This course is designed to raise students' awareness of the necessary knowledge for a successful pursuit of career opportunities. Students will undertake practical training on how to develop employability skills and capabilities by taking advantage of available resources and services in preparation for the future world of work. By completing this course, students will achieve an in-depth understanding of modern recruitment practices, gain a rich exposure to industry expectations across different professions, incorporate their learning into their chosen career paths, and execute their job search and application process for success. Students will enjoy learning from academics with expertise in employability, career specialists and industry experts.

Learning Outcomes

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

1. Identify the opportunities and challenges associated with developing employability fundamentals
2. Acquire evidence, resources and services for the development of employability skills appropriate for modern workplaces
3. Assess one's own employability skills and job readiness
4. Apply knowledge and skills to build an employability portfolio based on core disciplinary achievements
5. Build and evaluate strategies to enhance employability for professional practice through multiple communication channels
6. Reflect upon the skills required to successfully engage in professional practice

Research-Led Teaching

The course provides students with knoweldge and skills about employability related issues which have been researched for years by both academics and HR practitioners

Field Trips

N/A

Additional Course Costs

Students are advised to purchase their own stationary and a laptop (or similar electronic device that can join virtual meetings in Zoom or Microsoft Teams).

Examination Material or equipment

There are no examinations for this course.

Required Resources

Students are advised to ensure that they have access to ANU library and the Internet.

Recommended Resources

This course has no prescribed text. (Recommended) readings in the form of articles will be available on Wattle. To further support your learning, recordings of lectures/seminars/workshops will be available Echo360; and consultation with the lecturer/course convener will be available when requested.

Staff Feedback

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

• written comments
• verbal comments
• feedback to whole class, groups, individuals, focus group etc

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). Feedback can also be provided to Course Conveners and teachers via the Student Experience of Learning & Teaching (SELT) feedback program. SELT surveys are confidential and also provide the Colleges and ANU Executive with opportunities to recognise excellent teaching, and opportunities for improvement.

Class Schedule

Week/Session	Summary of Activities	Assessment
1	BLOCK 1: FOUNDATIONAL CONCEPTS OF EMPLOYABILITY Course introduction: Employability in our modern world	Class activities: Getting to know each other Introduction to the course and assessment Lecture: Characteristics of the current labor market and employers’ demand Group discussion: identify classmates who target the same industry like yours and discuss what you should prepare to enter that industry successfully. Teamwork: What makes an outstanding job candidate? Create a mind map. Discussion: Do you want jobs or a career? Recommended reading: Bennett, D. (2019). Graduate employability and higher education: Past, present and future. HERDSA Review of Higher Education, 5, 31-61. Small, L., McPhail, R., & Shaw, A. (2021). Graduate employability: the higher education landscape in Australia. Higher Education Research & Development, 1-15 (online-first version). Pham, T., & Jackson, D. (2020). The need to develop graduate employability for a globalised world. In Tran et al. (2020) Developing and utilizing employability capitals: Graduates’ strategies across labour markets, 21-40.
2	Fundamentals about employability: Skills versus capital	Class activities: Case study: What contribute to people’s success in securing the job/ careers? Activity: Drawing a diagram to show what makes graduates employable. Discussion: Are skilled people always employed? Lecture: Fundamental about employability: Skills vs capital Students self-assess their employability using a self-rating scale. They analyse the results and identify strengths and weaknesses. This serves as the foundation for their Assessment Task 1. Assessment Task 1 explanation Recommended reading: Pool, L. D., & Sewell, P. (2007). The key to employability: developing a practical model of graduate employability. Education+ Training, 49(4), 277 - 289. Tomlinson, M. (2017). Forms of graduate capital and their relationship to graduate employability. Education+ Training, 59( 4), 338-352. Clarke, M. (2018). Rethinking graduate employability: The role of capital, individual attributes and context. Studies in higher education, 43(11), 1923-1937.
3	BLOCK 2: DEVELOPING EMPLOYABILITY CAPITAL Developing human capital while you are at the university	Assessment 1 due (12/08/2022 at midnight) Class activities: Mind-mapping: In what ways does formal education contribute to your future careers? Lecture: The role of human capital in our career developmen Discussion: How to build human capital while you are at the university Activity: What evidence can you collect to demonstrate your human capital while you are at the university? Guest lecture: Soft skills as an important component of human capital. Activity: research and report on skills valued by employers in Australia Recommended reading: Pilav-Velic, A., Jahic, H., Okicic, J., & Kokorovic-Jukan, M. (2019). The impact of formal and non–formal education on youth employability in Bosnia and Herzegovina. Croatian Review of Economic, Business and Social Statistics, 5(1), 55-66. Tran, L. H. N. (2019). The surge in developing soft skills for students in higher education. In Building Soft Skills for Employability (pp. 1-17). Routledge. Jones, M., Baldi, C., Phillips, C., & Waikar, A. (2017). The hard truth about soft skills: What recruiters look for in business graduates. College Student Journal, 50(3), 422-428.
4	The role of lifelong learning in developing human capital	Class activities: Debate: Should you stay in one job or move from one to another within the first five years beyond graduation? Lecture: Career mobility: Causes, advantages and disadvantages for your careers Activity: Create a mind map about what do you need to prepare before you shift to a new job/career? How to facilitate the transition? Discussion: How to develop and collect evidence to demonstrate your human capital while you are at work? Discussion: What kinds of learning can you pursue/engage with outside the classroom? Lecture: Reflection as part of your lifelong learning for developing human capital Assessment Task 2 explanation Recommended reading: Souto-Otero, M. (2016). Young people's views of the outcomes of non-formal education in youth organisations: its effects on human, social and psychological capital, employability and employment. Journal of Youth Studies, 19(7), 938-956. Pilav-Velic, A., Jahic, H., Okicic, J., & Kokorovic-Jukan, M. (2019). The impact of formal and non–formal education on youth employability in Bosnia and Herzegovina. Croatian Review of Economic, Business and Social Statistics, 5(1), 55-66. Lyons, S. T., Schweitzer, L., & Ng, E. S. (2015). How have careers changed? An investigation of changing career patterns across four generations. Journal of Managerial Psychology.
5	Social networking: practice, issues of concerns, and its use for employability	Assessment 2 due (26/08/2022 at midnight) Class activities: Case study: Students analyse three stories about how graduates secured their first full-time jobs to identify the determinants, based on these graduates’ perceptions. Lecture: How social capital can boost your employability: Evidence from different countries Guest seminar: How to build social relationships and use them for career development Role play: Practice on communication for forging social relationship (with situations given) Recommended reading: Batistic, S., & Tymon, A. (2017). Networking behaviour, graduate employability: a social capital perspective. Education+ Training, 59(4), 374-388. Ansari, A., Stahl, F., Heitmann, M., & Bremer, L. (2018). Building a social network for success. Journal of Marketing Research, 55(3), 321-338. Chen, H. T., & Li, X. (2017). The contribution of mobile social media to social capital and psychological well-being: Examining the role of communicative use, friending and self-disclosure. Computers in Human Behavior, 75, 958-965.
6	Cultural capital: the role of workplace exploration and engagement	Class activities: Activity: Identify some differences in the work culture between Asian and Western workplace settings. Lecture: Cultural capital for local and international career success Workshop: How can you build your cultural capital now and at the workplace? Guest speakers: Two skilled immigrants who are employed now will come to share their experience with cultural differences and their adaptation strategies. Assessment Task 3 explanation Recommended reading: Kim, J. (2016). Global cultural capital and global positional competition: International graduate students’ transnational occupational trajectories. British Journal of Sociology of Education, 37(1), 30-50. Kalfa, S., & Taksa, L. (2015). Cultural capital in business higher education: reconsidering the graduate attributes movement and the focus on employability. Studies in Higher Education, 40(4), 580-595.
7	The role of flexibility, adaptability and resilience in building our careers	Assessment 3 due (23/09/2022 at midnight) Class activities: Case study: Students read stories about some people’s career development. They are asked to analyse how these people succeeded. Activity: Shift your thinking to solve a problem more effectively Lecture: We are living in a world full of changes Guest seminar: Dealing with change: The role of adaptability, flexibility, and resilience Recommended reading: Bimrose, J., & Hearne, L. (2012). Resilience and career adaptability: Qualitative studies of adult career counseling. Journal of Vocational Behavior, 81(3), 338-344. Santilli, S., Grossen, S., & Nota, L. (2020). Career adaptability, resilience, and life satisfaction among Italian and Belgian middle school students. The Career Development Quarterly, 68(3), 194-207. Bimrose, J., & Hearne, L. (2012). Resilience and career adaptability: Qualitative studies of adult career counseling. Journal of Vocational Behavior, 81(3), 338-344.
8	Career identity: Building your personal brand	?Class activities: Activity: Who are you now? Who will you be in the future? Lecture: Why is career identity important for your employability? Discussion: How to demonstrate your career identity to the prospective employer? Lecture: How can employer examine your career identity? Guest seminar: Building your personal brand Recommended reading: Nazar, G., & van der Heijden, B. I. (2012). Career identity and its impact upon self-perceived employability among Chilean male middle-aged managers. Human Resource Development International, 15(2), 141-156. Peter, A. J., & Gomez, S. J. (2019). Building Your Personal Brand: A Tool for Employability. IUP Journal of Soft Skills, 13(2), 7-20
9	BLOCK 3: TRANSLATING EMPLOYABILITY CAPITAL INTO EMPLOYMENT AND CAREER ADVANCEMENT Modern recruitment practices	Class activities: Lecture: The traditional vs modern recruitment process Job search practices: Dos and don’ts Workshop: How to develop a great CV and address recruitment criteria? Activity: Produce a standard CV Workshop: How to boost your careers using social media Activity: Create a LinkedIn profile Assessment task 4 explanation Recommended reading: Sinha, V., & Thaly, P. (2013). A review on changing trend of recruitment practice to enhance the quality of hiring in global organizations. Management: journal of contemporary management issues, 18(2), 141-156. Peter Holland , Cathy Sheehan & Helen De Cieri (2007) Attracting and retaining talent: exploring human resources development trends in Australia, Human Resource Development International, 10:3, 247-262, DOI: 10.1080/13678860701515158
10	How to demonstrate your employability capital to prospective employers?	Assessment 4 due (14/10/2022 at midnight) Class activities: Mind-mapping: Employers’ hiring decision making process Lecture: How to demonstrate your employability capital to an employer? Workshop: Developing job interview skills + mock job interviews Case study: Why do these job applicants fail in their job application process? Reference check: Practices and issues you should avoid Recommended reading: Tran, L. H. N., Pham, T., Tomlinson, M., Medica, K., & Thompson, C. (2020). Developing and utilizing employability capitals: Graduates’ strategies across labour markets. Routledge. (particularly Chapter 13) Fulgence, K. (2015). Factors influencing graduates recruitment decisions: The case of Tanzania corporate recruiters. Academy of Educational Leadership Journal, 19(1), 195-216
11	Career advancement: the role of career planning and management	Class activities: Guest speaker: A successful business person is invited to share his/her career stories. Students ask questions about how this person plan, manage, and achieve successes. Debate: Which one is better: A lifelong career or a multi-path career? Case study: How does this person manage changes in his career? Lecture: Developing your careers using Kaizen concept Activity: Where do you see yourself in the next 10 years? Create a plans with major milestones and what you will do to achieve them. Recommended reading: Tran, L. H. N., Pham, T., Tomlinson, M., Medica, K., & Thompson, C. (2020). Developing and utilizing employability capitals: Graduates’ strategies across labour markets. Routledge. Hertzman, J. L., Moreo, A. P., & Wiener, P. J. (2015). Career planning strategies and skills of hospitality management students. Journal of Human Resources in Hospitality & Tourism, 14(4), 423-443. Ochoa, P., Fenn III, N. E., & Lovett, B. (2020). A structured approach to career mobility and development for new practitioners. American Journal of Health-System Pharmacy, 77(16), 1280-1283.
12	Self-employment and entrepreneurship	Class activities: Lecture: The impact of massification in higher education on the job market for graduates Debates: Do you want to be employed or self-employed? Lecture: Why is entrepreneurship is important? Discussion: What are some prominent characteristics of an entrepreneur? Guest speaker: Meeting a real entrepreneur and listen to his/her career journey. Course wrap-up Recommended reading: Kerr, S. P., Kerr, W. R., & Xu, T. (2018). Personality traits of entrepreneurs: A review of recent literature. Foundations and Trends in Entrepreneurship, 14(3), 279-356. Simoes, N., Crespo, N., & Moreira, S. B. (2016). Individual determinants of self-employment entry: What do we really know?. Journal of economic surveys, 30(4), 783-806. Minola, T., Criaco, G., & Obschonka, M. (2016). Age, culture, and self-employment motivation. Small Business Economics, 46(2), 187-213.
13	No class	Assessment 5 due (04/11/2022 at midnight)

Tutorial Registration

N/A

Assessment Summary

Assessment task	Value	Due Date	Return of assessment	Learning Outcomes
Employment-readiness assessment and career plans (20%)	20 %	12/08/2022	19/08/2022	1, 3, and 5
Reflection 1: Building employability capital via formal education (15%)	15 %	26/08/2022	02/09/2022	2, 3, 5 and 6
Reflection 2: Building employability capital via non-formal and informal learning activities (15%)	15 %	23/09/2022	30/09/2022	2, 3, 5 and 6
Group presentation (20%)	20 %	14/10/2022	21/10/2022	1 and 2
Employability portfolio (30%)	30 %	04/11/2022	01/12/2022	2, 3 and 4

* 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 Integrity Rule before the commencement of their course. Other key policies and guidelines include:

• Academic Integrity Policy and Procedure
• Student Assessment (Coursework) Policy and Procedure
• Special Assessment Consideration Guideline and General Information 
• Student Surveys and Evaluations
• Deferred Examinations
• Student Complaint Resolution Policy and Procedure
• Code of practice for teaching and learning

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 Academic Skills website. In rare cases where online submission using Turnitin software is not technically possible; or where not using Turnitin software has been justified by the Course Convener and approved by the Associate Dean (Education) on the basis of the teaching model being employed; students shall submit assessment online via ‘Wattle’ outside of Turnitin, or failing that in hard copy, or through a combination of submission methods as approved by the Associate Dean (Education). The submission method is detailed below.

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

Due to the practical nature of the course, attendance of both seminars and tutorials is highly recommended. Your participation will help you keep up with employability issues and professional practice.

Examination(s)

There are no examinations for this course.

Assessment Task 1

Employment-readiness assessment and career plans (20%)

Details of task: Students are asked to self-evaluate their employment-readiness using a scale developed by Dershem (2016). They are required to provide an analysis of the results, identifying their strengths and weaknesses for their employment prospects. They are also required to provide a detailed plan to improve their weaknesses for the purpose of enhancing their employment prospects.

Individual assessment or Group task: Individual

Word limit: 750 words (+/-10% leeway). The part in excess of the word limit will not be read and assessed.

Presentation requirements:

• Report the results of the self-assessment test
• Analyze and interpret the results to identify the strengths and weaknesses that need improvement
• Identify a career path that you would like to pursue
• Develop a plan of how you will make yourself ready for that career, including how to improve the identified weaknesses

Due date: 12 August 2022

Post date: 19 August 2022

Marking Criteria: A detailed rubric will be made available on the course Wattle site at the beginning of semester.

Assessment Task 2

Reflection 1: Building employability capital via formal education (15%)

Details of task: This assessment task gives students an opportunity to identify the gap in their employability capital development via formal education. Students are required to reflect on the extent to which they have built up their employability capital via formal education up to date. They are required to self-critique on what they have done well and not so well through which they draw lessons and develop strategies to further develop employability capital within formal educational activities so as to achieve the career goals they developed in Assessment Task 1.

Individual assessment or Group task: Individual

Word limit: 500 words (+/-10% leeway). The part in excess of the word limit will not be read and assessed.

Presentation requirements:

• How have you built up your employability capital via formal education so far?
• What factors have facilitated and hindered you from building up your employability capital via formal education?
• What lessons do you draw for yourself from that process?
• What are you going to do next to help you achieve your future career goals?

Due date: 26 August 2022

Post date: 02 September 2022

Marking Criteria: A detailed rubric will be made available on the course Wattle site at the beginning of semester.

Assessment Task 3

Reflection 2: Building employability capital via non-formal and informal learning activities (15%)

Details of task: This assessment task gives students an opportunity to identify the gap in their employability capital development via non-formal (i.e., any structured and organized learning taking place outside the formal educational curriculum) and informal learning activities (i.e., unplanned learning that takes place naturally via such activities as volunteer work, extra-curricular activities, etc.). Students are required to reflect upon the extent to which they have built up their employability capital via such learning activities. They are required to self-critique on what they have done well and not so well through which they draw lessons and develop strategies to further develop employability capital via non-formal and informal learning activities so as to achieve the career goals they developed in Assessment Task 1.

Individual assessment or Group task: Individual

Word limit: 500 words (+/-10% leeway). The part in excess of the word limit will not be read and assessed.

Presentation requirements:

• How have you built up your employability capital via non-formal and informal learning activities?
• What have you done well and not so well?
• What lessons do you draw for yourself from that process?
• What are you going to do next to help you achieve your future career goals?

Due date: 23 September 2022

Post date: 30 September 2022

Marking Criteria: A detailed rubric will be made available on the course Wattle site at the beginning of semester.

Assessment Task 4

Group presentation (20%)

Details of task: Students work in group of four to research and produce a 10-minute voice over PowerPoint video on the following topic: "Do employers in different industries/countries/cultures demand similar skills set from job candidates?" Students are required to provide evidence for their answers, e.g., compare the skills set that employers from two industries/countries value. They are asked to explain the reasons behind the disparities (evidence-based) and provide implications for their job application in the future.

Individual assessment or Group task: Group. The score is applied to all students in the group.

Length: 8-10 minutes. The part beyond the 10th minute will not be listened and assessed.

Presentation requirements:

• Report the findings of your research on the given topic
• Interpret the findings: What do they mean for your career preparation?
• PowerPoint slides of your presentation should be included
• Demonstrate your oral presentation and teamwork skills
• All team members must present the research

Due date: 14 October 2022

Post date: 21 October 2022

Marking Criteria: A detailed rubric will be made available on the course Wattle site at the beginning of semester.

Assessment Task 5

Employability portfolio (30%)

Details of task: Students are required to submit an e-portfolio containing evidence of their employability capital required by a real job advert that they want to apply for. Students are required to provide a critical self-assessment of why and how they are suitable for the position being advertised. They are also asked to self-evaluate the possibility of being short-listed for an interview for the job.

Individual assessment or Group task: Individual

Word limit: 1500 words (+/-10% leeway). The part in excess of the word limit will not be read and assessed. Note: The number of words in the job advert is not counted toward this word limit.

Presentation requirements:

• Present the job advert relevant to your level of education and expertise that you want to apply for (captured and save as a photo file)
• Include a cover letter for the application, your CV and responses to the selection criteria
• In the CV, there should be link to your LinkedIn profile.
• Examine to highlight the strengths and limitations of your job application
• Critically assess the possibility of being short-listed for a job interview

Due date: 4 November 2022

Post date: 01 December 2022

Marking Criteria: A detailed rubric will be made available on the course Wattle site at the beginning of semester.

Academic Integrity

Academic integrity is a core part of the ANU culture as a community of scholars. The University’s students are an integral part of that community. The academic integrity principle commits all students to engage in academic work in ways that are consistent with, and actively support, academic integrity, and to uphold this commitment by behaving honestly, responsibly and ethically, and with respect and fairness, in scholarly practice.

The University expects all staff and students to be familiar with the academic integrity principle, the Academic Integrity Rule 2021, the Policy: Student Academic Integrity and Procedure: Student Academic Integrity, and to uphold high standards of academic integrity to ensure the quality and value of our qualifications.

The Academic Integrity Rule 2021 is a legal document that the University uses to promote academic integrity, and manage breaches of the academic integrity principle. The Policy and Procedure support the Rule by outlining overarching principles, responsibilities and processes. The Academic Integrity Rule 2021 commences on 1 December 2021 and applies to courses commencing on or after that date, as well as to research conduct occurring on or after that date. Prior to this, the Academic Misconduct Rule 2015 applies.

 

The University commits to assisting all students to understand how to engage in academic work in ways that are consistent with, and actively support academic integrity. All coursework students must complete the online Academic Integrity Module (Epigeum), and Higher Degree Research (HDR) students are required to complete research integrity training. The Academic Integrity website provides information about services available to assist students with their assignments, examinations and other learning activities, as well as understanding and upholding academic integrity.

Online Submission

You will be required to electronically sign a declaration as part of the submission of your assignment. Please keep a copy of the assignment for your records. Unless an exemption has been approved by the Associate Dean (Education) submission must be through Turnitin.

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

Individual assessment tasks may or may not allow for late submission. Policy regarding late submission is detailed below:

• Late submission not permitted. If submission of assessment tasks without an extension after the due date is not permitted, a mark of 0 will be awarded.
• Late submission permitted. 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

The Academic Skills website has information to assist you with your writing and assessments. The website includes information about Academic Integrity including referencing requirements for different disciplines. There is also information on Plagiarism and different ways to use source material.

Returning Assignments

All assignments will be marked and where appropriate feedback will be provided either in class or in person (by appointment) with the course lecturer/convener 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. Extensions may be granted 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

You are allowed to resubmit your assignments before the specific deadlines where specified for each assessment item.

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 Access 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