is being undertaken in group project mode, the Statement should also (a) list group members and (b) summarise the key roles and responsibilities that will need to be assigned and managed as part of group based project planning. This section about 200 words.

2.     Expectations about personal and professional development. The Statement should outline the student’s ‘baseline’ understanding of their personal characteristics, work behaviours, and professional orientation. Students should identify what they want to learn about during the project experience, and what they want to learn to do, or do better. Where the project is being undertaken in group project mode, the Statement should discuss these in the context of team based work. Students must complete relevant online modules of the ANU Careers Toolkit to inform this ‘baseline’ understanding which will serve as a basis for informing and assessing professional development. The ANU Careers Toolkit modules can be accessed via the Wattle course site. This section about 350 words.

3.     Expectations about knowledge and skills application. The Statement should outline key areas of relevant discipline-based knowledge and methods, and how these are expected to be applied during the project experience. Where the project is being undertaken in group project mode, the Statement should discuss these in the context of team based work. Where relevant, the outline should relate knowledge and skills application to the student’s ‘baseline’ understanding of their personal characteristics and work preferences (see point 2, above). This section about 200 words.

 

As a learning plan, the Statement is both a prospective and retrospective document. The Statement can be used to help guide individual learning during the project experience and will be used as a basis for reflecting on achievements and professional development as part of Personal Reflections (Assessment Task 5).

 

The text for this course – Zina O’Leary and Jennifer Hunt, Workplace Research: Conducting small-scale research in organizations, Sage, London, 2016 – provides practical guidance on the articulation of concrete goals and their assessment for applied research in organisational settings.

 

Relevant chapter of O’Leary and Hunt (2016)

·        Chapter 2 ‘Finding your way Through the Workplace’, pp16-36.

 

Assessment Task 2

Research Prospectus

Word Length:

1,000 words

Course Weighting:

15%

Due Date:

Three (3) weeks after Semester Start Date

Type:

For group project mode this is a group task. For individual project mode this is an individual task.

Task Description and Guidance:

The Applied Policy Project is an applied research project. It requires students to understand the research process and in particular the fundamental early stages of that process: research question design, conducting a preliminary literature review to inform question design, and selecting and explaining research methods that are appropriate to the research question.

 

The Research Prospectus is a diagnostic assessment task designed to assist students in the early stages of their assigned research topic. It uses a template that requires the completion of three separate but connected sections:

1.     Articulation of a research question that is clear, concise and feasible. In the early stages of research the question can be considered a ‘working’ question that may be modified as the project progresses. The question should align with, and be informed by, the literature review (Section 2, below) and the selection of research methods (Section 3, below). This section about 100 words.

2.     Preparation of a brief topic-oriented literature review that surveys the research that has already been conducted in the broad areas relevant to the topic. At this stage of the research a literature review is intended to inform the design of a feasible research question. It is a critical review of the key concepts, findings, theories and methods that will help identify a ‘space’ in the literature for the contribution the research is expected to make. The ‘literature’ can include books, journal articles, ‘grey literature’ and official publications. There is a two-way relationship between the literature review and a clear research question: the topic provides ‘key words’ that should be used in the search phase of the review, and the review helps refine the wording of the research question. This section about 700 words.

3.     Description of the research methods that will be used for data collection, and how that data will be analysed. The literature review will inform this task by mapping the types of methods (e.g. document review, data analysis) that are generally applied in related areas of research. This section must also briefly describe the rationale for using the selected methods, and in particular the ‘best fit’ for purpose. This section about 200 words.

 

The Research Prospectus is also designed to deliver practical benefits for the Research Report (Assessment Task 3). It will generate an important input to the final report – the topic-oriented literature review will assist in specifying a research question and inform the more expansive research oriented literature review that should appear in the final report – and it will provide early feedback.

 

Relevant chapters of O’Leary and Hunt (2016)

·        Chapter 1 ‘Understanding Small Scale Applied Research’, pp1-15.

·        Chapter 3 ‘Developing Practical Research Questions’, pp37-56.

·        Chapter 4 ‘Doing the Prep’, pp61-80.

Assessment Task 3

Research Report

Word Length:

5,000 words (excluding endnotes and bibliography)

Course Weighting:

55%

Due Date:

Semester End Date

Type:

For group project mode this is a group task. For individual project mode this is an individual task.

Task Description and Guidance:

At the end of the semester students must submit a Research Report (the Report) on an applied research project initiated by a client organisation in the public or non-government sector. The Report is the culmination of a research project where students are required to understand client research needs, define a research problem, formulate a research question, gather and analyse policy relevant data, and structure and produce a research report for the client. While the Report must demonstrate relevance for the client organisation, it is a discrete research output for assessment against academic standards.

 

At the commencement of the course, each project is assigned an Academic Advisor. Two (2) weeks after the Semester Start Date each project must have in place a brief ‘Advisory Agreement’ with the Academic Advisor outlining respective roles and responsibilities using the Template available on the Wattle course site.

 

The Report is a time-constrained applied policy research project based on analysis of existing data. Existing data includes:

·        documents or texts, e.g. policy statements, reports, research studies

·        datasets, databases and systematic reviews

·        legislation

·        media reportage and press releases

·        online data, e.g. social media content, websites.

 

While the Report will provide experience in designing and conducting rigorous applied research, as well as in-depth knowledge on a substantive policy issue, it is not designed to make use of primary data through human research – such as project-specific interviews, surveys or focus groups – and these types of data collection methods are not in scope for this course. 

 

The Report should cover the following elements:

1.     communication of research objectives and understanding of relevant research and policy literatures

2.     articulation of clear research question(s)

3.     an analytical framework including an overview of research methods adopted

4.     empirical analysis of findings structured and informed by the analytical framework

5.     the main conclusions and, where relevant, acknowledgement of limitations and suggested lines of related future research.

 Each of these elements, which broadly correspond with stages of the research process, is important for conducting and reporting rigorous research. The elements align with the assessment criteria for the Research Report.

 

The text for this course – Zina O’Leary and Jennifer Hunt, Workplace Research: Conducting small-scale research in organizations, Sage, London, 2016 – provides practical guidance on planning and conducting each stage of the research project. Direction on each element, and the relevant chapter/s of the text, is set out below.

 

1. Communication of research objectives and understanding of research and policy literatures.

Good applied policy research is directed at delivering policy relevant findings. It emphasises the application of sound policy theory and rigorous research methodologies, and balances the practical need for policy implementation. Generally, in theory-oriented research, you should explain how substantial the contribution of your research is to existing bodies of theory. In policy or governance-oriented research, you should explain how relevant and important your research is for contemporary policy and governance, and how these respond to and balance the specific needs of a client organisation. In either case, doing sufficient reviews of academic works and/or policy/governance discussions is essential. A topic-oriented literature review will enable you to fully understand what other people (e.g. scholars, policymakers, journalists, etc.) have said about your topic in order to explain the importance of your research, and where and how it will contribute.

Relevant chapters of O’Leary and Hunt (2016)

·        Chapter 1 ‘Understanding Small Scale Applied Research’, pp1-15.

·        Chapter 4 ‘Doing the Prep’, pp61-80.

 

2. Clear research question(s).

Good research of any sort must have a clear, concise, and feasible research question. Formulating a research question is an essential and often difficult step in any research process, and good research questions tend to be refined iteratively in conjunction with literature review processes (element 1, above). For the Applied Policy Project, it is critical that the scope and feasibility of the research question is negotiated and agreed with your client organisation. Your research question(s) should be highly focussed to ensure they are answerable within the limited timeframe.

Relevant chapter of O’Leary and Hunt (2016)

·        Chapter 3 ‘Developing Practical Research Questions’, pp37-56.

 

3. An analytical framework and overview or research methods.

 The goal of research is to present an answer to a given research question and associated hypotheses in accordance with an appropriately developed analytical framework. There should be a well-structured flow of arguments connecting answers to the question(s) as guided by the analytical framework. Because there are different approaches to and methods for research, it is important to clearly explain which apply in your research. For example, some studies are empirical and develop an argument (often by testing a causal hypothesis or addressing a set of propositions) using existing information or data (e.g. government datasets or policy document review). Other studies are normative, conceptual or philosophical, and make a subjective judgement or evaluation about government policy or governance. Methods selection must always be mindful of feasibility, i.e. what can be done in the time available.  

Relevant chapters of O’Leary and Hunt (2016)

·        Chapter 4 ‘Doing the Prep’, pp81-115.

·        Chapter 5 ‘Working with Existing Data’, pp116-138.

 

4. Empirical analysis of findings and appropriate use of evidence.

If your research is empirical, it is important that you demonstrate the evidence base of the conclusions drawn. Your conclusions should be based on what your empirical data show, although you can (and often should) discuss theoretical and/or policy or governance matters which your empirical data imply. Even in predominantly non-empirical research, it is still expected that some evidence is used to support a researcher’s argument. If you use empirical evidence, it is important to distinguish between what empirical data objectively show and what you think your data suggest.

Relevant chapter of O’Leary and Hunt (2016)

·        Chapter 7 ‘Analyzing your Data’, pp185-222.

 

5. Main conclusions, and limitations and possible future research.

Good research must clearly state its main conclusions and present, at a minimum, logically coherent answers to the question(s). Weak research tends to be characterised by having a logically disconnected set of questions and answers. Policy and governance research must be written and presented in accordance with academic conventions (see below), but composed in an engaging way and mindful of the needs of its client audience. Because of time and resource constraints, is also important that you acknowledge the limitations of your research, ideally positively, by suggesting valuable lines of future related research that could further improve understanding of your research topic. This is another way to show how your research can be relevant for academic and policy or governance debates.

Relevant chapter of O’Leary and Hunt (2016)

·        Chapter 8 ‘Producing Effective Deliverables’, pp223-239.

 

The Research Report must conform to the style and referencing conventions of the Crawford School Style Guide 2020.

 

The Research Report will be marked by an independent academic examiner appointed by the Course Convenor.

 

The Research Report is the primary means for assessing the discipline-based concept application component of course learning goals. These include demonstrating:  

·        concept understanding and application through relevant research questions and methodology in policy and governance

·        integration of theory and practice through analytical framework development

·        logical and coherent arguments and conclusions based on systematic research and evidence as informed by the analytical framework.

Assessment Task 4

Research Report Client Presentation

Duration:

30 minutes (15 minute presentation and 15 minutes Q&A) plus submission of Slideshow (maximum 10 slides)

Course Weighting:

10%

Due Date:

One (1) week after Semester End Date

Type:

For group project mode this is a group task. For individual project mode this is an individual task.

Task Description and Guidance:

Each project will make a Client Presentation on the Research Report to an assessment panel comprising, and will be jointly assessed by, the Course Convenor and representative/s nominated by the client organisation. For group project mode, all team members are expected to be present for the presentation and contribute to the content and/or delivery of the presentation.

 

The presentation is where the communication of the content of the research translates the content of an academic applied policy report to a more specific ‘briefing’ exercise that is designed to both inform and persuade.

 

The presentation should background the research but focus on (1) explaining the implications of the findings made in the Research Report and (2) converting the findings into either recommendations or learning for the client organisation. The content and delivery of the presentation must make a persuasive argument for implementing any recommended course of action. The presentation should neither describe the research process itself nor simply summarise the written report.

 

Careful consideration needs to be given to the structure and focus of the presentation, and which key points of facts and evidence to include. There is no set format for presentations – students may use a variety of approaches and devices to convey their arguments, including audio or video clips – but all presentations must be supported by a concise Slideshow of no more than 10 slides to be submitted to the panel at the conclusion of the presentation for assessment.

Assessment Task 5

Personal Reflections

Word Length:

750 words

Course Weighting:

10%

Due Date:

Two (2) weeks after Semester End Date

Type:

For both individual and group project modes this is an individual task

Task Description and Guidance:

After completing their Applied Policy Project students must submit a Personal Reflections document (the Reflections). The Reflections document is a critical component of ‘reflective practice’. It provides a structured opportunity to reflect on how concrete experiences during the project have helped both to enhance your understanding of academic concepts and research methods and their application, and to develop a better conception of your own personal work characteristics and work preferences. The Reflections is the primary means for assessing your engagement with career-literacy based professional development.

 

The Journal should address two key areas:

1.     Project journal entries. During the semester students will keep a regular reflective journal that briefly records key activities, interactions and experiences, and makes observations on how concepts and practices introduced in the classroom have helped to understand or interpret those activities, interactions and experiences. This could, for example, include analytical reflections on the alignment (or otherwise) between the theory and observed practice of policy, research and organisations. The entries should total approximately 300 words. This part of the Reflections can be presented in journal short entry format.

2.     Reflecting on expectations. Building on the observations made in the journal entries, the Reflections must also reflect on the student’s ‘baseline’ understanding of their personal characteristics, work behaviours, and professional orientation as set out in the Statement of Expectations prepared at the start of the course (see Assessment Task 1). The Reflections should make observations on how the project experience has helped to either confirm or challenge career orientation and future professional development, or how it can be applied in current professional activities. Where relevant, the Reflections should relate specific knowledge and skills application and/or development to the student’s ‘baseline’ understanding of their personal characteristics and work preferences. These reflections should total approximately 450 words. This part of the Journal can be presented in conventional essay format.

 

Additional guidance on how to approach reflective writing tasks can be accessed here: https://www.anu.edu.au/students/academic-skills/writing-assessment/reflective-writing

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

Late submission of assessment tasks are penalised at the rate of 5% of the possible marks available per working day or part thereof. Late submission of assessment tasks without an extension 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.

Privacy Notice

The ANU has made a number of third party, online, databases available for students to use. Use of each online database is conditional on student end users first agreeing to the database licensor’s terms of service and/or privacy policy. Students should read these carefully. In some cases student end users will be required to register an account with the database licensor and submit personal information, including their: first name; last name; ANU email address; and other information. In cases where student end users are asked to submit ‘content’ to a database, such as an assignment or short answers, the database licensor may only use the student’s ‘content’ in accordance with the terms of service — including any (copyright) licence the student grants to the database licensor. Any personal information or content a student submits may be stored by the licensor, potentially offshore, and will be used to process the database service in accordance with the licensors terms of service and/or privacy policy. If any student chooses not to agree to the database licensor’s terms of service or privacy policy, the student will not be able to access and use the database. In these circumstances students should contact their lecturer to enquire about alternative arrangements that are available.

Distribution of grades policy

Academic Quality Assurance Committee monitors the performance of students, including attrition, further study and employment rates and grade distribution, and College reports on quality assurance processes for assessment activities, including alignment with national and international disciplinary and interdisciplinary standards, as well as qualification type learning outcomes. Since first semester 1994, ANU uses a grading scale for all courses. This grading scale is used by all academic areas of the University.

Support for students

The University offers students support through several different services. You may contact the services listed below directly or seek advice from your Course Convener, Student Administrators, or your College and Course representatives (if applicable).

• ANU Health, safety & wellbeing for medical services, counselling, mental health and spiritual support
• ANU Diversity and inclusion for students with a disability or ongoing or chronic illness
• ANU Dean of Students for confidential, impartial advice and help to resolve problems between students and the academic or administrative areas of the University
• ANU Academic Skills and Learning Centre supports you make your own decisions about how you learn and manage your workload.
• ANU Counselling Centre promotes, supports and enhances mental health and wellbeing within the University student community.
• ANUSA supports and represents undergraduate and ANU College students
• PARSA supports and represents postgraduate and research students