The College of Business and Economics (CBE) Internship Program provides students with an opportunity to gain real-world experience in an organisation through a workplace internship of 4 weeks full-time equivalent. The work placement component of the course can be carried out in-person, in hybrid mode or virtually. The placement will make a significant contribution to improving students' employability through a well-designed internship project and reinforces the relationships CBE entertains and engages in with industry partners. The internship project has a strong focus on developing students’ capabilities in terms of their professionalism, teamwork, communication and problem-solving skills. Each intern will show evidence of competencies and skills acquired through close working relationships and collaboration with professional colleagues, a workplace supervisor and academic advisor. The internship program offers industry collaborators the opportunity to co-create value through students’ application of their theoretical knowledge and capabilities developed throughout their programs and get access to ANU talents.

Learning Outcomes

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

1. Identify the theoretical knowledge and skills from relevant area(s) of academic study as applicable to the problem identified in the ‘real work’ environment;
2. Acquire evidence and information from complex sources as relevant to the problem in the “real work” environment;
3. Determine the appropriate information and evidence relevant to addressing the business problem;
4. Engage critically with the information and evidence to generate best solutions to the problem and of value in the decision-making by the employer/placement/community;
5. Engage effectively and professionally with multiple stakeholders within and outside the work/professional environment; and
6. Critically reflect upon the value of lifelong learning processes provided through the internship experience.

Research-Led Teaching

In an increasingly competitive employment market, it is essential that CBE students be equipped with capabilities that rest upon an applied understanding of and engagement with the business world. This internship program addresses industry concerns about the disconnect between the realities of academia and industry, by providing students with opportunities to gain real life experience by applying their theoretical knowledge and preparing them for the workforce.

The CBE Internship Program which is distinctive by its research-led features incorporates at its core research about ‘student-centred’ approach and experiential learning. The development of the program is informed by contemporary knowledge in relation to university’s social outreach as well as students’ career adaptability and job preparedness.

Field Trips

There are no field trips in the course.

Additional Course Costs

Any additional travel costs out of Canberra associated with the internship placement will be covered by the internship hosts.

Examination Material or equipment

There are no examinations in the course.

Required Resources

There are no required resources for the course.

Recommended Resources

Whether you are on campus or studying online, there are a variety of online platforms you will use to participate in your study program. These could include videos for lectures and other instruction, two-way video conferencing for interactive learning, email and other messaging tools for communication, interactive web apps for formative and collaborative activities, print and/or photo/scan for handwritten work and drawings, and home-based assessment. ANU outlines recommended student system requirements to ensure you are able to participate fully in your learning. Other information is also available about the various Learning Platforms you may use.

Other resources:

·         15 things interns do to stand out: https://www.businessinsider.com/15-things-interns-do-to-stand-out-2014-5

·         7 tips: How to have a successful internship: https://www.forbes.com/sites/kimberlywhitler/2018/03/11/succeeding-in-the-mba-internship/#427ad1c521bb

·         Internship tips: https://www.huffingtonpost.com/topic/internship-tips

·         Future Skills 2030: https://pearson.com.au/insights-and-news/the-future-of-education/the-future-of-skills

·         Skill for Your Future: https://www.weforum.org/focus/skills-for-your-future

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	18 Feb: Pre-Placement Workshop	Initial Placement Evaluation Form sent to workplace supervisors (19 Feb)
2	25 Feb: Workshop 1:How to write a standard project proposal?How to effectively transition into the workplace?
3	4 Mar: Workshop 2:Student well-being in the internshipManaging your internship project: The basics
4	11 Mar: Workshop 3:The importance of reflective learning for professional developmentHow to write a quality piece of self-reflection?	Project Proposal Due (12 Mar)
5	18 Mar: Workshop 4:Australian work culture and work-related regulationsEssential work skills: Teamwork, communication and problem-solving	Reflection 1 Due (19 Mar)Initial Host Evaluation Form due (19 Mar)
6	No classroom activity - Consultations by appointment
7	No classroom activity - Consultations by appointment	Reflection 2 Due (16 Apr)
8	No classroom activity - Consultations by appointment
9	29 Apr: Workshop 5:How to be professional at oral presentation?How to write a business report?
10	No classroom activity - Consultations by appointment
11	No classroom activity - Consultations by appointment	Final Placement Evaluation Form sent to the workplace supervisors (14 May)
12	No classroom activity - Consultations by appointment
13	No classroom activity - Consultations by appointment	Internship Project Report Due (28 May)Final Placement Evaluation Due (28 May)Course Hurdles Due (28 May)
14	No classroom activity - Consultations by appointment	Reflection 3 Due (4 Jun)

Tutorial Registration

ANU utilises MyTimetable to enable students to view the timetable for their enrolled courses, browse, then self-allocate to small teaching activities / tutorials so they can better plan their time. Find out more on the Timetable webpage. This is CBEA3070 - 12 units

Assessment Summary

Assessment task	Value	Due Date	Return of assessment	Learning Outcomes
Internship Project Proposal (10%)	10 %	12/03/2025	19/03/2025	1, 2, 3
Reflection 1 - "Transitioning into the Workplace" (10%)	10 %	19/03/2025	26/03/2025	1, 2, 3, 4, 5, 6
Reflection 2 - "Professionalism, Communication and Ettiquette in the Workplace" (10%)	10 %	16/04/2025	23/04/2025	1, 2, 3, 4, 5, 6
Initial Placement Workplace Evaluation (10%) - Host	10 %	19/03/2025	26/03/2025	1, 2, 3, 4, 5
Final Internship Report (20%)	20 %	28/05/2025	26/06/2025	1, 2, 3, 4, 5, 6
Final Placement Evaluation (20%) - Host	20 %	28/05/2025	30/05/2025	1, 2, 3, 4, 5
Course hurdles (0%)	0 %	28/05/2025	26/06/2025	1, 2, 3, 4, 5, 6
Reflection 3: Skill development (20%)	20 %	04/06/2025	26/06/2025	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 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
• Extenuating Circumstances Application
• 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

Students are required to attend the compulsory pre-placement workshop in week 1 and two more workshops in person to meet one of the course hurdles (see Course hurdles). Please note that all CBE Internship workshops will not be recorded. Previous interning students have found the workshops extremely valuable for their internship performance, both for the work and academic aspects. Therefore, students are encouraged to participate in all workshops to further equip themselves with knowledge and skills beneficial for their internship.

Examination(s)

This course does not have an examination.

Assessment Task 1

Internship Project Proposal (10%)

Type: Written individual or group proposal (as long as group members are working on the same project for the internship host)

Purpose of assessment: Setting up expectations and serving as the platform to monitor the work progress of the intern(s)

Length: 2 A4 pages, with the content on each page as specified below. If the content of the first page is written on the second page, that part will not be read and assessed. The content beyond the second page will also not be read and assessed.

Content:

Page 1:

• Title of the internship project
• Purpose and objectives of the internship project
• Proposed approach/activities to be undertaken for the project
• Knowledge and tools to be applied in the project
• Expected outcomes of the project
• Any other sections deemed necessary by the intern and the supervisors

Page 2:

• A Gantt chart to show the (planned) activities to execute the internship project
• References (if any): Any referencing style

Workplace review: The internship project proposal must be approved by the workplace supervisor before submitting onto Turnitin

Academic assessment: The Course Convener and Tutor will deem the proposal:

• Accept: The student has developed a satisfactory proposal and student can proceed without or with minor changes only
• Revise: The student has developed a relatively good proposal, but it needs major revision; student can proceed the internship after successfully revising the proposal
• Reject: The student has developed an unsatisfactory proposal and cannot proceed with the internship placement

Submission: on Wattle

Marking rubric: Marking rubric will be posted on Wattle no later than week 2 of the semester

The score and feedback will be provided on Wattle by the post date.

Deadline extension request: Please refer to the Extensions and Penalties section and Wattle page for details.

Assessment Task 2

Reflection 1 - "Transitioning into the Workplace" (10%)

Type: Written individual submission

Purpose of assessment: Monitor students' work progress and learning in the internship

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

Content: For this submission, students will write about TWO particular situation related to how they transitioned into and adapted to the work environment of the host organisation and lessons that they have learned from experiencing that situation. Any submission not related to transition into the workplace will receive a score of zero. Students must use the S.T.A.R. writing technique to report the situation upon which they will build the reflection:

• Situation: How, when, where, with whom?
• Task: What happened? Briefly describe the situation or the task assigned
• Action: What action was undertaken?
• Result: What resulted from the action?
• Reflection: Apply critical reflection writing skills taught in Workshop 2 to reflect upon the situation and action reported .

Academic assessment: The Course Convener and Tutor will assess the submission using the rubric on Wattle, mostly based on:

• Relevance and impact of the focal situation to student learning; and
• Critical reflection on learning gained (including strengths and/or areas for future improvement).

Submission: on Wattle

Marking rubric: Marking rubric will be posted on Wattle no later than week 2 of the semester.

The score and feedback will be provided on Wattle by the post date.

Deadline extension request: Please refer to the Extensions and Penalties section and Wattle page for details.

Assessment Task 3

Reflection 2 - "Professionalism, Communication and Ettiquette in the Workplace" (10%)

Type: Written individual submission

Purpose of assessment: Monitor students' work progress and learning in the internship

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

Content: For this submission, students are required to reflect upon TWO particular situation related to communication, workplace etiquette or professionalism that they experienced at the workplace. Any submission not related to communication, workplace etiquette or professionalism at the workplace will receive a zero. Students must use the S.T.A.R. writing technique to report the situation upon which they will build the reflection:

• Situation: How, when, where, with whom?
• Task: What happened? Briefly describe the situation or the task assigned
• Action: What action was undertaken?
• Result: What resulted from the action?
• Reflection: Apply critical reflection writing skills taught in Workshop 2 to reflect upon the situation and action reported .

Academic assessment: The Course Convener and Tutor will assess the submission using the rubric on Wattle, mostly based on:

• Relevance and impact of the focal situation to student learning; and
• Critical reflection on learning gained (including strengths and/or areas for future improvement).

Submission: on Wattle

Marking rubric: Marking rubric will be posted on Wattle no later than week 2 of the semester.

The score and feedback will be provided on Wattle by the post date.

Deadline extension request: Please refer to the Extensions and Penalties section and Wattle page for details.

Assessment Task 4

Initial Placement Workplace Evaluation (10%) - Host

Type: Performance review by workplace supervisor

Purpose of assessment: Workplace supervisor will report on the performance of the interning student during the placement within the first few weeks and identify the student's strengths and areas for future improvement.

Content: The workplace supervisor will assess the interning students' multiple skills which are included in the Employer Satisfaction Survey (link: https://www.qilt.edu.au/qilt-surveys/employer-satisfaction)

Foundational skills

• Oral communication skills
• Written communication skills
• Numeracy skills
• Ability to develop relevant knowledge
• Ability to develop relevant skills
• Ability to solve problems
• Ability to integrate knowledge
• Ability to think independently about problems

Adaptive skills

• Broad background knowledge
• Ability to develop innovative ideas
• Ability to identify new opportunities
• Ability to adapt knowledge to different concepts
• Ability to apply skills in different contexts
• Capacity to work independently

Collaborative skills

• Working well in a team
• Getting on well with others in the workplace
• Working collaboratively with colleagues to complete tasks
• Understanding different points of view
• Ability to interact with co-workers from different or multi-cultural backgrounds

Technical skills

• Applying professional knowledge to job tasks
• Using technology effectively
• Applying technical skills in the workplace
• Maintaining professional standards
• Observing ethical standards
• Using research skills to gather evidence

Employability skills

• Ability to work under pressure
• Capacity to be flexible in the workplace
• Ability to meet deadlines
• Understanding the nature of the host's business or organisation
• Demonstrating leadership skills
• Demonstrating management skills
• Taking responsibility for professional development
• Demonstrating initiative in the workplace

Comments on students' strengths and areas for improvement

Assessment: The constructive feedback from the workplace supervisor will provide interning students with a clear understanding of their perceived performance to date and what they are expected to improve for the rest of the internship. Interning students should note that this performance evaluation is a great opportunity to compare and contrast their own reflection against the supervisor’s evaluation. The performance review form will be sent by the course convener directly to the workplace supervisor for completion. Interning students will receive the feedback after the workplace supervisor completes the review.

Marking rubric: Marking rubric will be posted on Wattle no later than week 2 of the the semester.

The score and feedback will be provided on Wattle by the post date.

Assessment Task 5

Final Internship Report (20%)

Type: Written individual or group report (as long as group members are working on the same project for the host)

Purpose of assessment: An opportunity for students to write a business report on their internship project at the end of the placement.

Length: 3,000 words (+/- 10% leeway) (to be adjusted for group reports, depending on the number of students). The part in excess of the word limit will not be read and assessed.

Content: This report is developed under the guidance of the tutor. Students are required to follow the report structure as below:

• Cover page (on one page)
• Table of content (on one page)
• Executive summary (on one page)
• Background information about the organisation and the project
• Purpose and objectives of the internship project
• Approach undertaken to complete the project (including tools/techniques/theories applied in the project)
• Deliverables/Outputs/Outcomes of the project (what the intern has produced to date and the extent to which the deliverables have been applied in the organisation)
• Value of the internship project to the internship host
• Recommendations to the host based on your current project outputs
• References
• Plus any other sections deemed necessary by the intern (e.g. acknowledgment, appendices)

Assessment: Students will receive the initial feedback from the tutor before the submission. The Course Convener and Tutor will assess the report based on the rubrics posted on Wattle..

Submission: on Wattle.

Marking rubric will be posted on Wattle no later than week 2 of the semester.

The score and feedback will be provided on Wattle by the post date.

Deadline extension request: Please refer to the Extensions and Penalties section and Wattle page for details.

Assessment Task 6

Final Placement Evaluation (20%) - Host

Type: Performance review by the workplace supervisor

Purpose of assessment: Workplace supervisor will report on the performance of the interning student throughout the placement. The supervisor will also identify the intern’s strengths and areas for future improvement so that the interning student can prepare better for future employment.

Content: The workplace supervisor will assess the interns' multiple skills which are included in the Employer Satisfaction Survey (link: https://www.qilt.edu.au/qilt-surveys/employer-satisfaction)

Foundational skills

• Oral communication skills
• Written communication skills
• Numeracy skills
• Ability to develop relevant knowledge
• Ability to develop relevant skills
• Ability to solve problems
• Ability to integrate knowledge
• Ability to think independently about problems

Adaptive skills

• Broad background knowledge
• Ability to develop innovative ideas
• Ability to identify new opportunities
• Ability to adapt knowledge to different concepts
• Ability to apply skills in different contexts
• Capacity to work independently

Collaborative skills

• Working well in a team
• Getting on well with others in the workplace
• Working collaboratively with colleagues to complete tasks
• Understanding different points of view
• Ability to interact with co-workers from different or multi-cultural backgrounds

Technical skills

• Applying professional knowledge to job tasks
• Using technology effectively
• Applying technical skills in the workplace
• Maintaining professional standards
• Observing ethical standards
• Using research skills to gather evidence

Employability skills

• Ability to work under pressure
• Capacity to be flexible in the workplace
• Ability to meet deadlines
• Understanding the nature of the host's business or organisation
• Demonstrating leadership skills
• Demonstrating management skills
• Taking responsibility for professional development
• Demonstrating initiative in the workplace

Comments on students' skills and overall work performance

Strengths and areas for improvement

Assessment: This assessment will be completed by workplace supervisors (see marking rubric on Wattle). The evaluation form will be sent by the course convener directly to the workplace supervisor; the interning student will receive the feedback after the workplace supervisor completes the review.

Marking rubric will be posted on Wattle no later than week 2 of the semester.

The score and feedback will be provided on Wattle by the post date.

Assessment Task 7

Course hurdles (0%)

This is a hurdle assessment in line with the student assessment coursework policy (see https://policies.anu.edu.au/ppl/document/ANUP_004603). It must be completed by each individual student.

To pass this course, students must overcome two hurdles:

• Attend at least two workshops (on top of the compulsory pre-placement workshop). Students are required to scan a QR code before entering a face-to-face (unless indicated otherwise) workshop and ensure that their presence is recorded properly by the software. If students cannot join a workshop in person, they can learn from the materials posted on Wattle; however, it is not counted toward meeting this course hurdle. The course convener will keep the record of students' attendance.
• Consult with the tutor at least twice during the internship, either face-to-face meetings, virtual meetings, or by email/text messages. Students can book the consultation with the tutor via the contact details provided on Wattle or provided by the tutor at the pre-placement workshop. The tutor will keep the record of student consultation.

Assessment Task 8

Reflection 3: Skill development (20%)

Type: Written individual report

Purpose of assessment: An opportunity for interning students to reflect upon their skill development throughout the internship and plan for their future career.

Length: 2000 words (+/-10% leeway). The part in excess of the word limit will not be read and assessed.

Content: Students are required to reflect on and evaluate the development of their internship learning outcomes

1. The most developed skill:

Students are required to refer to the workshop contents on communication, problem solving, teamwork, adaptability, and [project] management skills and reflect on how they applied such contents to further develop ONE of these five skills during the internship. Students are required to use the STAR writing technique and the five levels of reflection taught in this course to complete this task. Students may consider the following points:

• What is the skill they reflect upon?
• What did they learn about that skill in the workshop?
• Use the STAR writing technique to report how they applied the knowledge/skills gained from the workshop into their internship and highlight the outcomes of that application process
• Analyze the factors contributing to the growth of the skill
• Critically reflect upon the whole process to demonstrate what they learned related to developing that skill

2. The least developed skill:

Students are required to refer to the workshop contents on communication, problem solving, teamwork, adaptability, and [project] management skills and reflect on how they applied such contents to further develop ONE of these five skills during the internship. Students are required to use the STAR writing technique and the five levels of reflection taught in this course to complete this task. Students may consider the following points:

• What is the skill they reflect upon?
• What did they learn about that skill in the workshop?
• Use the STAR writing technique to report how they applied the knowledge/skills gained from the workshop into their internship and highlight the outcomes of that application process
• Analyze the factors impeding the growth of the skill
• Critically reflect upon the whole process to demonstrate what they learned related to improving that skill

3. Responses to the host's evaluation and feedback

Students are required to refer to the host's initial feedback about ONE skill they need to improve, then write a critical reflection on how they improved such a skill during the internship. Students are required to use the STAR writing technique and the five levels of reflection taught in this course to complete this task. Students may consider the following points:

• What was the skills that the host recommended them to improve? Which one they decided to improve?
• Use the STAR writing technique to report how they intentionally improved it during the internship and highlight the success and/or failure in improving the skill
• Analyze the factors contributing to/impeding the growth of the skill
• Critically reflect upon the whole process to demonstrate what they learned related to improving that skill

Assessment: Students will receive feedback and scores from the discipline tutor and the course convener.

Submission: on Wattle.

Marking rubric will be posted on Wattle no later than week 2 of the semester.

Deadline extension request: Please refer to the Extensions and Penalties section and Wattle page for details.

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. Any use of artificial intelligence must be properly referenced. Failure to properly cite use of Generative AI will be considered a breach of academic integrity.

Returning Assignments

Unless specified otherwise, assessments will be returned within 14 days after submission date.

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

No resubmission of assignments will be allowed in this course.

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 Accessibility 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 supports you make your own decisions about how you learn and manage your workload.
• ANU Counselling promotes, supports and enhances mental health and wellbeing within the University student community.
• ANUSA supports and represents all ANU students