The objective of this course is to provide an evidence-based understanding of best practice in strategic management, including business policy and corporate strategy. As a research-led course it will explore a range of strategic management theories.

Learning Outcomes

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

1. define, explain and illustrate a range of strategic management theories;
2. analyse an organisation’s internal and external strategically relevant environments by applying appropriate theories, models and heuristics;
3. undertake an applied research project in the field of strategic management;
4. explain how to apply evidence-based best practice strategy analysis and execution;
5. demonstrate a critical understanding of strategic management theories and current empirical research associated with the topics covered in this course; and,
6. communicate effectively in oral and written forms about strategic management theories and their application using appropriate concepts, logic and rhetorical conventions.

Research-Led Teaching

This course draws on a range of scholarly disciplines, including management, economics, and sociology, to explore the nuanced field of strategic management. With a keen focus on identifying and applying theories and concepts to real-world business problems, students delve into the latest research from across these disciplines.

Field Trips

There are no field trips in this course.

Additional Course Costs

There are no additional costs expected for this course

Examination Material or equipment

Not applicable.

Required Resources

As part of this course, students are expected to read journal articles and book chapters that are assigned on a weekly basis. All assigned readings can be accessed via Wattle, and they are listed by week in the course schedule. While there is no designated textbook for the course, I strongly recommend that students also read "Strategic Management- Theory & Cases: An Integrated Approach, 14th edition" by Charles Hill and Melissa Schilling to gain a basic understanding of strategic management.

One physical copy of this book is available at the Chifley Library.

The 13th edition of the book is also available for free electronic access through the ANU library. Although this edition features slightly different chapters and cases, the mentioned chapters in the syllabus remain the same.

Additionally, the 14th edition can be purchased in either hardcopy or e-book format directly from the publisher.

Recommended Resources

Journal articles listed under 'further readings', as well as relevant YouTube clips and films screened during class.

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	What is strategy? What is strategic management?	Introduction to the course *Readings:<Strategy>a) Porter, M. (1996). What is Strategy? Harvard Business Review, 74, 37-55. b) Rumelt, R. (2011). The perils of bad strategy. McKinsey Quarterly, 1(3), 1-10. c) Mitreanu, C. (2006). Is strategy a bad word? MIT Sloan Management Review, 47(2), 96. d) Hill, C. W. L., & Schilling, M. A. (2023). Ch 1-1. Strategy and strategic leadership & Ch 1-3. Competitive Advantage and a Company’s Business ModelOR13th ed: Ch 1-1. Overview & Ch 1-2b. Competitive Advantage and a Company’s Business Model <Various definitions of strategic management>a) Nag, R., Hambrick, D. C., & Chen, M. J. (2007). What is strategic management, really? Inductive derivation of a consensus definition of the field. Strategic Management Journal, 28(9), 935-955. *Form groups for assignments (5 per group)
2	Opportunities and threats	*Reading:Hill, C. W. L., & Schilling, M. A. (2023). Ch 2. External Analysis: The Identification of Opportunities and Threats. *A case: Dupont a) Dupont Tyvek Waterproofing and building systemhttps://m.youtube.com/watch?v=Pat9ctmQAGIhttps://www.youtube.com/watch?app=desktop&v=kGHxXitwY8U b) Screening: Dark waters - For class discussion and assignmentshttps://tv.apple.com/us/movie/dark-waters/umc.cmc.3topp2g12va4hj1i9v50f13g7 *Your client memo will be based on the case above. Specific details are provided in “Assessment Task 1”.*Please note that there will be a guest lecturer for this week.
3	Economic lens: What shapes your strategy?	Porter's five forces model for industry analysis  *Readings: a) Porter, M. E. (2008). The five competitive forces that shape strategy. Harvard Business Review, 86(1), 2-18.  b) Hill, C. W. L., & Schilling, M. A. (2023). Ch 2-2. Porter's Competitive Forces Model.OR13th ed: Ch 2-3. Porter's Competitive Forces Model. * In-class activities: 2D Hotelling pricing game(https://economics-games.com/games)Students are managers of a firm that compete with three other firms to sell a product to the customers of a square country. Before selecting their price, they will be invited to select their location. They can also contribute to building a subway which increases customers' demand in the centre of the country. Each firm can only be located at a single place, and customers incur quadratic transportation costs when they buy from firms who are not exactly located where they live.
4	Economic lens: Resource-based view and competitive advantage	The Resource-Based View (RBV): Creating and sustaining competitive advantage *Readings:  a) Barney, J. B. (1995). Looking inside for competitive advantage. Academy of Management Perspectives, 9(4), 49-61.  b) Barney, J. B. (2001). Resource-based theories of competitive advantage: A ten-year retrospective on the resource-based view. Journal of Management, 27(6), 643-650. c) Hill, C. W. L., & Schilling, M. A. (2023). Ch 3. Internal Analysis: Resources and Competitive Advantage *Further readings:a) Raff, D. M. G. (2000). "Superstores and the evolution of firm capabilities in American bookselling." Strategic Management Journal, 21(10/11): 1043-1059. b) Kraaijenbrink, J., Spender, J. C., & Groen, A. J. (2010). The resource-based view: A review and assessment of its critiques. Journal of Management, 36(1), 349-372. *Client memo due
5	Behavioural lens: Dynamic capabilities and competitive advantage	Teece's theory of dynamic capabilities to explain how organisations can achieve and sustain the competitive advantage *Readings: a)  Teece, D. J., Pisano, G., & Shuen, A. (1997). Dynamic capabilities and strategic management. Strategic Management Journal, 18(7), 509-533. b)  Barreto, I. (2010). Dynamic capabilities: A review of past research and an agenda for the future. Journal of Management, 36(1), 256-280.  c)  Eisenhardt, K. M., & Martin, J. A. (2000). Dynamic capabilities: What are they? Strategic Management Journal, 21(10/11): 1105-1121. *Further reading:a)  Stadler, C., Helfat, C. E., & Verona, G. (2013). The impact of dynamic capabilities on resource access and development. Organization Science, 24(6), 1782-1804.
6	How and why industry matters	Resource dependence theory (RDT) as a framework for understanding organisation-environmental relations *Readings:  a)  Hillman, A. J., Withers, M. C., & Collins, B. J. (2009). Resource dependence theory: A review. Journal of management, 35(6), 1404-1427. b)  Shu, E., & Lewin, A. Y. (2017). A resource dependence perspective on low-power actors shaping their regulatory environment: The case of Honda. Organization Studies, 38(8), 1039-1058. c) Hill, C. W. L., & Schilling, M. A. (2023). Ch 6. Business-Level Strategy and the Industry Environment. *Further reading:a)  Pfeffer, J., & Salancik, G. R. (2003). The external control of organizations: A resource dependence perspective. CA: Stanford University Press.ORPfeffer, J., & Salancik, G. (2015). External control of organizations —Resource dependence perspective. In Organizational Behavior 2 (pp. 373-388). UK: Routledge.
7	In-house vs. outsourcing	Transaction Cost Economics (TCE) to develop an understanding of how organisations manage the costs and risks of outsourcing *Readings:  a) Williamson, O. E. (1981). The economics of organization: The transaction cost approach. American Journal of Sociology, 87(3), 548-577. b) Williamson, O. E. (1993). Transaction cost economics and organization theory. Industrial and Corporate Change, 2(2), 107-156.  c) Hill, C. W. L., & Schilling, M. A. (2023). Ch 9. Corporate-Level Strategy: Horizontal Integration, Vertical Integration, and Strategic Outsourcing.  *Further reading:a) Husted, B. W., & Folger, R. (2004). Fairness and transaction costs: The contribution of organizational justice theory to an integrative model of economic organization. Organization Science, 15(6), 719-729.
8	Diversification	Category / organisational identity theory to understand implications of diversification for crossing multiple "product" and "market" categories *Readings:  a) Durand, R., & Paolella, L. (2013). Category stretching: Reorienting research on categories in strategy, entrepreneurship, and organization theory. Journal of Management Studies, 50(6), 1100-1123. b) Paolella, L., & Durand, R. (2016). Category spanning, evaluation, and performance: Revised theory and test on the corporate law market. Academy of Management Journal, 59(1), 330-351. c) Hsu, G., Hannan, M. T., & Koçak, Ö. (2009). Multiple category memberships in markets: An integrative theory and two empirical tests. American Sociological Review, 74(1), 150-169. d) Hill, C. W. L., & Schilling, M. A. (2023). Ch 10. Corporate-Level Strategy: Related and Unrelated Diversification.
9	Strategy implementation I	Agency theory to understand what makes strategy implementation sustainable * Readings: a) Miller, D., & Sardais, C. (2011). Angel agents: Agency theory reconsidered. Academy of Management Perspectives, 25(2), 6-13. b) Roth, K., & O'donnell, S. (1996). Foreign subsidiary compensation strategy: An agency theory perspective. Academy of Management Journal, 39(3), 678-703. c) Hill, C. W. L., & Schilling, M. A. (2023). Ch 11. Corporate Governance, Social Responsibility and Ethics. *Further reading:a) Shapiro, S. P. (2005). Agency theory. Annual Review of Sociology, 263-284. *In-class activities: A simple principal-agent problem(https://economics-games.com/games)Owners of a firm lack some expertise to run it and therefore decide to hire professionals. They must offer them a contract, consisting of a fixed payment and a proportion of the firm's profit. The professionals must then decide whether or not to accept the contract, and if they accept, how much (costly) work effort to make (which determines the total earnings of the firm). Students play either the owners or professionals.
10	Strategy implementation II	Institutional theory to understand how organisations submit to institutional pressures in their strategy implementation * Readings: a) Meyer, J. W., & Rowan, B. (1977). Institutionalizedorganizations: Formal structure as myth and ceremony. AmericanJournal of Sociology, 83(2), 340-363. b) Jeong, Y. C., & Kim, T. Y. (2019). Between legitimacy andefficiency: An institutional theory of corporate giving. Academy ofManagement Journal, 62(5), 1583-1608. c) Kogut, B., Walker, G., & Anand, J. (2002). Agency and institutions: National divergences in diversification behavior. Organization Science, 13(2), 162-178. d) Hill, C. W. L., & Schilling, M. A. (2023). Ch 11-5. Ethical issues and behavior & Ch 11-6. Improving the ethical climate.OR13th ed: Ch 11-5. Ethics and Strategy
11	Student presentations	*Strategy in-class presentation due*Strategy write-up due
12	Review of course	Summary, Q&As and feedback

Tutorial Registration

Further details about the structure and teaching activities for this course will be available on the course Wattle site by Week O.

Assessment Summary

Assessment task	Value	Due Date	Return of assessment	Learning Outcomes
Strategy project client memo (Group work and group assessment) - group size 5 (20%)	20 %	18/08/2023	25/08/2023	2,3,4,6
Strategy Write-up (Group work but individual assessment) (25%)	25 %	20/10/2023	27/10/2023	1,2,3,4,5,6
Strategy presentation (Group work and group assessment) - group size 5 (25%)	25 %	20/10/2023	20/10/2023	1,2,3,4,5,6
Reflective review (Individual assessment) (30%)	30 %	02/11/2023	30/11/2023	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.

Participation

I will be teaching this course in a face-to-face delivery mode on campus, and I highly encourage student participation in all classes and assessments in line with the “Code of Practice for Teaching and Learning”, clause 2 paragraph (b).. By engaging in in-class activities and discussions, students will gain a comprehensive understanding of various strategic management theories. Working on the strategy project as a group (Assessment tasks 1 and 3) will enable students to develop their ability to analyse an organisation's internal and external environments, apply evidence-based best practices for strategy analysis and execution, and effectively communicate their understanding of a range of theories in written and oral forms using appropriate concepts, models, and frameworks. Assessment tasks 2 and 4 will provide students with the opportunity to undertake an applied research project, help them develop a critical understanding of strategic management theories, and show their familiarity with current empirical research related to the course topics. These individual assessments will complement the learning outcomes achieved through the group projects.

Examination(s)

Not applicable.

Assessment Task 1

Strategy project client memo (Group work and group assessment) - group size 5 (20%)

Given this is a course on strategy, it is only natural that one of the key assessment items is a strategy project. 

Strategy project client memo: a 250-word client memo

Strategy Project Client Memo is a group assignment that requires you to work with members of your group throughout the course. Each group has a maximum of 5 students assigned in Week 1. The case, which is the basis for the assignment, is depicted in "Dark Waters" in Week 2. Your objective is to design a convincing and viable strategy that effectively solves the problem(s) that the organisation in "Dark Waters" is facing.

Marking criteria for the assessment task 1

The marking criteria for the assessment task 1 require your memo to include the following: 

a) the organisation's goal and existing strategy implied or stated in the movie, 

b) your diagnosis of the problem/challenge/obstacle, and 

c) your recommendation, including an overall approach and related step(s) or action(s) to address or overcome the problem(s). You may want to acknowledge the pros and cons of the approach/action(s) in your recommendation.

Your memo should be no more than 250 words and must be double-spaced with 12-point font, Times New Roman, and 1” margins. A lengthy memo exceeding the word limit by 10% or more will result in a lower grade by the percentage of the exceeded amount.

Due Date: 2pm Friday, 18 August Week 4 through Turnitin on the course Wattle site

Feedback Date: Friday 25 August Week 5

Assessment Task 2

Strategy Write-up (Group work but individual assessment) (25%)

The second assessment task is to write up your group's strategy, which is due in Week 11 and should be 1000 words in length.

Strategy Write-up is a group report that requires all members of your group to work together (your group is assigned in Week 1). The case for the assignment is depicted in "Dark Waters" in Week 2. As a group, your objective is to identify the problem(s) that the organisation faces, analyse the organisation's existing strategies, and provide a convincing and viable strategy that effectively solves the problem(s) at hand. 

Marking criteria for the assessment task 2

The marking criteria for the assessment task 2 require your group report to include the following: 

a) diagnosis of problem(s)/challenge(s) that the organisation faces and its current strategy, using a theory that you have learned from the course, 

b) identification of the sources of the organisation's competitive advantage, and 

c) recommendation of a new strategy for the organisation to achieve sustained competitive advantage, based on the same theory that you use for doing a).

Your group report should be no more than 1000 words and must be double-spaced with 12-point font, Times New Roman, and 1” margins. A lengthy report exceeding the word limit by 10% or more will result in a lower grade by the percentage of the exceeded amount. Please ensure that the last page of your group report lists all references in APA style. The list of references is not included in the word count and will be graded separately for compliance with the APA style, with a maximum of 10% of the total grade.

Additionally, please note that each member of the group must include a separate page briefly outlining their individual contribution to the group report. This statement should specify who did what and to what extent each member contributed to the report (for example, Meredith spent 2 hours on proofreading the final report). The individual contribution statement should be no longer than half a page. It should be double-spaced, and written in Times New Roman font size 12 with 1" margins. This statement does not count towards the total word count for Strategy Write-up. The statement should be attached to the end of the group report when submitting the report.

Due Date: 2pm Friday, 20 October Week 11 through Turnitin on the course Wattle site

Feedback Date: Friday, 27 October Week 12

Assessment Task 3

Strategy presentation (Group work and group assessment) - group size 5 (25%)

The third assessment task is a 10 minute presentation of your group's strategy recommendation followed by 5 - 8 min Q&As. 

You will complete this as a group assigned in Week 1. You need to present your strategy to the organisation or your potential client, depicted in "Dark Waters" in Week 2. Each member of your group is expected to contribute to a portion of the group's presentation. While the strategy project client memo and strategy write-up are treated as individual assessments, the presentation will be marked as a group task. 

Marking criteria for the assessment task 3

Your group presentation should include the following.

a) Choice of a theory, an analysis, or a model you have learned from the course (Avoid lengthy summaries of the individual theory, analysis, or model that you choose).

b) Diagnosis of problem(s)/challenge(s) that the organisation faces and its current strategy, based on a).

c) Identification of the sources of the organisation's competitive advantage, according to a).

d) Recommendation of a new strategy for the organisation to achieve sustained competitive advantage, based on a) (you may want to have a look at Rumelt's article in Week 1).

e) Facilitation of in-class discussion using well-thought-out questions and answers. Do NOT ask obvious questions, such as "do you think my presentation skills are good?".

Group presentations will be recorded via Echo360, which will enable later validation and verification of assessment if required (in accordance with ANU Student Assessment (Coursework) policy).

Due Date: Friday 20 October. Slides to be submitted via Turnitin by 2pm, 13 October. Presentations will take place in Week 11.

Feedback Date: Friday, 20 October - Week 11

Assessment Task 4

Reflective review (Individual assessment) (30%)

The fourth assessment task is a 3-minute reflective video on classmate's group strategy and a 1000-word script for the video.

For this assessment, you will be tasked with preparing a single-blind review of your classmate's group strategy based on their group presentation in Week 11. Following the group presentation, each student will enter their name and spin the wheel to select a group which they will review. To complete this assessment, you must have a comprehensive understanding of one or more theories from the course and apply this knowledge to evaluate the strategy chosen by your classmate's group. You may choose one or two theories to analyse their strategy and suggest alternatives if necessary.

The term "single-blind" means that you will know the identity of the group, but they will not know who you are. It is essential to maintain a professional tone when reviewing their work and avoid being rude, insulting, or inappropriate in any way. Your criticism should be constructive and focus on specific, actionable changes that could realistically improve their proposed strategy. Additionally, you should take into account all the constraints of the group assignments.

Marking criteria for the assessment task 4

Your review (both your video and script) will be graded by the instructor, based on a judgment of:

1) How well the review identifies pros and cons of the proposed strategy, based on the theory, analysis, or model that the classmate's group chose.

2) How constructive and helpful your review is to the classmate.

3) How useful your review is to the client.

Your 3-minute video and 1000-word script should cover the following topics:

a) A concise summary of your classmate's group proposed strategy, along with a brief explanation of the primary theory they chose.

b) Your personal reflection on the theory and its implications.

c) An evaluation of the strengths of the theory and their proposed strategy.

d) A critique of the weaknesses of the theory and their proposed strategy.

e) Your recommendation of an alternative strategy, preferably based on the same theory that your classmate's group drew on.

f) Your conclusion, including to what extent your proposed alternative would be more beneficial to the client.

To complete this assignment, you will need to record and submit a 3-minute video along with your script. Imagine you are in the instructor's shoes and explain the gist of your classmate's group strategy to others. Your task is to summarize your critical assessment of their strategy, including the main theory they used, the pros and cons of that theory, and any other important aspects, in an entertaining and engaging manner. Keep in mind that you should NOT read the script and that you should feature yourself in the video.

It is important to keep in mind the 3-minute time limit. Any videos that exceed this limit by 10% or more will receive a lower grade based on the percentage of the exceeded time. Your script should be no longer than 1000 words, and you will not be penalized for producing a shorter script that covers all the required topics from a) to f). However, if your script exceeds the word limit by 10% or more, your grade will be lowered accordingly.

Your script must be double-spaced, with 12-point font in Times New Roman, and 1-inch margins. Please include a separate page listing all references in APA style. The list of references is not included in the word count. However, it will be graded based on its compliance with the APA style, with a maximum of 10% of the total grade.

Late submissions are NOT allowed for this assessment task.

Due Date: 5pm Friday, 2 November Week 13 through Turnitin on the course Wattle site

Feedback Date: After the release of final grades

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

In-text citation and list of references are required for assessments set in this course. The references in assessment tasks 2 and 4 will be evaluated for compliance with APA style, and will contribute up to 10% of the total grade for each task.

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

This course will not require submissions of hard copies. Online submission via Turnitin will suffice.

Late Submission

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.

All requests for extensions to assessment in RSM courses must be submitted to the RSM School Office with a completed application form and supporting documentation. The RSM Extension Application Form and further information on this process can be found at https://www.rsm.anu.edu.au/education/education-programs/notices-for-students/extension-application-procedure/

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.

Returning Assignments

All assignments will be marked and where appropriate feedback will be provided either:

in class, in person or on zoom by appointment with the course lecturer, via email, or via the course Wattle site.

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.

Resubmission of Assignments

Students are allowed to resubmit their assignments before the specific deadlines (Deadlines are mentioned above for each task). Any submission done after the deadline will be considered as a late submission. Policies relating to late submissions (as above) will then apply.

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