Page 1

Orientation Handbook Faculty of Economics and Business - Semester 1, 2009

Important Dates

Feedback Providing general feedback to the Faculty

First Semester 2009 Lectures begin

Monday, 2nd March

Last date to add a unit

Friday, 13th March

Last date to Withdraw*

Tuesday, 31st March

Last date to Discontinue Without Fail (DNF)

Friday, 24th April

Last date to Discontinue (Discontinued - Fail)

Friday, 5th June

Study Vacation

Monday, 8th June to Friday, 12th June

Examination Period**

Monday, 15th June to Saturday, 27th June

*Note: Students should note that the deadlines for withdrawing from intensive units of study without financial and academic penalty differ from the standard Semester 1 and 2 census dates. Deadlines for adding and withdrawing units of study are available in the session calendar on the University Timetabling Website at http:// **Note: Examination dates are subject to change - please consult the University Examination Timetable for full details More information on key dates is available online: Semester dates: Application dates: Key dates for variation of enrolment: Enrolment information:

The Faculty aspires to be a leading learning community. We value feedback to continuously improve our units of study, programs and services. Feedback, whether of a positive nature or relating to concerns and suggested improvements, is always welcomed, We encourage students to provide feedback directly to the person or office to whom it relates. If this is not possible, students can contact either the Undergraduate Program Adviser, Lisa Kelaher at (ph: 90367051), Postgraduate Program Adviser, Kate Munro, k.munro@econ. (ph: 90365019), or Senior Learning Adviser, Dr Sabine Ludewig, at (ph: 93515569). Alternatively, feel free to contact a student member of the Student Reference Group (SRG). You can contact the SRG via Serena Wilson ph: 93517855.

Important Notice


Providing feedback about the Orientation Handbook

This Student Orientation handbook should be read in conjunction with our Faculty’s Administration Manual for Students. The Administration Manual is a comprehensive guide to relevant administrative policies and procedures for all students of the Faculty of Economics and Business. The Administration Manual can be found at:

Thank you to our wonderful students who volunteered to be photographed and whose photos are used in this document. Clipart © 2006 Microsoft Corporation is used throughout the document.

The Faculty is committed to continually improving the quality of the O-Book to support our students. Each year the O-Book is adapted in response to students’ suggestions. If you would like to give us feedback, please go to the web address below. There are only a few very brief questions. StudentManual/

The information set out in this brochure is current at the time of printing (January 2009). The University reserves the right to make alterations to any information contained within this publication without notice. CRICOS Provider Code 00026A S1_2009 Students who give feedback on the O-Book will go into a draw to WIN one of two COOP gift vouchers!


1.0 What you need to know and who can tell you 4

4.0 Actively learning

1.1 Welcome


4.1 Time Management Tips


1.2 Faculty Orientation Programs


4.2 Lecture Tips


1.3 Faculty Support Programs


4.3 Tutorial Participation Tips


1.4 Enrolment Information


4.4 Groupwork Assessments


1.5 Assistance with Fees


4.5 Note Taking Tips


1.6 Scholarships


4.6 Academic Reading Tips


1.7 Timetables


1.8 Ongoing Faculty Support 


5.0 Preparing for assessments

1.9 eLearning & Faculty I.T. Help 


1.10 Relevant Faculty Printed and Web-based Information


1.11 Faculty Careers and Employer Relations Office 


1.12 University-Wide Support




5.1 Academic Style 


5.2 Preparing Essays and Written Assessments 


5.3 Oral Presentations


5.4 Computer Tips

41 42

1.13 Harassment and Discrimination Issues


5.5 Essay Vocabulary

1.14 Other University Services


1.15 Sydney University Exchange Program 2009


6.0 Preparing for exams


6.1 Study Strategies


6.2 Tips for Sitting Exams 


6.3 Essay Exam Tips


6.4 Multiple Choice Exams Tips

45 45

2.0 Tips for settling in


2.1 Surviving and Thriving In Your First Days


2.2 Surviving and Thriving During Semester


2.3 Planning Your Workload: How Much Study Is Enough?


6.5 Exam Anxiety

2.4 Tips for Studying Economics


2.5 Tips for Studying Accounting 


7.0 Key terminology


2.6 Tips for Studying Econometrics 


7.1 Key Terminology


2.7 Tips for Postgraduate Study


8.0 Bibliography and guides

2.8 Tips for the Longer Term 


8.1 Bibliography


2.9 Tips for using Email Appropriately


8.2 Guides


3.0 Performing to expectations


9.0 Maps


3.1 University and Faculty Policies


9.1 Merewether Building - Level 1


3.2 Student Code of Conduct


9.2 Merewether Building - Level 2


3.3 Academic Honesty


9.3 ITLS Burren Street Map


3.4 Referencing 


3.5 Graduate Attributes


10.0 Planner


Semester 1 Planner, 2009



4 - Faculty of Economics & Business

1.0 What you need to know and who can tell you 1.1 Welcome

1.1 Welcome

1.2 Faculty Orientation Programs

Welcome to all our new students joining the Faculty in 2009!

1.3 Faculty Support Programs

This Orientation Handbook (O-Book) provides information to help you smoothly settle into your new learning context. You are now part of a vibrant and international learning community incorporating academics, students, corporate partners, governments,

1.4 Enrolment Information

schools, and other universities and research institutions. The Faculty of Economics and

1.5 Assistance with Fees

accreditation with premier international agencies, AACSB and EFMD, are evidence of

1.6 Scholarships 1.7 Timetables

Business is committed to building and sustaining a leading learning community. Our this commitment. We hope that your time here at The University of Sydney, and in the Faculty of Economics and Business in particular, starts you on the road to a lifetime of learning. In this chapter, the O-Book focuses on first alerting you to a range of important

1.8 Ongoing Faculty Support 1.9 eLearning and Faculty IT Help 1.10 Faculty Printed and Web based Information 1.11 Faculty Careers and Employer Relations Office 1.12 University-wide Support 1.13 Harassment and Discrimination Issues 1.14 Other University Services 1.15 Sydney University Exchange Program 2009

opportunities to learn about the Faculty (e.g., through Orientation events and peer support programs) and then outlining a range of Faculty and University administration processes. The O-Book also identifies places where you can find more information. The later chapters provide specific tips to help you succeed in your studies.

University of Sydney Orientation The Orientation to Uni program begins in the week before classes commence, with a wide range of transition, support and social opportunities to facilitate your start to uni. All undergraduate commencing first year students should have received SWOT and USU booklets outlining activities, as well as information about the Orientation website: The Orientation website includes links to both the USU O-week site and the SWOT 2009 program, for information about academic success skills, adapting to life at university, and University and Faculty welcomes. The USU O-Week site is available to introduce you to the range of social, cultural and sporting facilities available on campus. We welcome you to the University of Sydney, and encourage you to experience, explore and enjoy your orientation. University Orientation 2009 Wednesday 25 – Friday 27 February

1.2 Faculty Orientation Programs The Undergraduate and Postgraduate Faculty Orientation Programs are highly recommended for all new students. The programs are designed to facilitate the development of skills necessary for university study. The main aims are to welcome you to the Faculty and highlight the range of resources available to help you settle in and succeed. The program includes details of student administrative services provided by the Faculty and the opportunity for new students to meet with representatives from various disciplines of study. Undergraduate Orientation (all commencing undergraduate students): Monday 23rd February at the York Theatre in the Seymour Centre

the degree and the types of career opportunities these will give you access to. You will also hear from a graduate employer and current students. Postgraduate Orientation (all commencing postgraduate students): Thursday 26th February at the Seymour Centre 4 – 7.30pm (followed by a chance to meet the academic staff from your discipline) Student comments from previous Orientation events: •

Everything was truly useful

It is interesting and informative

It is great to hear about other students’ experiences during the student panel

11.00am – 2.30pm (including lunch) For more information go to: Bachelor of Commerce program orientation (for undergraduate students commencing a Bachelor of Commerce) Tuesday 24th February in the Seymour Centre 11.00am – 1.00pm (followed by lunch)

1.3 Faculty Support Programs

Bachelor of Economics program orientation (for undergraduate students commencing a Bachelor of Economics) Wednesday 25th February in the Merewther Lecture Theatre 1 11.00am – 1.00pm (followed by lunch) These program sessions will be lead by the Program Director for the Bachelor of Commerce and the Bachelor of Economics respectively. During this session you will be given an overview of the program and compulsory units of study included in the degree. This will help you to get a better understanding of how the degree fits together and the units of study that you should select. You will also be given details about the range of majors that are available within

Peer Mentoring Programs Our free undergraduate and postgraduate Peer Mentoring Programs (PMP) are designed to help you have more successful, productive and positive personal and academic experiences. This is a great opportunity for new students to establish networks with other future participants in the growing international economics and business community.

Activities are guided by your mentor who has volunteered his or her time. They take some of the hard work out of beginning study for you. Participating in the mentoring program is a great way to get vital information quickly as well as extend your networks and make new friends at our free social events—such as BBQs, Pizza nights or trivia nights.

“The friendship and sense of reality amid the rush of people around university and a place where I could meet other first years given everyone’s vastly different timetables..” (New student, Semester 1, 2008) A mentor in Semester 1, 2008 said: “I met new students and helped them settle into Usyd. I gave them advice about studying, career opportunities and socialising - advice I wish I had been given as a new student.” A student who mentored in Semester 1, 2008 said the best thing about the peer mentoring program was: “Meeting really great students - its a peer program and thus the relationships are casual. I see my mentees and generally have a chat about this and that and it’s great. …” Register for the program online after you have your student card. For more information go to:

1.0 What You Need to Know

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PASS Program: Peer Assisted Study Sessions

Given the PASS team has only recently completed the unit, they easily remember which concepts and topics were the most challenging and they structure the sessions to focus on those issues. Registrations for PASS open in the first week of semester. The program is free but only available in some units. There are limited places, so register early or miss out:

ϜϜ Are you aiming high and would like help to achieve great grades? ϜϜ Would you like to meet other students who you can study with regularly? ϜϜ Would you like to access tips about how to learn effectively in your Unit of Study? ϜϜ Do you want more opportunities to discuss, practice and master what you are learning in lectures and tutorials? ϜϜ Do you want a better understanding of the standard of work required in our Faculty? ϜϜ Do you want a chance to focus on the most difficult topics in your units? ϜϜ If you answered yes to ANY of these questions, then the PASS program is for you! Regular participation in the FREE PASS program is likely to improve your academic performance. Over the last 3 years, business students who regularly attended PASS in our Faculty frequently averaged more marks than their peers who didn’t attend. Participating in PASS lets you access lots of extra practice questions, summaries and online discussions with other students in a friendly and relaxed environment where people who want to learn come together for effective, guided study. The sessions are lead by students who have recently completed the unit and who gained outstanding results. The team are trained in helping others learn effectively.

What students say about PASS In surveys completed anonymously throughout s1, 2008, a very high majority of PASS participants reported: •

They learnt in PASS (98% agreement, n=184)

They enjoyed PASS (97%agreement, n=184)

PASS helped their understanding in their units of study (93% agreement, n=184)

They would recommend the program to others (87% agreement, n=184)

Some comments about PASS from our students:

“The friendly atmosphere was awesome … Everyone wanted to learn and we all encouraged each other to study.” “As it stands I think PASS was essential to learning in this subject.” “PASS both complemented and supported my learning in lectures and tutorials. The routine of going over material and working through actual problems helped a lot. The PASS facilitators also guided us to extra material and gave us study tips and ideas for note taking. Their experiences helped us with ours. It was fantastic to work through problems. “ “It was great to meet other people doing the course in PASS and to have more support.”

“It was a really friendly environment, and you could ask questions really easily, without feeling stupid.” “PASS provided motivation, clarification of concepts and brought concepts to my attention that in some instances I had overlooked or had not fully understood.” “PASS greatly improved the value of tutorials themselves.” “PASS helped a lot and was really enjoyable.” “PASS is fun. I actually feel more engaged and people are more relaxed. I have learnt so much more about the subject.”

1.4 Enrolment Information Variations to your enrolment It is vital you understand enrolment and variation to enrolment processes because it is your responsibility to make sure that your enrolment is correct. The best source of accurate and upto-date information is our Faculty’s Student Administration Manual: You can make changes to your enrolment online through MyUni:

Key Variation dates for Semester 1, 2009 units Last day to add a unit

Friday 13 March

Last day for withdrawal

Tuesday, 31 March

Last day to discontinue without failure (DNF)

Friday, 24 April

Last day to discontinue (Discontinued - Fail)

Friday, 05 June

Key Variation dates for Intensive Units running in 2009 Last day to withdraw a non-standard unit of study*

Census date of the unit (which is not earlier than 20% of the way through the period of time during which the unit is undertaken).

*Students should note that the deadlines for withdrawing from intensive units of study without financial and academic penalty differ from the standard Semester 1 and 2 census dates. Intensive units are offered in block mode in sessions 1a (7), 1b (8), 2a (9) or 2b (10). Deadlines for adding and withdrawing units of study are available in the session calendar on the University Timetabling web site.

Credit An application for credit is made when a current or prospective student wishes to have previous studies counted towards the completion of an award course at The University of Sydney. This process is also known as ‘credit transfer’. The two main types of credit applications are from: •

Students at The University of Sydney transferring from one award course to another; and

Prospective students who wish to receive advanced standing because of previous studies elsewhere.

Note: For Postgraduate students, all applicants for the Commerce, Economics, International Business, Professional Accounting and associated combined degrees are automatically assessed for credit for core (foundation) units with their application for admission to these programs, and will be notified of any credit granted in their letter of offer. No credit will be granted for degrees of less than 12 units. For further details on how to apply for credit check the following webpage: credit

Upgrades Postgraduate students can apply to upgrade from their current award course to a higher level if they satisfy the requirements of the Faculty. For example, if a student wishes to upgrade their award course from a Graduate Certificate to a Graduate Diploma or Masters, or from a Graduate Diploma to a Masters. For details of how to apply to upgrade, students should refer to the Administration Manual for Students: upgrade

Special Consideration In some situations, a student may be unable to attend, or need an extension for an assignment or exam. Requests for extensions to published deadlines or changes to exam schedules will only be considered in three circumstances: •

Illness or misadventure (Special Consideration) You must apply for Special Consideration within 7 days of an examination or before the due date for other assessments.

Cultural, religious, national defense, legal or sporting commitments (Special Arrangements). You must apply for Special Arrangements before the assessment task

Ongoing illness or disability (Personal Learning Plan, administered by Disability Services). Students with an long-term illness or disability should contact the University’s Disability Services Office at the start of semester so that a personal academic plan can be developed.

The Faculty does not award additional marks to students who experience illness, misadventure or disability, but may grant extensions or make alternate assessment arrangements.’ See the following link for details:

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8 - Faculty of Economics & Business

1.5 Assistance with Fees There are loan schemes available that can assist eligible students to pay their tuition fees. For further information on HECS-HELP or FEE-HELP, visit:

Instructions on how to change your timetable online are outlined in the Student Manual which can be accessed at:

SIO Services •

Assistance planning your degree or course

Varying your enrolment

Course upgrades (postgraduate students)

Cross-institutional study applications

Credit applications

1.8 Ongoing Faculty Support

Leave of absence (suspension)

Special consideration requests

Applications to waive pre or corequisite requirements

Student Information Office (SIO)

Exchange and study abroad opportunities

Referrals to other University and Faculty services

Checking that you have met the requirements of your degree

Providing advice about options for further study, including honours, postgraduate coursework and research degrees.

Please note that academic staff do NOT make timetable changes.

More information on fees from the Faculty can be found at:

1.6 Scholarships Each year the University grants a small number of HECS equity scholarships to postgraduate students in the Faculty. Application forms are available from the SIO. Information about other forms of scholarships can be found at:

1.7 Timetables Once you have enrolled you can access MyUni for a personalised timetable one week prior to the commencement of the semester (semester 1 timetables) or at the beginning of the semester 1 exam period (semester 2 timetables): Timetabling information for all units of study offered by the Faculty of Economics and Business is available at:

Changing Your Timetable You can make changes to your timetable online or by visiting Merewether Room 175, 9.30am-4.30pm Monday to Friday (open until 7.00pm on Tuesday & Thursday) during the week before classes commence, as well as during the first week of semester.

The Student Information Office (SIO) manages the student administration activities of the Faculty such as admission, enrolment, graduation, degree and unit of study information. The Student Advisers should be the first point of contact for your enquiries via phone, email or visiting SIO: Level 2, Merewether Building (HO4) Corner of City Road and Butlin Ave The University of Sydney NSW 2006 Telephone: +61 2 9351 3076 Facsimile: +61 2 9351 4433 Email:

Students can access a range of online and printable forms from the Faculty website at:

Office Hours: Monday to Friday: 9am to 6pm (the first 2 weeks of semester: 8.30am to 6:00pm).

Students can access the Administration Manual for Students at:

Program Advisers The Faculty provides Program Advisers to offer comprehensive advice across a range of academic areas such as program structure and content, academic progression and grievance procedures. Program Advisers are the first point of contact for students with complex issues that require more time and consideration than is possible at the Faculty Student Information Office counter. Consultations are by appointment. If you wish to make an appointment with a Program Adviser, please contact the SIO (phone: 9351 3076 or email: The Undergraduate Program Adviser is Lisa Kelaher and the Postgraduate Program Adviser is Kate Munro.

1.9 eLearning & Faculty I.T. Help Another facet of university life that can be overwhelming is the amount of information and resources you need to access online. We recommend you read the following material carefully.

How can I get help logging-in or accessing Blackboard? For technical support logging into or accessing a Unit of Study on Blackboard please contact the Faculty IT Helpdesk. We recommend viewing the Blackboard help guides and FAQs available prior to contacting the helpdesk by phone (02) 9351 5409 or email: helpdesk@econ. The Blackboard help guides and FAQs are available at: BBStudentSupport

How can I get help working with Blackboard? The eLearning Helpdesk provides learning support for students using Blackboard within the Faculty of Economics and Business. If you would like some assistance using one of the Blackboard functions, such as discussion boards or assignment submission, or if you think that Blackboard is not working as it should, please review the Blackboard help guides and FAQs (website given above). If you cannot find the answer to your question here, you can contact the eLearning Helpdesk by phone (+61 02) 9036 6433, via email: elearning@econ. or on the web: elearninghelpdesk

Blackboard The Faculty provides an online Learning Management System (LMS) called “Blackboard� for all students. This system is used extensively by lecturers to present unit of study content and support student learning activities:

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Faculty Information Technology - Frequently Asked Questions (FAQs)

What if I already have a Faculty computer account from last semester/year? At this stage, it has not been changed for students who enrolled last year. You still use the same username and password. If a change occurs you will receive an email. Check your email regularly for updates.

What is an Unikey/Extro account and what is it used for? The Unikey account (e.g., ABCD1234) is on your enrolment forms when you first enrol in this University. Use this account to access MyUni, your university email, intranet/internet and any PC in the University Access Labs. These services are maintained by the Information and Communications Technology staff (ICT) who provide centralised IT support and services to staff and students of The University of Sydney.

What is a Faculty computer account and what is it used for? The Faculty computer account is for Blackboard access, for accessing your P: and R: drives, for remote access to these drives from outside of the Faculty network and for logging into computers in the Faculty PC labs located in the Economics & Business Building (H69) and the Merewether Building (H04). These services are maintained by the Economics and Business Faculty IT.

Does every student need to activate their Faculty computer account? This depends on whether you’re a new student or an existing student. All new students who enrol for the first time in 2008 will need to activate their Faculty computer account. This may also apply to old students who NEVER logged onto the Faculty network or Blackboard before. Your UniKey account details need to be activated for all Faculty IT Services. To avoid confusion regarding the Unikey and Faculty computer accounts, this activation process is required

I am having trouble using my Faculty Account. What should I do? to synchronise the two into one account. Once activated, students can use the same username and password in all situations (i.e., to log onto Faculty computers, Blackboard, Internet, MyUni, and email).

How do I activate my Faculty computer account? You can activate your account from any PC with an internet connection (including at your own home). Follow the instructions at: eab_activate/

When does my Faculty computer account become available? If you are a new student, your computer account will usually be available within 3 working days of your enrolment. It will not be created until all enrolment information has been processed by the University enrolment office and passed on to Faculty IT. When your account is created on the Faculty network, you will receive an email through your University account. Follow the instructions it contains to activate your Faculty computer account and synchronise it with your Unikey account. You won’t be able to log onto the Faculty network or Blackboard until you have done this. Check your University email regularly soon after you finish enrolment— preferably at least twice per week.

The following steps may help: 1. Make sure you have enrolled correctly. For enrolment queries, contact the Student Information Office (SIO). You can view SIO’s contact details (SEE Student Information Office (SIO), page 8). 2. Activate your account half a day to a day after enrolling. You can either use the website link below or one of the activation terminals located next to the helpdesk (located in Room 118 in the Economics and Business Building) or in the Merewether Building. (This is required before you can use the labs or access blackboard): eab_activate/ 3. Try logging into blackboard or one of the computers in the labs. If you are still having problems with your account, contact the helpdesk either via email (using your university email account) or in person. When contacting the helpdesk via email it is important to include the following information: your unikey, the date you enrolled, and whether or not you had success in activating your account on the weblink above.

I activated my account last Semester but I am having trouble using my Faculty account Even if you activated your account last Semester or last year, you still need to activate it this Semester before you can use your Faculty Account. Follow the activation process outlined above and contact the helpdesk if problems persist.

Are express terminals available? Convenient express counters are located outside Room 118 of the Economics & Business Building, and express terminals are also in the hallway of the Merewether Building ground floor. Email and internet access only (i.e., no Microsoft Office).

Is wireless access available?

Faculty to communicate to you while you study here. You need to check it regularly for any news or notices.

What if I forget my password? Request it at the ICT helpdesk in the University Computing Centre Building, Boundary Lane, and show your current student ID card.

I can log into Faculty computers but not Blackboard, why is this? Blackboard accounts will not be created until all enrolment information has been processed and imported into the Faculty IT database. This delay may affect students at the beginning of the teaching period. If you can’t log into Blackboard from home make sure that you entered the correct address:

Wireless laptop access is available in the courtyard of both the Merewether (H04) and Economics & Business (H69) buildings with 60 powered sites in the courtyard of H69. Wireless access is not for the Faculty network.

How can I check my University email?

Students are required to login to the MyUni website to check to make sure all the units of study appear there. For streaming subjects you will need to select the stream in your timetable before the (UoS) will appear in Blackboard.

Just open the internet browser on any PC with an internet connection and go to: Your University email will be available soon after you receive your Unikey account details. This email address is used by the University and the

Why can I access Blackboard but not see my Units of Study (UoS)?

What do I pay for and what is free? All students have free access the University’s Intranet. To access web sites outside the University from the Faculty Labs, you need to authenticate to the University’s proxy server using your email account name and password. Log on to:

Lecturers also need to activate their blackboard pages for their Unit of Study

(UoS) so that you can see it.

Students will be charged only for the amount of data downloaded. Your web account must be in credit at all times. You can put credit onto your account at the Fisher Library, any of the Access Labs or on-line. For details, please go to:

If you have just enrolled or changed UoS, it can take up to 48 hours for this information to be updated in Blackboard. Therefore, you need to check with the Student Information Office (SIO) that the UoS you were enrolled in have been correctly entered in the Flexsis (enrolment) database. Students can contact Student Advisers via phone, email or by visiting the SIO office. If all the above have been checked and verified, please report the matter to the Faculty IT helpdesk for further investigation. shtml You can check your UniKey account balance by choosing “Account Balance” from the drop down box at:

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I can browse the University web sites from the Faculty Labs, but I can’ t go to external web sites like Hotmail or Yahoo! and it keeps asking for my username and password. If you are using the correct user name and password, this may be because you don’t have enough credit in your internet account, or because the Web Access Option for your Unikey account has not been enabled Check your account balance at: account If your account has credit but you still cannot browse external web sites, make sure the “Web Access” box is ticked at: options

I paid for my Unikey account online or in F isher library but I am still unable to browse external web sites in the Faculty labs. It keeps asking me to enter a username and password. Allow up to 30 minutes for credit to register. Then try to restart the PC you are using or move to another available PC. If that fails, make sure the “Web Access” box is ticked at: options/

Where are the Computer Labs on campus? Computer labs can be found on the ground floor of the Economics & Business Building (H69). ICT Computer Access Labs are available to students at various places on campus: locations.shtml

How and where can I pay credit for printing and for the internet? You can pay at Fisher library. If you have a credit card, you can also pay online at: account Printing costs may vary slightly in different locations. Cost for printing in the Faculty computer labs is 10 cents per page.

What happens if I forget to log off when I finish using the computer? You will be responsible if someone else uses your account to browse the network resources, delete data on your P: drive, use your print/Internet credit, exploit/ hack the Faculty computer network or in any other way violate University and Faculty IT policies and codes of conduct.

Problems with your enrolment, pre-enrolment, academic record details, or timetable? Go to the SIO which is located at the front of the Merewether Building (corner of City Rd and Butlin Ave) on Level 2. Alternatively you can call 9351 3076.

Problems logging onto MyUni, checking your university email, or internet access? Go to the ICT helpdesk, located on the ground floor, University Computing Centre, Boundary Lane (H08) or call 9351 6000.

Problems logging onto a Faculty lab PC or Blackboard, reporting a faulty lab PC, or need help with printing difficulties? Go to the Faculty IT Helpdesk located in Room 118 of the Economics & Business Building (H69). Alternatively, call 9351 5409. Note: It is helpful to identify the location (building and room number) and the PC name, when you report a problem.

Is there a web site where I can go to obtain more IT help or information online? Information is displayed on notice boards in every computer lab and at:

1.10 Relevant Faculty Printed and Web-based Information There is a range of really useful guides, handbooks and web-based information to assist you on your journey in our learning community start with these great resources: Helpful Print-based Information The Faculty of Economics and Business Handbook 2009: Unit of Study (UoS) outlines, guides, and other material related to the unit(s) in which you are enrolled (usually provided by your lecturer in the first week of lectures) Information on Blackboard may also be available in many Units of Study (Blackboard is the Learning Management System used by the Faculty. It is a web-based educational tool that allows lecturers to use eLearning in their unit) The Faculty and Discipline notice boards (on the walls of Faculty buildings)

Helpful Websites The Faculty of Economics and Business Homepage

The Faculty of Economics and Business Student Administration Manual

Orientation and transition to university assistance—these pages help you understand more about the learning and teaching environment in our Faculty and offer a wealth of advice and support resources for all students, but particularly for new students.

Social Events: Clubs and Societies Website

The Faculty of Economics and Business learning and teaching web pages are great to visit and contain a range of valuable resources, like Cover Sheets for Assignments, study hints, etc.


Important Dates / Semester Dates

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1.11 Faculty Careers and Employer Relations Office

1.12 University-Wide Support Learning Centre

Dedicated to your Careers, Internships and Jobs The Faculty recognises the importance of offering its students a dedicated and enhanced careers office. A career is not just about work or a job. The Faculty’s Careers Office is here to nurture and develop our students’ lifelong career management skills. Our programs and activities are designed to assist you to make decisions about your future and help you achieve your career aspirations. We provide access to Faculty specific careers advice and resources as well as opportunities to engage with employers from the corporate and public sectors and all of this means good things for your career.

The Learning Centre helps students develop the generic learning and communication skills that are necessary for university study and beyond. The Centre is committed to helping students achieve their academic potential throughout their undergraduate and postgraduate studies. Operating across the Camperdown and Cumberland campuses, the Centre’s program includes a wide range of workshops on study skills, academic reading and writing, oral communication skills and postgraduate writing and research skills.

Each module provides descriptions of common problems in academic and professional writing with strategies for addressing them. Practice activities with feedback are provided to help you check your understanding. Use your UniKey ID to log-in to:

Other services include an individual learning program, faculty-based workshops and access to online and print-based learning resources.

A guide to using the WriteSite is available from the homepage after logging in. Students’ comments about WriteSite:

For more details see the website:

“...WriteSite was really easy to use, especially when I was writing the essay and had to go back and double check things...”

These include:

Access the Clearer Writing website at:

On-campus lectures and workshops

Employer involvement in group work projects writing

Workplace visits, work shadowing, mentoring


Paid and unpaid work experience

Involvement with Faculty grads now employed

Career information relevant to your Economics and Business degree

Faculty specific careers events

(use your unikey and password to login)

“… WriteSite was really useful for the short essay because even though I already understood many of the source concepts, it helped solidify them and remind me how to implement them properly, as well as teaching me a few things that I didn’t know before…”

WriteSite online The WriteSite provides online support to help you develop your academic and professional writing skills.

Helpful University-wide Websites

Contact us: Visit our website: Or on Blackboard: Click through Careers and Employer Relations Office under My Organisations

The University Homepage

MyUni (Uni information & service centre)

University of Sydney Student Guide

Social Events website

University of Sydney Handbooks Online

Library support There are 13 separate libraries in the University of Sydney library system. The main collection for Economics and Business is held in Fisher Library. However you may also need to access other collections, e.g. the Law Library for legal research.

Liaison librarians for the Faculty Advice and assistance with research strategies and methods for essays and assignments are available from your liaison librarian. See the contact list below. •

There are a number of services and facilities that can help you when using the libraries:

Tours and classes (senior students have highly recommended these in feedback) Attend the free Fisher Library tours, catalogue and e-resources classes (which occur at the beginning of semester) — they save you lots of time later on. You can also or come to a class in Economics & Business resources listed at: html

Library web page Access services, such as the library catalogue, a range of databases, electronic journals, locations and library services at:

The library catalogue This lists books, journals and audio-visual items held in the Library’s collections.

Electronic databases Locate references to relevant journal articles on your subject or find statistical data.

Library subject guides Excellent resources can be found at: economics/subjectguides.html

Ms Fiona McCay: Business Law, Graduate School of Government, International Security Studies, Work & Organisational Studies. Ph. 9351 3560, email: f.mccay@library.usyd.

Ms Sue Thomas: Accounting, Finance, International Business, Marketing. Ph: 9351 5679, email:

Mr Nick Zografos: Business Information Systems, Economics, Operations Management & Econometrics, Transport & Logistics Ph 9351 3506, email: n.zografos@

1.13 Harassment and Discrimination Issues The University is committed to providing a work and study environment free from harassment and discrimination. Every student and employee has a right to be treated with dignity and respect irrespective of their background, beliefs or culture. All students and employees have a right to use the University’s Harassment and Discrimination Resolution Procedure if they are subjected to harassment or discrimination because of their sex, race (including colour, descent, nationality, ethnic and ethno-religious background or national origin), disability, marital status, pregnancy or potential pregnancy, transgender status, sexual preference, age, family or carer’s responsibility, social origin or political or religious belief The Harassment and Discrimination Support Officers are appointed to provide you with advice/support if you have a concern relating to harassment or discrimination. A list of the Harassment and Discrimination Support Officers is available from the Staff and Student Equal Opportunity Unit on 9351 2212 or at: All University policies including the Harassment Prevention Policy and the Harassment and Discrimination Resolution Procedure are available at the Policy Online section of the University’s webpages at Students should also be aware of the Student Code of Conduct also available through the Policy Online webpage.

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1.14 Other University Services Service


Accommodation Service The Accommodation Service helps students find off-campus accommodation. The Service maintains extensive databases of share accommodation, rental properties, and full board accommodation. Currently enrolled students can access the database online through the accommodation website via your MyUni student portal or the services for students website


The Alumni Relations Office is open from 9.00am to 5.00pm Monday to Friday.

The University’s alumni (‘alumni’ is Latin for ‘graduates’) play a vital role in the life of the University, as volunteers, ambassadors, student role models and donors. Many of them have achieved eminence and fame in their chosen careers nationally and internationally.

Tel: 02 9036 9222 Email:

As alumni of the future, new students will have numerous opportunities to meet and interact with alumni and the alumni community is there to support you in your professional development during and beyond your University studies.

Kim Lockwood, Alumni Relations Officer Phone: 9036 6271 E-mail:

Arts Digital Resource Centre Formerly the META Centre and the Language Centre. It is an excellent resource for student and staff to learn languages other than English and English as a second language. The Self Study room offers a place to use language learning materials on language learning equipment, It provides active self-paced learning including listening, speaking, conversation and writing skills as well as visual exercises.

Location: level 2 Brennan MacCallum building Tel: : 9351 2683 or 9351 6781 Fax: : 9351 3626 learning

It also provides access to multilingual satellite television broadcasts. Pedagogical advice on autonomous language learning is provided.

Careers Centre The Careers Centre provides free and accessible services including: careers advice and counselling, a job vacancy database, comprehensive resources, workshops in resume writing, interview skills and job search, careers fairs, employer presentations and extensive web resources. The Careers Centre also helps students find casual and part-time work during their studies and during University vacations. The Centre maintains a job vacancy database which includes casual vacancies. Currently enrolled students can access the database online through the Careers Centre web site. Students wanting private tuition or mentoring for their degree subjects may advertise on the employment database. Seek help early in semester to maximize your chances for success.

Casual Employment The Careers Centre helps students find casual and part-time work during their studies and during University vacations. The Centre maintains a job vacancy database which includes casual vacancies. Currently enrolled students can access the database online through the Careers Centre web site.

Find a Tutor page on the Careers Centre website: findatutor.shtml Tel: 02 8627 8403 Email: Level 5, Jane Foss Russell Building

Tel: 02 8627 8403 Email: Level 5, Jane Foss Russell Building

Centre for English Teaching (CE T ) CET offers a range of Academic language programs that incorporate preparation for the direct entry e-test and IELTS. Programs include: Academic English, Academic English master class, Intensive writing program, and the Intensive entry program. They are designed to assist international students in achieving the required English level for entry to degrees at the University. The University is also an IELTS testing centre.

Tel: 02 9036 7900 Wentworth Building (GO1)

Child Care Information Office Contact the Child Care Information Officer for information about child care for students and staff of the University who are parents. For details of centres, information about long day care, occasional and family day care, or school holiday programs see the child care website via your MyUni student portal or the Services for students website

CO-OP Bookshop As well as providing textbooks and supplementary material including recommended readings, course notes, study aids and reference titles, the University Co-operative Bookshop is a full service bookstore with a wide range from fiction to philosophy that will meet all of your research and general reading needs. We also provide a wide range of University of Sydney apparel and accessories. Co-op members receive many benefits – a lifetime membership only costs $20. Check out our website at!

The Co-op Bookshop is located underneath the Sports and Aquatic Centre near the Boardwalk to Redfern Station. Tel: 02 9351 3705



Counselling Service The Counselling Service provides short-term, problem-focused counselling to promote psychological wellbeing and to help local students develop effective and realistic coping strategies. A program of workshops designed to assist students master essential study and life management skills is run each semester. These workshops are available to all local and international students. For details of workshops, activities and online resources provided by the Service see the Counselling Service website via your MyUni student portal or the Services for students website. International students can access counselling assistance through the International Students Support Unit (ISSU).

Disability Services Disability Services is the principal point of contact and advice on assistance available for students with disabilities. The Service works closely with academic and administrative staff to ensure that students receive reasonable adjustments in their study. Assistance available includes: assistive technology, notetaking, interpreters and advocacy with academic staff to negotiate assessment and course requirement modifications where appropriate. To receive support and assistance students must register with Disability Services. For details on registering with the Service and online resources see the Disability Services website via your MyUni student portal or the Services for students website: http://www.usyd.

Equity Support Services Equity Support Services, located within Student Services, brings together a number of student support services that produce practical assistance and information to support students in meeting their academic and personal goals while at University. Servicesinclude Accommodation Service, Child Care Information Office, Disability Services and the Financial Assistance Office. For details of these services and online resources provided see their individual websites via the MyUni student portal or the Services for students website:

Fees The Revenue Services Office can give local students information on how and where to pay fees as well as, whether fee payments have been received. The Revenue Services Office can also provide information on how to obtain a refund for fee payments. Tuition fees paid by international students are handled by the International Office. The Student Centre –HECS & Domestic Fees Office - can assist local students with queries regarding their entitlements pertaining to Commonwealth Support and HECS-HELP, FEE-HELP, Local Full-Fees and RTS (Tel: 02 9351 5062)

Revenue Services Office Tel: 02 9351 5222 Email: Refunds: refund.shtml Payments: or Tel: 1300 732 076 or through you’re MyUni account – MyAdmin / Student Administration / Financial Information

F inancial Assistance Office The University has a number of loan and bursary funds to assist students experiencing financial difficulties. The assistance is not intended to provide the principle means of support but to help enrolled students in financial need. Loans are interest free and are repayable usually within one year. For details of types of assistance and online resources provided by the service see the Financial Assistance website via your MyUni student portal or the Services for students website

Graduations Office The Graduations Office is responsible for organising graduation ceremonies and informing you of your graduation arrangements.

International Student Support Unit The ISSU assists international students through the provision of orientation, counselling and welfare services to both students and their families. ISSU aims to help international students cope successfully with the challenges of living and studying in a unfamiliar culture, to achieve success in their studies and to make the experience of being an international student rewarding and enjoyable. For the services provided by ISSU see the website via your MyUni student portal or the Services for students website: All students have access to all University student support services.

Koori Centre Koori Centre facilities for Indigenous Australian students include: a Common Room, a Kitchen, a Computer Lab and a Tutorial Room. Centre staff are available to provide academic advice and cultural support for students. The Indigenous Studies Research Library is a large collection of print and film resources can be accessed by all students of the University for research purposes. The Centre offers a number of units of study on Indigenous Australian Studies and administers the Indigenous Tutorial Assistance Scheme (ITAS) as well as many Indigenous Australian scholarships.

General Enquiries: Rm 224 Old Teachers’ College, Grnd Floor (Level 2) Tel: 02 9351 2046 Toll free: 1800 000 418 Email:

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Mathematics Learning Centre The Centre assists undergraduate students with the knowledge, skills and confidence needed for studying first level mathematics or statistics units at university. The Centre runs bridging courses in mathematics (fees apply). The Centre also provides on-going support to eligible students during the year through individual assistance and small group tutorials. For details of activities and online resources see the website via your MyUni student portal or the Services for students website

Orientation Transition to University involves both opportunities and challenges. A successful transition is important in developing a sense of belonging and better academic adjustment and success. The University seeks to facilitate students’ successful transition through a wide range of programs and activities. Orientation activities for both undergraduate and postgraduate students are scheduled at the beginning of each semester. MyUni student portal: Services for students:

Student Centre The Student Centre comprises the following functional student administration units: Student Centre Enquiry Counter; Student Records including Examination Result Processing and the issue of academic transcripts; Undergraduate Admissions including Special Admissions; Examinations; HECS and Fees administration; Systems Management including key aspects of Enrolment; Timetabling and Graduations.

Sydney University Postgraduate Representative Association (SUPRA) SUPRA is a student organisation run by students for students. It provides free academicand welfare advice, policy research, campaigns, advocacy and functions/networks.All postgraduate students at the University are constituents of SUPRA.

Level 3, Jane Foss Russell Building – G02.

Tel: 02 9351 3715 or 1800 249 950 (toll free) Email:

To access our services subscribe for free at

Sydney Uni Sport & F itness TRAIN. PLAY. LEARN. LIVE. Take aware more than an education, enjoy an active, healthy uni experience. Sydney Uni Sport and Fitness (SUSF) offers a variety of on-campus facilities, sport and recreation programs, courses and clubs that cater for everyone from the social soccer-player to the budding Olympian. Indeed, at SUSF there’s something for everybody and any body.

Transition Transition support continues throughout the Academic Year within faculties while student support services are available to assist students for the duration of their study. For more information all year round, see your MyUni student portal or the Services for students website. (see also the entry under Orientation).

University Health Service The University Health Service offers full, experienced general practitioner services and emergency medical care service to all members of the University community. Usually patients are seen by appointment. A ‘walk-in’ service is available for emergencies and people needing urgent attention. The UHS ‘bulk bills’ Medicare (for Australian citizens) and direct bills your OSHC provider (for International Students).

For full information about what’s on offer - visit the Sydney University Sport & Fitness Website –

MyUni student portal: Services for students:

Hours: 8.30am to 5.30pm Mon to Fri. Wentworth Building: Tel 02 9351 3484 Level 3, Wentworth Building, G01 Holme Building: Tel 02 9351 4095 Entry Level, Science Rd, Holme Bldg

University of Sydney Union (USU) In 2009, the USU celebrates 135 years of fostering the cultural, social and intellectual well being of the University community. The USU promotes participation, leadership and intellectual challenge outside the classroom by fostering the cultural life of the campus community and providing co-curricular programs through its 200 student clubs and societies. The USU is responsible for non academic student development programs, activities, commercial services, entertainment and facilities for students. Governed by a Board of student Directors, elected by students, USU members receive great benefits, services and discounts that include; Access Card, clubs and societies, bars and venues, events, festivals, grants, awards, entertainment, media, retail and food outlets, community and student leadership programs.

Contact details Tel: 9563 6000 Email:

1.15 Sydney University Exchange Program 2009 A Life Changing Experience Develop lasting friendships, practice or learn a language, improve your career opportunities, explore the world, grow as a person both in a professional and personal capacity and stand out from the crowd! These are just some of the advantages and experiences you will gain by participating in The University of Sydney’s International Exchange Program. Study in one of approximately 180 universities around the globe and have it credited towards your University of Sydney degree. Undergraduate students commencing in semester 1, 2009 are eligible for exchange from semester 1, 2010. Postgraduate students will be eligible from semester 2, 2009. The International Exchange Program may be for one or two semesters. However some of the more popular destinations are restricted to single semesters. As an exchange student you remain enrolled full-time at The University of Sydney while you are overseas and you pay only your regular tuition fees here. Of course, you will still need to cover other expenses, such as travel, accommodation, living expenses, health insurance, etc. To assist with expenses you can apply for various scholarships. From semester 2, 2009 the Faculty of Economics and Business offers Exchange Travel Scholarships for up to 50 undergraduate and postgraduate students per year who are enrolled in a Faculty administered coursework program, and who intend to study overseas through the University Exchange program. Each scholarship is valued at $2,000. Applications are not necessary as all eligible students are considered. The International Office also offers up to 200 International Exchange Scholarships each year valued at $1,000 each. These scholarships are awarded on the basis of academic merit, ranking students by their AAM (Annual Average Mark). Additionally, some exchange partners and

foreign governments offer scholarships for visiting exchange students. Application forms for these scholarships are normally supplied once The University of Sydney has nominated you to the host university. To participate in this exciting opportunity, a formal Exchange Program application needs to be submitted and you will undergo a selection process, firstly at The University of Sydney and then at the host university. Please apply as early as possible. Dates and detailed information about the exchange program are available at the following website: international/ Exchange Information Sessions are held weekly during semester. For information view the above website or contact the Exchange Advisers at the International Office by emailing exchange@io.usyd. or telephone (02) 9351 3699 Advice on preferencing exchange destinations to improve your chance of selection or getting units of study approved can be obtained from the Faculty Exchange Coordinator by phoning 02 9351 3076 or emailing w.gregory@ For more Faculty specific information about going on exchange please visit the following website: exchange/

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2.0 Tips for settling in 2.1 Surviving and Thriving in Your F irst Days

2.1 Surviving and Thriving In Your F irst Days ϜϜ Join the PASS and Peer Mentoring programs (to help meet friends and learn too!)

2.2 Surviving and Thriving During Semester

ϜϜ Change your timetable to suit you (SEE Chapter 1.7 Timetables, page 8). ϜϜ Get cheap textbooks—the SRC (Student Representative Council) operates a second hand bookshop located in the Wentworth Building. Also, many students use poster advertising around campus to sell their old textbooks.

2.3 Planning Your Workload: How Much Study is Enough?

ϜϜ Find out where your lectures and tutorials are located before lectures start (Maps available from Merewether 237, or ask the “Ask Me” student leaders during the first two weeks of each semester in the main Merewether foyer for help).

2.4 Tips for Studying Economics

ϜϜ Become actively involved in the social side of University life – join a club, sporting team or society, participate in events like the end of semester parties at Manning or weekly Trivia nights at Hermans – it’s a great way to form friendships, have fun and maybe even build your communication and leadership skills at the same time! Research has suggested that students who build social networks at university tend to be happier with both their university life and their studies.

2.5 Tips for Studying Accounting

ϜϜ Visit The University of Sydney Union homepage for information about their various sponsored events including social events (e.g. Jazz Nights, end of semester bashes), competitions (e.g. band competitions), short courses (e.g. dance or computer classes) and the clubs and societies on campus:

2.6 Tips for Studying Econometrics

ϜϜ Check your university email (SEE Chapter 1.9 eLearning & Faculty I.T. Help, page 9). ϜϜ Access your timetable from MyUni: ϜϜ Check out your UoS Blackboard pages:

2.7 Tips for Postgraduate Study 2.8 Tips for the Longer Term 2.9 Tips for Using Email Appropriately

What tips for surviving and succeeding do students wish they knew before they started studying? Here are some answers!!! We hope these tips help you cope better with your first weeks at uni and throughout the semester. The tips were developed by several students, inc luding members of the “PASS” team. The PASS team are very successful Faculty students, who now lead “Peer Assisted Study Sessions” (SEE Chapter 1.3 Faculty Support Programs: PASS Program: Peer Assisted Study Sessions, page 6) . Additional tips were supplied in 2006 by Jen, a 3rd year BCom student, Valerie, a new 2006 BEc student and Victor, a 3rd year Bachelor of Computer Science & Technology student. Dr Diane Dancer from the Discipline of Econometrics added more in 2007. Thanks to everyone who contributed. If you have tips you’d like us to include in future editions, email with a subject line “Tips for the O-Book”

ϜϜ Take a library tour: www.library.usyd. ϜϜ Check out the online Maths support: ϜϜ If you are unsure about whether you are in the right degree or UoS, talk to someone now. We can help and we want to help. For advice about how to contact our Program Advisers (SEE Chapter 1.8 Ongoing Faculty Support, page 8). ϜϜ Download cover sheets for all assessments: Students must attach a cover sheet for all written assessments – see this page for details: forms ϜϜ Check out your UoS outlines and write down the dates that each of your assessments are due. After this, get a planner and insert all the key dates into it. ϜϜ This should help you plan “backwards”, setting aside time to work each week on your assessments, and also planning time to pre-read and revise material each week (rather than leaving it all for STUVAC). Semester planners are available online at: www.econ.usyd.

2.2 Surviving and Thriving During Semester Academic Consultation Need academic advice? Dr Sabine Ludewig is our Senior Faculty Learning Adviser and can offer practical advice on a range of relevant issues such as help with academic writing, study skills or academic honesty issues. You can make an appointment with her by phoning: 9351 5569 (Rm 388, Level 3, Merewether Building). You can email Dr Ludewig if you are unsure who to contact about a particular query or problem: s.ludewig@ General Consultation hours - You can seek advice directly from your lecturers and tutors during their consultation hours. In general, we encourage you to seek answers to your queries within tutorial time, where appropriate, so that your whole tutorial group benefits from the discussion. However, teaching academics also have consultation hours available so you can meet with them. Seeking help during these consultation times is viewed positively and is welcomed by academics. Consultation hours are best used to clarify the individual queries you have about your course content and assessment tasks. You can either make individual appointments with your lecturer/tutor via email (using your student email account) or alternatively drop by during their regular consultation times (often posted on their doors, provided in Unit of Study outlines or listed on the web—use a search for “consultation hours” to find times for individual lecturers). Remember to start asking questions as soon as you don’t understand. Don’t leave it until weeks 12 and 13 to ask your teachers those important questions about your subject.

Tutoring services Identify early on in semester whether or not you will need extra support in studying for any of your subjects. The Faculty does not supply private tutors; however seek help early in semester to maximize your chances for success by going to the Find a Tutor page on the Careers Centre website: http://www. findatutor.shtml Tips from successful students ϜϜ Attend ALL lectures and tutorials— you learn so much more! ϜϜ When you go to lectures, PAY ATTENTION … (e.g., rather than talking or doodling!!) ϜϜ Make time to PRE-READ your text BEFORE lectures – it helps improve your understanding in lectures. ϜϜ Do your readings—for goodness sake, do your readings! This helps you to be much better prepared for STUVAC. ϜϜ Change jargon into plain language or your own words so that you can remember key terms more easily. ϜϜ You could also create your own glossary to help you learn difficult terms and add to it each week. ϜϜ Take advantage of consultation times with your tutors/academic staff. Lecturers/tutors are there to help and have a wealth of knowledge that you can tap into and utilise. Don’t be scared to ask questions, but if you prefer, just email them!

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ϜϜ Learning at university is largely autonomous. Teachers won’t give you everything you need step by step, or ensure you don’t fall behind. You need to do this yourself. It is important to develop your own study techniques and take responsibility for your own learning. University is not just about what you learn, it is about learning how to learn. What works for some people may not work for others, what works in some subjects may not work for all.

Start early!

ϜϜ Learn how to reference (i.e., acknowledge your sources) from the very first weeks of semester. (Help for referencing can be found in the Academic Honesty Module in Blackboard).

Many students don’t start to actively study until mid-semester however, active learning should begin in the first weeks of semester. Also, if you miss a couple of hours of class or dedicated study time, make sure you catch up the next week.

ϜϜ Take advantage of all the great support networks and services available in the University. ϜϜ Rather than just “rote learning”, build “mind maps” week-by-week for each of your subjects to focus, identify and better understand the relationships between key topics, concepts and theories. ϜϜ Try to understand concepts rather than rote-learn formulas. ϜϜ Past exams are a great resource and will give you an idea of what to expect in your exams (you can access some exams for some UoS in the library). ϜϜ Find some friends to study with formulas and theories with pizza and friends are MUCH more fun than formulas and theories alone!

in your own words, visiting lecturers or tutors in consultation hours, discussing your work with friends to learn together, revising, researching in the library or online, reading, completing practice questions, participating in online discussion forums, preparing for tutorials and lectures by pre-reading, completing assessments, or reflecting on your learning, etc.

2.3 Planning Your Workload: How Much Study Is Enough? Academic Board guidelines suggest that one credit point equates to approximately 1.5 to 2 hours of student effort per week for a typical 13 week semester. This means that if you are an average student seeking to get an average result, for each 6 credit point Unit of Study (UoS) run over a 13 week semester, you should plan to spend at least 9 hours each week on learning. If you are studying four 6 credit point UoS you should plan to spend at least 36 hours each week. Note these recommended hours assume that you are actively engaged in learning, not just passively attending lectures. Seriously consider for example whether you can manage more than one intensive unit over Summer or Winter. Either way definitely plan to spend even more time each week with an intensive unit because the study period is so much shorter.

ϜϜ If you want to do well, do not leave all your studying till STUVAC; you may end up with 4 exams in 2 days!

Take care!

ϜϜ Make sure you are familiar with the Faculty Handbook and the website-it is your responsibility to understand the requirements for your majors.

Please be careful how your commitments to family, leisure, sport, community activities or paid employment impact on your learning time.

ϜϜ Make sure you know where to hand your assessments in-clarify this with your lecturers before the due date!

If you spend 2 to 4 hours face-to-face in lectures, tutorials, seminars or computer lab sessions for each UoS, then there is quite a bit of additional time you need to spend on other learning activities each week. This may include a wide range of learning activities such as creating notes

Obviously those students studying in intensive units (e.g. Summer School) need to be even more careful in planning their time. Similarly those keen to do better than average or those unfamiliar with studying in an Australian university context may need to do more. Whatever you do, please don’t underestimate how much it will take to be successful. It is naive to think it is just a matter of attending face-to-face sessions and a few hours writing when an assessment is due. University guidelines set an upper limit on the credit points that can be completed in each semester. This is to protect you from study overload. The guidelines are set out in the table below. For more information on workload see: studyabroad/study/workload

Study Period

Full-Time Student

Part-Time Student

First Semester

24 credit points (usually 4 units of study)

12 credit points (usually 2 units of study)

Second Semester

24 credit points (usually 4 units of study)

12 credit points (usually 2 units of study)

Summer School

12 credit points (usually 2 units of study)

6 credit points (usually 1 units of study)

Winter School

6 credit points (usually 1 unit of study)

Part-time local students can study a 6 credit point unit but are advised that due to the condensed nature of Winter School, this equals a full-time study load.

Note to international students: You need to be enrolled on a full-time basis throughout your candidature. A standard full-time load is 24 credit points (you can only complete the requirements of your award course in the minimum time with this work load).

2.4 Tips for Studying Economics 1. Attend all the lectures and tutorials Make sure that you are able to answer all the tutorial questions prior to each tutorial, and also revise all of them at the end of the semester. Use them for revision during STUVAC. 2. Take descriptive notes during lectures. This is especially for the explanation of graphs. Not all the information is on the lecture notes, some of the important points are discussed in the lecture—this is why attending lectures and tutorials is VITAL to understand your work. 3. Understand how graphs tie in with theory. In addition, be able to explain what is shown by the graph. Try thinking up hypothetical scenarios and applying them to the graphs to develop your understanding. For example for the AS-AD model, what would happen to the AS, AD curves if there is an increase in interest rates? 4. Know your formulas thoroughly. Understand the links between the concepts in the lectures, how the formula(s) relate to the theory and how and when they should be applied in problem solving. 5. Understand the basics. If you know the basic theories it is more likely that you will be able

to apply them to any situation/ questions. 6. Think about the “big picture”. Everything in macroeconomics is linked together, e.g. interest rates, exchange rates, AS-AD model and monetary policy. Make sure you understand all the links. Think about how the different topics interact in the real world. 7. Be systematic with reading and notes. Throughout the semester make sure you read the relevant sections of the textbook, and make notes. That way you are up-to-date with lectures. 8. See your lecturer early if you are having problems with the material. They are always happy to help and you’ll end up understanding the material better. Visiting lecturers early also reduces what you will need to ask them during STUVAC, when the lines to their office doors become enormous! 9. Start Early! Don’t leave all your study until STUVAC, but rather study regularly throughout semester, and then intensify your revision and study during the last two weeks of semester and into STUVAC.

2.5 Tips for Studying Accounting 1. Go to lectures and tutorials! Many people seem to think that reading the lecture notes from Blackboard is sufficient—but lecturers provide a lot of extra important detail, examples and elaboration in lectures while tutorials provide opportunities to revise key questions and ask questions that you may have about the material—it is vital that you attend regularly. 2. Know what is expected of you Pay attention to the learning objectives that lecturers sometimes explain at the beginning of lectures. These objectives are also written at the beginning of your UoS outlines and are descriptions of the important knowledge and skills that you need to learn in each UoS. Therefore the objectives of the UoS can help guide your learning. They are also useful in identifying what lecturers are looking for and provide the focus for what the lecturers may expect in assessments. 3. Maintain consistent note It is really useful for your learning to develop concise notes of topics using material from your lecture notes and text books and more importantly, it is vital to review your notes regularly. If you attend PASS, you will have the opportunity to revise together as a group.

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• “No narrations are required” - DO NOT write narrations. This will save you time.

Remember: • Explain the concepts clearly in your own words when you write your notes so that you will develop a better understanding of them

• “Narrations are required“- You MUST have narrations. If not, you will be penalised.

• Regularly review your notes each week • Keep in mind that while maintaining good notes is important, make sure that your notes are complete and organised by the time STUVAC begins so that during STUVAC you spend your time applying and practicing the key principles (rather than just making notes) 4. Get plenty of practice Practice is essential in Accounting, the exams always tend to be long and speed is of the essence. Some areas to get practice from are: • Join the PASS program—you will have extra practice each week. • Work through the illustrations in your lecture notes. • Work through all the tutorial questions yourself (before you get the answers). • Work through extra questions from reference textbooks. Working through these with a friend is helpful as this will allow you to compare answers. The following texts are useful (both are available at Fisher Library): • “Accounting” by Horngren, Harrison, Best, Frazer, and Izan • “Financial Accounting in Australia” by Hoggett, Edwards and Medlin • Take problems that you can’t solve to your lecturer’s or tutor’s consultation sessions. 5. Use the staff consultation time Consultation hours are extremely useful to help you clarify your understanding of the material. The Accounting academic and tutoring staff are approachable and friendly, and are always willing to answer your questions.

• If it is not specified: - If the question does not specify narrations, put them in anyway!! (It’s better to be safe than sorry!) b. Understand what is asked in the question 6. Try to really UNDERSTAND Accounting take a deep approach Accounting is not just about the numbers. You need to approach accounting analytically and logically—that is, seek to understand connections between topics and even between each unit of study. Your ability to do this WILL develop as you learn more about accounting and as the semesters and years progress. You should focus on linking your understanding in Accounting with other UoS such as Business Information Systems and Finance— for example what you learn about depreciation in finance will help you understand better why depreciation is approached the way it is in your Accounting UoS—look for the connections so that you can learn better. 7. Be consistent Being consistent pays off with interest! Try to push yourself to complete all your readings, tutorial work and practice questions on time every week. You will learn and retain information much better this way. 8. Exam Preparation a. Note the important instructions on the exam paper • “Show all your workings” - Write ALL your calculations. Even if you don’t know how to completely do a question, showing working can still get some marks.

If the question scenario is exactly the same as your tutorial questions or lecture notes, DO NOT assume that the requirements are the same – ALWAYS read requirements carefully and NEVER assume! c. Manage your time in exams People sometimes do poorly in accounting exams – not because they didn’t know the material – but because they didn’t have time to finish. You must have the discipline to stick to the time limits that you set for yourself. Academic staff recommend that you consider allocating time to questions depending upon how many marks they are worth. That is, spend more time on questions that are worth more marks. d. Self-belief and persistence In the exam, you will see questions that you haven’t seen before. If you have read your lecture notes and done all the questions, then there is nothing in the exam you can’t do. If you see something that you’ve never seen before, think back to what you know, and make a start on it from there. Do not give up because you can’t see the next step. A lot of people miss out on huge chunks of marks because they don’t even attempt questions that look different. Whatever you do, attempt every question – even if you think you don’t have a clue!

2.6 Tips for Studying Econometrics

2.7 Tips for Postgraduate Study

Consistent effort and application is required to do well in Econometrics (ECMT).

Whether you have recently completed an undergraduate degree or it has been a while since you did any institutionalised study, it is important that you have a good understanding of what is expected of you as a postgraduate student.

1. Keep good summaries. Both ECMT1010 and ECMT1020 are subjects that build heavily on prior knowledge, so they require a consistent effort throughout the semester and lend themselves strongly to summary making. It’s very difficult to learn the ECMT material straight from the text book, so lecture and tutorial attendance is hugely important and attending PASS adds value to your lecture and tutorial attendance. PASS Tip: Start a summary at the beginning of ECMT1010 and add to it as you progress through the semester. You you can use that as the base for your ECMT1020 summary as the skills and ideas developed in ECMT1010 are further extended in ECMT1020. 2. Familiarise yourself with the statistical tables. Know how to read the main tables (e.g. the Z-table, T-table, Chi-squared table etc) and practice using them regularly. 3. Understand the formulas in context of the topic If you can understand rather than just memorise, you are better equipped to use the formulas and knowledge. 4. Know hypothesis testing very well 5. Explain your answers Always let the examiner know how you came to your answer i.e. show all working. 6. Practice makes perfect!

Different assessments may have different requirements in terms of presentation, style and structure, and you need to be aware of these in order to construct an effective response. Here are some tips developed to assist your transition—thanks to Samiha Rifaath Anver and the postgraduate students who helped develop this section. If you have your own tips for postgraduate students that you would like us to include in future editions, email with a subject line “Postgrad tips for the O-Book”. 1. Effective time management It is likely that many of you are trying to balance work, study and family life, and without effective time management skills you may end up feeling overwhelmed. (SEE Chapter 4.1 Time Management Tips, page 32). 2. Be critical, analytical and evidence focused You will need to develop your own theories, opinions and hypotheses supported by the information you have gathered throughout your reading. It is also important to use clear, succinct and well structured language in your writing. The most creative and well thought out ideas will not impress if you use clumsy or pompous language to present it to your audience. 3. Using up-to-date resources As a postgraduate, you are expected to cover a wide range of reading over and above what is listed by your lecturer. While textbooks are a good starting point to gain

an understanding of a topic, it is essential that you also refer to current academic journals on the topic. 4. Efficient reading Given the amount of reading that is expected of you, and the limited time you will have given all your other commitments, you will need to learn to read efficiently. For more information on effective reading techniques, visit the following websites: read1.html reading/1a.html quickrefs/12-efficient-reading.xml 5. Acknowledge your sources Academic honesty is stressed throughout higher education. If it has been a while since you have studied or if your first degree was at another institution, the chances are strong that referencing requirements will have changed. As a postgraduate student, however, excellent referencing practice is imperative to your academic success. (SEE Chapter 3.3 Academic Honesty, page 28). 6. Plan groupwork Groupwork is more time-consuming than you might think. Plan ahead carefully. See the web for more information and resources: groupwork/ 7. Access your UoS early Some Unit of Study outlines are online for ITLS students so you can look at them before you select a course so that you better understand the content and assessment: of_study.html 8. READ your UoS outlines early Many students lose marks too easily because they did not take the time to read and understand their UoS outline early in semester.

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9. Differences in education systems The Australian educational system may be very different from the one in your country. Current students recommend taking the time to understand the grading and teaching system here and how different it is from what you may have experienced before. 10. Word count When professors and lecturers say 2000 words or less, they mean 2000 words or less. Word count counts. 11. Seek help early If you are finding difficulties with the course material, it is best to see your lecturer early in the course and contact the Postgraduate Program Advisor, Kate Farrant, through SIO. 12. SUPRA: Sydney University Postgraduate Representative Association SUPRA also may be able to offer different forms of support. See their web site: SUPRA has a survival guide and a thesis guide that may be of value to research and coursework students: Thesis_Guide.html

2.8 Tips for the Longer Term ϜϜ If you are not in the course of your choice, be sure to study hard in the first year and get good grades—then you may be able to transfer into your preferred course! If you pick the right subjects, you can still finish your degree in the same amount of time! ϜϜ Studying hard in the first year and getting good grades also opens opportunities for you to apply for co-op programs, internships, and summer vacation jobs—which would give you invaluable job-experience. ϜϜ If you are looking for a ‘good’ graduate job after you graduate you will need a minimum credit average but preferably a distinction or higher average to be competitive for the top graduate positions (i.e. part of specific graduate programs in large companies where training is included). ϜϜ If you are interested in applying forgraduate positions or internships, be aware of the deadlines for applications. For graduate positions, you need to assess options at the end of second year, whilst for internships you may need to apply mid-year for a summer vacation program. ϜϜ More tips for settling in and for succeeding can be found on the Orientation web pages: www.econ.

2.9 Tips for using Email Appropriately It is essential to regularly check your email because the University always uses University email accounts to communicate with students. New students tell us they did not realise just how important it was to check their University accounts regularly. Here are some tips to help use email effectively and to contact University staff:

Check your email regularly The University will frequently communicate with you via your University email account. It is essential you check it often (e.g. twice a week) (SEE Chapter 1.9 eLearning & Faculty I.T. Help: Faculty Information Technology - Frequently Asked Questions (FAQs), page 10).

Include your name and SID ALWAYS include your name and SID when you email us because although you may have received an email from the University, we may have sent that email to hundreds of students, so just replying “yes” or “OK” is often insufficient for us to then find your records and act upon your reply.

When emailing the Uni use only your student email account University staff often do not open emails when they cannot recognise the sender due to the threat of computer viruses. Therefore you need to use your student email account when contacting university staff by email.

Use a concise, relevant and meaningful subject line University staff can receive dozens of emails every day—make your message stand out by using concise, clear subject lines (e.g., “CLAW1001 student requests appointment”).

Send from your NAME Adjust your email settings so that you are sending emails from YOUR NAME (e.g., Amanda Smith rather than your UNIKEY: —this also helps your lecturers recognise you. To change your email settings, logon to your University email account. Then on the top menu bar select Options, then select Personal Information and create/ edit identities. In the “identity name” field type in the name you want to be displayed on your emails.

Be specific In your emails also include your UoS code, your tutor’s name and the time of your tutorial to help your lecturer identify you easily. Also: •

Be polite and courteous in emails

Spell check emails before sending

Treat emails confidentially

Be concise and to the point

Always use a subject line

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3.0 Performing to expectations 3.1 University and Faculty Policies 3.2 Student Code of Conduct 3.3 Academic Honesty 3.4 Referencing 3.5 Graduate Attributes

3.1 University and Faculty Policies It is important for students to be aware of where they can access university policies. The University has developed the “Policy Online� web pages to provide access to current policies, procedures and guidelines: For Faculty policies go to:

3.2 Student Code of Conduct The University expects all students to refrain from acts of discrimination, harassment or bullying directed towards employees, honorary appointees, consultants, contractors, volunteers, other students, or any other members of the public, all of whom they should treat with respect, dignity, impartiality, courtesy and sensitivity. Inappropriate behaviour should be reported immediately to the Faculty Administration Manager or the relevant Pro-Dean. Allegations may be referred to the Registrar for further investigation at the discretion of the Faculty Administration Manager or the relevant Pro-Dean. We strongly recommend that all students read the Student Code of Conduct:

3.3 Academic Honesty Academic honesty is a core value of the University of Sydney. Academic honesty is also important in protecting your right to receive due credit for your own work that you submit for assessment. It is clearly unfair for students to submit work for assessment that dishonestly represents the work of others as their own.

As a university student, you are expected to take responsibility for your own learning. For mature entry students, it can be a struggle to find time, given your work/ family commitments. So what are the general responsibilities you need to be aware of? This section explains the value of academic honesty and provides information to support correct referencing. It also outlines the Graduate Attributes that your course focuses on during your study with us.

• Plagiarism • Fabrication of data • Recycling previously submitted material • Engaging someone else to complete an assessment on your behalf • Misconduct during supervised assessments The penalties for academic misconduct may include: • A mark of zero on the assessment. Few of you would have difficulty recognising unacceptable academic practices like cheating, taking unauthorised notes into a test or exam, making up references or data or a doctor’s certificate. However, you might be less clear about other unacceptable academic practices like plagiarism and collusion. To help clarify and apply academically honest practices we recommend that you: ϜϜ Complete the self-paced Academic Honesty Module available via Blackboard ϜϜ Refer to the University’s policy on Academic Honesty in Coursework at: Academic_Honesty_Cwk.pdf ϜϜ Consult the Faculty’s procedures in the Student Administration Manual at: StudentManual ϜϜ Consult the Student Plagiarism: Coursework Policy and Procedure document: senate/policies/Plagiarism.pdf ϜϜ Commencing students in 2009 MUST complete the Academic Honesty Module before their first assessment submission. The assessment cover sheet contains a box to tick to indicate completion. Cover sheets can be found here: www.econ.usyd. ϜϜ Deliberate breaches of academic honesty constitute academic misconduct. These breaches include:

• A fail grade in the unit of study. • Additional assessment (including an unseen exam) • Reference of the matter to the University Registrar For assistance to help you understand academic honesty you can contact Dr Sabine Ludewig, our Senior Learning Adviser, by emailing s.ludewig@econ.

3.4 Referencing There are many different forms of referencing (e.g., APA, MLA, Harvard, Oxford, etc). Scholars reference to acknowledge where ideas/information have been sourced so that they do not plagiarise (i.e., use the ideas of others without acknowledging the source).

Referencing correctly ensures that students: •

Act in an academically honest manner

Strengthen your argument and demonstrate credibility in your work

Follow the expected style within your Discipline consistently

Demonstrate a breadth and depth of research in assessable tasks

At university reading is about learning. By referencing correctly students acknowledge the information they have engaged with during the learning process. Reading widely also helps you to learn where the knowledge used in higher education has come from.

-Reference it all The general rule is that you provide a citation and reference whenever you have used information taken from a source— including when you quote, summarise or paraphrase.

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-Doesn’ t matter what type

-Learn as you read

-Reference as you go

Reference material from all your sources—newspapers, journals, libraries, databases, internet, interviews, and personal communication (including emails, blogs, discussion boards) and reference all ideas, theories, images (e.g., art, graphs, diagrams, charts, drawings, photographs, plans, tables and statistics, computer programming codes and music, etc.)

Take note of how other authors reference as you read their work.

As you write, include the references related to your material—adding the references “in” after you have finished your assessment task is poor practice.

-Be proactive Find out which style of referencing is required in each of your Units of Study. If they differ you will need to learn different forms of referencing.

-Be pedantic Referencing styles differ at the level of punctuation—it takes a keen eye and a pedantic approach to develop 100% accuracy.

-BUT, be realistic too If you are not sure what style to use, choose one style and then apply it consistently-making the same error consistently is less distracting to your lecturers!

-Recognise difference Recognise that different departments and Faculties will have different referencing styles so it is likely that you will be required to learn various styles of referencing.

-Synthesise Practice synthesising citations, data and other information into your writing smoothly. A paraphrasing PowerPoint presentation has been developed to help you paraphrase and synthesise and can be found at: StudentResources/

-Be systematic Systematically take notes that include bibliographic information from your very first day! (i.e., name of author, title of work, name of editors if relevant, page numbers where you located the information, and the year of publication as well as the name of the publishers).

-Ask! If you are unsure if you have referenced correctly, prepare a draft and ask your tutor/lecturer to have a look prior to submission.

-Mix it up Use a mix of both direct quotes and paraphrasing to increase the variety of your writing.

Harvard Referencing Style Monash University Library: Harvard referencing html

University of New South Wales

Bournemouth University’s Guide to Citing Internet Sources references/docs/Citing_Refs.pdf

APA Referencing Style (Note: APA style is a very widely used form of Harvard referencing) Purdue University Online Writing Lab research/r_apa.html

APA organisation: electronic references

General Reference Guides University of South Australia student/studying/referencing.asp

Deakin University resource-room/referencing.php

University of Wisconsin-Madison Writing Centre Documentation.html

Electronic Reference Guides APA electronic referencing

University of New England Guide plagiarismstudentinfocw.pdf

Monash University quickrefs/22-referencing-internet.xml

3.5 Graduate Attributes Graduate Attributes

We want to help you develop a broad range of knowledge, skills and attitudes that are valued by employers in addition to the degree-specific knowledge and skills that you develop as you study as part of our learning community.

graduate attributes which should be read as well as The University of Sydney policy on generic graduate attributes— the following web link has video clips of students talking about graduate attributes:

We have developed University-wide graduate attributes to unify our vision of what our graduates will know and be able to do. GraduateAttributes/info_for_ students.htm

In conjunction with feedback from employers, the Faculty of Economics and Business has developed discipline specific Learning Goals

Personal and Intellectual Autonomy

• Be open to new ways of thinking and appreciate the importance of intellectual curiosity and reflection as the foundation for continuous learning.

Graduates of the Faculty of Economics and Business will be able to work independently and sustainably, in a way that is informed by openness, curiosity and a desire to meet new challenges.

• Demonstrate a commitment to lifelong learning through continuous reflection on personal and professional experiences, self-evaluation and self-improvement. • Demonstrate a willingness to meet new challenges and deadlines. • Demonstrate a capacity to work independently including the ability to plan and achieve goals. • Display a commitment to achieving a broad vision that aims to balance personal, intellectual, emotional, physical and social needs, and that can be sustained.

Research and Inquiry

• Identify, define and analyse problems and recommend creative solutions within real-world constraints.

Graduates of the Faculty of Economics and Business will be able to create new knowledge and understanding through the process of research and inquiry.

• Apply economic, political, legal, commercial and business theories and concepts to problems and practice. • Critically evaluate underlying theories, concepts, assumptions, limitations and arguments in disciplinary and cross-disciplinary fields of study. • Develop coherent arguments when recommending solutions and critically evaluating theories in major fields of study. • Appreciate the advancing nature of knowledge frontiers through research.

Ethical, Social and Professional Understanding Graduates of the Faculty of Economics and Business will hold personal values and beliefs consistent with their role as responsible members of local, national, international and professional communities.

• Display a deep respect for others and act with integrity in all aspects of their personal and professional life and contribute as a global citizen. • Demonstrate the capacity to deal with ethical and other issues in business, government and social contexts in relation to their personal and professional lives. • Demonstrate an appreciation of the complex and dynamic nature of professional work. • Work with people from diverse backgrounds with inclusiveness, open-mindedness and integrity. • Demonstrate an ability to participate in a broad range of complex and changing social, political and economic contexts.


• Appreciate that communication develops learning and learning communities.

Graduates of the Faculty of Economics and Business will recognise and value communication as a tool for negotiating and creating new understanding, interacting with others, and furthering their own learning.

• Confidently and coherently communicate, orally and in writing, to a professional standard in major fields of study.

• Negotiate and create shared understandings by respectfully interacting with people from diverse backgrounds.

• Display leadership by inspiring others in personal, professional and global contexts. • Employ technologies effectively in communicating information relevant to practice in major fields of study.

Information Literacy Graduates of the Faculty of Economics and Business will be able to use information effectively in a range of contexts.

• Conduct research using archives, libraries, the web and other sources of information. • Apply research principles and methods for gathering and analysing data/information relevant to major fields of study. • Employ technologies effectively in gathering information from written, oral and electronic sources. • Manage, analyse, evaluate and use information efficiently and effectively. • Appreciate the economic, legal, social, ethical and cultural issues in the gathering and use of information.

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4.0 Actively learning 4.1 Time Management Tips

4.1 Time Management Tips

4.2 Lecture Tips

One of the biggest adjustments many students need to make in order to achieve a successful transition from school to university, or when returning to study after a long break, is the challenge of actively managing their time in new ways that facilitates effective tertiary-level study techniques.

4.3 Tutorial Participation Tips 4.4 Groupwork Assessments 4.5 Note Taking Tips 4.6 Academic Reading Tips

Change is difficult for most people, but when that change requires breaking long-lived habits, it can be especially difficult. Here are some tips to help you.

Assess and plan your workload ϜϜ Know your assessments! Check when assignments and exams are due and plan your workload using semester or weekly planners to allocate consistent study time:

Plan to study effectively ϜϜ Attend! Attend! Attend! Attendance at lectures and tutorials is essential to developing a deep and enduring understanding of key concepts and how they relate to professional practice. ϜϜ Be consistent! Study regularly to build knowledge over time and consolidate new learning. ϜϜ Take breaks When you notice your concentration slipping, change the task or take a short break. ϜϜ Know yourself Study at a time when your brain works best—are you are a “morning person” or a “night-owl”? Study when you find it easiest to concentrate.

Life / work balance ϜϜ Develop a balance Distribute study hours evenly over the week (it helps you concentrate and reduces tiredness). ϜϜ Make time for yourself Set aside time each week for leisure activities and if you spend more time than expected on leisure activities, ensure you make up the study. Be careful with how much paid work you do each week. If you need to work too many hours because of financial problems, consider: Taking a semester’s leave of absence until you have saved more money Seeking financial assistance, if you are a local student

4.2 Lecture Tips What can you expect when you go to a lecture? You will normally have lectures with between 70-400 other students. The large number of students may mean that there is little interaction. Teaching in a lecture style has a number of useful objectives which can help you considerably in your learning within courses. For example, lectures are useful for: •

Gathering information and ideas about the UoS material.

Providing a common ground for subsequent discussion in other learning situations.

Giving you a starting point for private study.

Providing a consolidation of the main ideas from recent research.

Giving you practical examples and applications related to theories you are learning.

Giving you a model of how an expert approaches a particular topic.

Hearing about advances in research which have not yet been published.

Hearing important announcements about the course.

Inspiring you in a subject from an enthusiastic lecturer.

Giving you an opportunity to hear one person’s interpretation of a topic that you have been reading about or discussing.

confusing-this will help you be prepared to listen more effectively during relevant parts of the lecture. If you don’t understand something, follow it up quickly • Look up words that you don’t understand. • Find easier, general texts on the topic in the library if the text/ article is too difficult. • Discuss the topic with your friends or attend PASS. • Use the consultation times to ask questions of your lecturers and tutors. • What’s your opinion? To develop deeper learning, think about the lecture topic and reflect on how you react to it and on your own position or opinion in relation to the topic. ϜϜ Question yourself as you read and prepare For example, consider the ‘big picture’ and try to make links to your other related UoS as you read— questioning yourself as you read helps you concentrate better and learn more deeply because you are more actively engaged. Ask yourself these questions to stimulate deeper learning: How does the material relate to last week’s lecture? • Look at next week’s lecture topic what are the links between the topics?

Before the lecture

• Can you guess the links if they are not obvious?

ϜϜ Pre-read

• How does the material link to your tutorial activities for this week?

Where relevant, complete your required tutorial reading before each lecture or tutorial to get the most out of them. Try to read, or at the very least, scan the supplementary reading as well. ϜϜ Summarise • Use your own words to summarise major points that you find

• How does the material link to your assessment tasks? • How does the material relate to your current knowledge? (linking new knowledge to your current knowledge helps you to learn more deeply and aids your recall later).

During the lecture ϜϜ Attend You can probably get lecture notes from Blackboard or from friends BUT these will have gaps and your friends may get it wrong. ϜϜ Take Notes • Quality notes: Take legible and clear notes – it makes them easier to understand later. • Space: Leave lots of blank space in your notes to fill in more details during tutorials or to summarise key points later. ϜϜ Listen Aim to listen and understand rather than take reams of notes—if you have prepared well before hand you can listen more effectively and reduce the need to take so many notes. What’s emphasised? Listen for key points of emphasis (“This is important because …”), extra examples (“A relevant example is when …”) and ‘signposts’ for summaries of key points (“To summarise …”). ϜϜ Location Sit somewhere where you can see and hear comfortably. ϜϜ Ask! If you don’t understand major ideas during a lecture ask for clarification from the lecturer at the conclusion, or if he/she does not have the time, make an appointment. • Pay attention Watch for the points that the lecturer emphasises and read the material recommended— remember that essays and exams are usually set by the lecturer. • Respect Think about the rights of others to hear—if you want to talk, please leave the lecture room.

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After the lecture ϜϜ Review and organise your notes Review your notes as soon as possible (ASAP) and fill in any gaps—consistent revision across the semester will deepen your learning. Take a few minutes each week to re-organise, label and file your notes consistently to stay organised and on top on of your studies. ϜϜ Reflect and forward plan --for discussion in tutorials • What questions do you want to ask of others? • What didn’t you understand that you need to clarify? • What points do you need to discuss to better understand the topic? • How did the lecture change, develop or challenge your understanding / position / opinion on this topic?

Sometimes tutorials will be quite interactive while at other times, the focus will be on understanding the answer. Research has found that students who attend tutorials regularly are more likely to perform better in their studies. University expectations of students in tutorials ϜϜ Be well-prepared—this involves completing either the required readings and preparing comments to contribute or completing the tutorial and practice questions in advance. ϜϜ Participate in the tutorial discussion. Note: In some Units of Study, an assessment mark for participation is given, based on how well you contributed to discussions. ϜϜ When you speak in tutorials, put forward your view in a reasonable way, justifying your point of view. ϜϜ Listen to others and respect their right to have their own views even if you disagree.

• How will the discussion be relevant to your future professional life?

What can you gain from tutorials?

• How will the discussion be relevant to helping you better understand the assessment requirements?

ϜϜ Ask the tutor questions about the Unit’s content.

4.3 Tutorial Participation Tips

ϜϜ Clarify issues related to the course (e.g., how to approach assessment tasks to improve your chances of learning more during the task and performing better with your results). Learn from your peers through hearing their perspectives and through discussion with others.

What is a tutorial?

ϜϜ Save study time by actively engaging and being well prepared.

Many UoS require up to 80% tutorial attendance to pass. A tutorial is a group learning context (of between 5 and 30 students) which allows for more student involvement than lectures. Students discuss weekly topics or questions with their tutor and with each other. The topic has usually been presented in the lecture and/or in the weekly readings.

ϜϜ Improve your communication skills through participating in structured, thoughtful conversations with your peers and tutor/lecturer.

Tutorials may also include activities such as oral presentations by students.

Tips for tutorial participation ϜϜ Do your tutorial readings/ attempt tutorial and practice questions When preparing for the tutorial, focus on how the readings for that

week relate to the weekly lecture(s), and the objectives of the UoS as a whole or, for more quantitative UoS, focus on how the formulas and practice questions relate to the theory and concepts presented in lectures. ϜϜ Be active and don’t be afraid to ask questions You may think your question is silly, however it is likely that others are also unsure about the same topic. ϜϜ Attend If you have not completed the reading, do not miss the tutorial as you are still able to learn something from your tutor and other students’ discussion of the topic. ϜϜ Don’t be shy! Some people are nervous about participating in tutorials because they are shy, or because English is their second language. However, remember that when you enter your profession, you will probably be required to give presentations and speak in front of others. Speaking regularly in tutorials is a great preparation for your future working life! ϜϜ Plan your contribution If you are shy, forward plan some ideas to contribute to the tutorial discussion. You can: • Give your opinion-add your own perspective or agree/disagree with someone else’s point of view. • Prepare-have one or two comments ready related to the topic for that week. • Clarify- ask the speaker to clarify something they have said. • Example please? ask others to provide examples to clarify or apply concepts. • Question-bring your written questions to tutorials for discussion.

Are you ready for tutorial discussion? A self evaluation tool

4.4 Groupwork Assessments

Are you feeling nervous about contributing to tutorials? Waters and Waters (1995) developed the questions below to help students assess their current discussion skill levels. Use them to reflect on how you might more effectively engage in tutorials and how you can improve your levels of participation. Discussion skills: questions for selfevaluation

If you have group work assessment, then you need to use the Faculty’s groupwork web site to help get the most out of in-class groupwork, online groupwork and assessable and non-assessable groupwork.

ϜϜ I can prepare my position in advance. ϜϜ I critically evaluate all positions. ϜϜ I take readings into consideration.

The site has some very useful tips for getting your group off to a good start, maintaining momentum and finishing well. It will be an excellent resource to access regularly in your studies: groupwork

ϜϜ I consider other positions in advance. ϜϜ I can understand and use phrases that request clarification. ϜϜ I can organise my own ideas. ϜϜ I can illustrate my ideas (e.g.,with examples, with prior relevant experience, with anecdotes, etc). ϜϜ I can use ‘signposts’ when speaking. ϜϜ I can build on what others have said. ϜϜ I can get my own ideas across. ϜϜ I can understand and use phrases that express agreement. ϜϜ I can understand and use phrases that express disagreement. ϜϜ I can paraphrase what a previous speaker has said. ϜϜ I can take an active and responsible part in discussions.

4.5 Note Taking Tips Be organised ϜϜ Reference For all your notes, ALWAYS first write down the title, author, publisher, place of publication, date of publication and page numbers for referencing. Consider using bibliographic software to help you reference automatically (e.g., the EndNote software program) ϜϜ Be systematic Take notes for different purposes such as: • If reading for an assessment task, only take notes relevant to the task and do not let yourself be distracted by interesting tangents. • If reading for understanding, take notes including definitions, examples, major theories, and major applications of those theories. ϜϜ Categorise Organise your notes using a variety of methods: bullet points, longer notes, headings and diagrams, mind maps or colour.

ϜϜ Be clear and logical Write notes that will make sense to you later on when you have forgotten most of what you have read. ϜϜ Connect Relate the material in your notes to other learning that you have done to provide a context to help you understand—e.g., How does this material relate to your lecture last week? Your essay topic? ϜϜ Summarise In general, make summaries in your own words rather than taking notes verbatim—you will better understand the material if you make an attempt to convert the ideas into your own expression.

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4.6 Academic Reading Tips Relate your reading to other things you know by questioning Prior to reading, ask yourself questions about what you expect to learn while reading. Questions like “What do I already know about this?” and “What did the lecturer tell us about this topic?” are helpful. Questioning yourself as you read helps you read more actively because you are analysing the knowledge as you “consume” it. Some students find that this method is useful in helping them concentrate better while reading. For more examples of useful questions (SEE Chapter 5.1 Academic Style: Critical Thinking, page 37).

Have a focus Having a clear focus helps to direct your reading and save time. Here are some useful tips: ϜϜ Develop questions to help you focus before you read (SEE Chapter 5.1 Academic Style, Area of analysis table, page 38) —tutorial and lecture guides are useful to help identify a purpose for reading. ϜϜ Pre-read assessment tasks to develop significant questions. ϜϜ Identify significant issues prior to reading to direct your attention to the important elements.

Scan the text You don’t have to read ALL of your text ALL of the time—there is so much reading at tertiary level that you need to find efficient ways to find the information relevant to your learning. Scanning is the process of quickly looking over a text without reading it. Scanning the text helps to get a topic overview which in turn helps you build a framework for understanding how the text fits together.

You need to blend a process of scanning and deeper reading at university. Depending on what your purpose is, you can select which sections of the text to focus on—thereby reducing the need to read all of your text. How do you scan? Methods for scanning include: ϜϜ Skim contents pages. ϜϜ Look at diagrams / graphs / charts / illustrations. ϜϜ Skim the introductions, then the subheadings, followed by the conclusions. ϜϜ Look at the structure (note the title and date). ϜϜ Skim the abstract (i.e., the summary at the beginning of many academic articles). ϜϜ Read the first sentence of each paragraph (which should be a topic sentence).

Understanding complex texts One key strategy for effective reading is to be an active reader. Being an active reader means you analyse texts as you read—this requires us to manipulate knowledge as we consume it, which in turn enhances our chances of learning and retaining that knowledge. This active engagement with text is even more important for difficult texts. Here are some strategies for helping to make sense of difficult reading: ϜϜ Define Define difficult words and jargon as you go (with appropriate dictionaries, e.g., a specialised economics dictionary rather than a generic dictionary). ϜϜ Start with the easy stuff Read easier sections first and if there are summaries read them first too— this strategy helps to build the prior knowledge necessary to understand the more difficult sections. ϜϜ Texts too tough? Go to the library and find simpler, relevant texts to get a good

understanding and then return to your more difficult, assigned reading. ϜϜ Keep focused If your attention wanders, give yourself a break, stretch, or swap tasks to help you effectively re-focus. ϜϜ Break Have short, timed breaks when necessary. ϜϜ Ask questions Making links between our new learning and our prior learning encourages deeper learning. As previously mentioned, one way to make these links is to ask ourselves questions while we read, some helpful questions are listed in this section (SEE Are you ready for tutorial discussion? A self evaluation tool, page 35). ϜϜ Analyse the structure of each paragraph in difficult texts For really difficult texts, number each paragraph. Then, identify the purpose/main focus of each in a listlike format. In this way, you build up a framework of the author’s argument and can better understand the main ideas and how the author has structured them. This method is time consuming at first, but eventually, you begin to do it unconsciously as you read material for the first time.

5.0 Preparing for assessments 5.1 Academic Style

5.1 Academic Style

5.2 Preparing Essays and Written Assessments

Academic writing is generally thought of as prestigious in content and your style should reflect this. How? •

Use critical analysis.

5.3 Oral Presentations

Write with structure (i.e., use an introduction, body and conclusion or for shorter responses, topic sentences).

5.4 Computer Tips

Write with clarity.

Use formal language with impersonality.

5.5 Essay Vocabulary

Avoid using any slang words or colloquial language.

Avoid contraction of verbs (e.g., instead of ‘don’t’ , write ‘do not’).

A couple of the above points will be elaborated below but you can also see the reference list at the end of the O-Book to find more resources to help you develop a stronger academic style in your writing.

Critical Thinking A fundamental element of academic style is the ability to critically reflect and demonstrate a critical awareness in our writing, oral presentations and tutorial discussions. In academic contexts “critical” does not mean “negative critique”, although it can include that. Critical thinking skills can be developed in a range of ways but one key method that will help you develop these skills and attitudes is to have an awareness of the types of questions that promote critical analysis. We have constructed a list to you get started. If you use these questions regularly, the related thinking processes should help further develop your critical analysis capacities. That is, answering the questions will assist in developing your analysis for assessment tasks, especially for essays and tutorial participation. Please note, it is not necessary to answer every question in the list for every reading—this would be overkill. Respond to those which are most relevant to your interests or assessment tasks. See the table on the next page to give you more ideas for critical thinking.

Impersonality The other important stylistic consideration is impersonality. By this we mean reducing the number of human participants in your writing - reducing or eliminating the pronouns ‘you, I, and we’. There is some debate as to whether this is necessary and this is part of the reason that your computer asks you, “are you sure you want to use the passive?” when you use grammar check. Some points to be considered are: writing “I think that” is redundant because whatever you write academically that is not cited is (hopefully) what you think! Be careful with the use of ‘we’ in academic writing. Who are you talking about? The people of Newtown? Sydney? Australia? The world? In all of these cases it might be presumptive, perhaps egocentric and certainly lacking fineness of meaning to suggest that you could be speaking for a group of people, unless, of course you went around and asked them all. Whenever possible, change language to avoid these pronouns.

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Area of analysis

Question to prompt critical analysis

Audience and Style

1. Is the article clear, concise and coherent? 2. Who is the audience? 3. Is the material appropriate for such an audience? How?


4. Why is this text important?


6. Does the text add a new perspective to the field?

5. What does (or could) it add to discussions in your field?

7. How does the text relate to your Unit of Study and your assessment? 8. How does it help influence you or shape your argument?

Reliability and Credibility

9. Is it an accurate testimony? Is it expert testimony? 10. Is it a well-researched, reasonable and logical argument? 11. What bias does the author bring to the study / article (you might need to research the author’s background to find this out)


12. Does this text use—or is it influenced by—a particular theory? 13. What are its underlying assumptions? 14. Does it clearly state its theoretical basis?


15. What is the main point? 16. What are the conclusions? 17. What evidence is used and is it current? Accurate? 18. Does the evidence support the conclusions? 19. Are there other relevant considerations/arguments which strengthen or weaken the case?


20. Is the study qualitative or quantitative or a mixture of both? 21. What were the authors trying to find out? (i.e., the objective) 22. What is the study design? 23. Do the authors compare their work to prior studies? With what implications? 24. Is the study designed to fill a gap? What is that gap? 25. What research methods are used? 26. What are the advantages and disadvantages of the design?

Your Position

27. What bias did you bring to the reading? 28. What are the implications for you as a professional? 29. How does the article influence your thinking? 30. Develop at least two questions that you feel are raised by the article that could be used to facilitate class discussion.

This table was complied and adapted from the following sources: Fisher (2001) Indiana University (2003): Jamieson, 1999, Drew University: Kansas University, The KU Writing Guide: The University of Minnesota, Crookson: CGU Writing Center: (Accessed 25/7/2005, no longer current, closest current version is: University of Carolina School of Public Health (2003) (Accessed 1/3/06 but no longer functioning):

5.2 Preparing Essays and Written Assessments Borden and Rüedi (2000) distil much of the confusion about essays down to three steps that are useful for most academic contexts:

Tips for Essays ϜϜ Clearly address the question and the assessment criteria.

3. State position/thesis/your argument • Outline your argument clearly— that is, tell the reader the position you will take in relation to the question (this is also known as the “thesis statement”) • The thesis statement is the controlling idea of the paper. You may outline your thesis in one or two sentences that are clearly related to the assignment.

• Use interesting statistics to stimulate interest. • Ask a provocative question relevant to your argument. • Incorporate a surprising (but relevant) statement. • Draw on a witty quote from an important author or famous person (if this approach is acceptable in your discipline).

Some ways to start your thesis statement include:

• Provide a relevant, concise historical overview.

• The aim of the paper is to highlight that …

• Begin with an interesting fact or idea.

ϜϜ Use evidence consistently and effectively.

• This paper argues that …

• Draw an analogy or comparison, especially of dissimilar elements.

ϜϜ Reference all your sources.

• The argument constructed here is that …

ϜϜ Take an analytical approach (rather than a descriptive one). ϜϜ Structure your essay logically.

ϜϜ Take a position, be critical and persuasive. ϜϜ Be pedantic with your grammar and editing/proof reading skills (Learning Assistance Centre, 1991).

• This paper contends that …

• This paper posits that … • It is suggested that … • This essay suggests that …

Three jobs for your introduction

Other possibilities for introductions

Essentially, your introduction is a “map” of your whole essay. A good introduction is essential in positioning the reader in relation to the main arguments of the essay.

ϜϜ Define terms or concepts when necessary

Introductions should: 1. Orientate the reader to the topic • Present relevant background or contextual material. • Re-state the essay question in your own words. • Perhaps start from a broad view and narrow it down. 2. State the purpose/scope • Explain the focus of the paper. • Outline the breadth/scope of the discussion. • Explain the structure of your discussion. For example, outline the main points of your argument in the order in which they will be presented.

• If there are any ambiguous or controversial words or phrases in the topic, define or clarify them in the introduction. However, if there is a lot to say about the meaning of a word, then make a separate point in the body of the essay rather than write an overly long introduction. • Avoid dictionary definitions or those from encyclopaedias—use definitions from specialist texts or credible authors. • When giving definitions or your approach to understanding a particular term, explain how the term or its competing definitions apply to your topic. • Capture attention and stimulate the curiosity of your audience.

• Explore (briefly) the debates on the topic—what is contentious about it or still unresolved? • Use an anecdote— a brief, relevant story to interest your reader. ϜϜ Move from the general to the specific Essay topics and questions do not exist in a cultural, historical or social vacuum—there is always a relevant broader context. An interesting way to start your essay is to describe this broader topic and then to explain how the essay topic is topical in today’s context. ϜϜ Struggling for words? (SEE Chapter 5.5 Essay Vocabulary, page 42) for lists of phrases that you can use to increase the variety of the language in your academic writing. ϜϜ One final comment The first draft of your introduction should be seen as just that—a first draft. ALWAYS revise your introductions as your essay takes more solid form—after all, what you want to say in the body paragraphs may require adaptation of the introduction.

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5.3 Oral Presentations

Your audience ϜϜ Who are you talking to?

Preparation ϜϜ Research thoroughly ϜϜ Be clear and concise

SAY WHAT YOU ARE GOING TO SAY Introduction: Outline your discussion

How can you make connections that are interesting or are meaningful to them? ϜϜ What is their prior knowledge? What have previous speakers said about your topic that day and how can you connect to those earlier presentations? ϜϜ What is the audience likely to respond to? • What will they want from your presentation? How can you make it beneficial and relevant to them? • Is humour appropriate?

SAY IT Body: Divide your content into a number of sections that develop your discussion in some kind of logical or reasonable order

SAY THAT YOU HAVE SAID IT Conclusion: Summarise your arguments/points

• Will they enjoy/expect a traditional style of presentation or is innovation more appropriate?

ϜϜ What are your key messages? What are the main messages you want your audience to leave with? To help develop a clear and concise presentation you need to explicitly state your key messages in the introduction and repeat them again in the conclusion. ϜϜ Practice MANY times Develop confidence and perfect your timing by practicing lots before you present.

• Use their names, if possible

Your purpose There are usually just three basic purposes of formal presentations: 1. To inform (information) 2. To persuade (argument) 3. A combination of the above The “purpose” of your presentation should shape the way you prepare and deliver it. All presentations need a clear structure.

• Will anecdotes be appropriate?

The presentation

• What about text vs charts and graphs—how can you present in a way that is clear and engaging?

ϜϜ Greet your audience and establish a rapport

• Will they respect a formal or informal style? Will they want a simple outline or is dealing with complexity more suitable? ϜϜ Command the attention of your audience

ϜϜ Develop a coherent structure

keep them interested (e.g., “How much do you really know about the Asian Crash?”; “Ai Leen, what do you think were the key factors that contributed to the relative strength of the Australian market during the crash?”)

Plan to be engaging, confident, organised and clear Make sure they can read your overheads/slides ϜϜ When presenting, keep in mind that you are talking to people Don’t just focus on your content but rather: • Look at your audience—look at the whole room, smile • Don’t just “talk” to your lecturer or the people you know, but make eye contact with the people in your audience—they will feel more compelled to listen to what you are saying • Keep them on their toes! Ask the audience rhetorical questions to

• An attention grabber • Introduce yourself • Focus questions / rhetorical questions • A startling comment or shocking statistics • A relevant anecdote • Introduce your topic • Outline the body—your main topics in the order that you’ll present them • State your purpose ϜϜ Presenting the body • Divide your presentation into only a few sections (say, three to six) • Develop supporting points for each section • When moving from one point to the next, use transition statements (e.g., “My first point is …”, “My next point is …”, “Another important issue to address is …”, “Finally, I will conclude by summarising my argument as …”)

ϜϜ Concluding •

A conclusion ALWAYS begins with a marker, e.g. “To sum up …”

A conclusion may contain these elements: • A summary of the presentation • A clear concluding statement • A recommendation or “action statement”

Many students just let their talk fizzle out, leaving the audience confused BUT it is important to END clearly – thank the audience and clearly open the floor for questions

Distribute your handouts/documents (it is likely that your audience will be distracted by an outline if you give it out at the beginning of your talk, so distributing one at the end is often better)

Tips for presenting in groups ϜϜ Introduce each other • Introduce your group members and explain briefly what each of them will do during the presentation. • Practice may be even more important during group presentations—your timing needs to be precise so that your presentation flows and demonstrates confidence and good team work. ϜϜ Transition clearly When moving from one main point to the next or from one speaker to the next, make clear transitions between points / speakers, e.g. “And now I will handover to John who will explain….” ϜϜ Involve your audience Use questions, their background, connect to their previous knowledge, show how this presentation is relevant or significant to them, etc. ϜϜ Don’t develop too much material to present Focus on the key issues—putting

too much information on slides and handouts may confuse or distract your audience. ϜϜ Rehearse Practice as much as possible, with friends if you can, or in front of a mirror; you can also record yourself to self-evaluate. ϜϜ Think about body language and the physical surroundings When you are rehearsing, think about your physical presence—will you be sitting down, and where? Or will you stand up and where? Will you write something on the board and what? Will you sit behind the front table facing the audience, or will you sit on it? Will you use the overhead projector? What will happen to your audience’s attention if you turn your back? What position and location will best convey your message to your audience? Your audience will find it more interesting if you look at them, rather than looking down the whole time. ϜϜ Don’t read Use points to present from rather than writing out your presentation word-for-word.

The F12 function is another important function to be aware of. This function key allows you to re-save your documents under a different name. Regularly save different versions of your work to protect yourself in case any material is lost or if you want to access previous drafts. For example, you could save an essay as: ACCT1001 Task1 v1.doc, ACCT1001 Task1 v2.doc, and ACCT1001 Task1 v3.doc. “v” stands for “version”. So you have version 1 saved, version 2 saved, and so on. This means that as your ideas develop through the writing process you can access earlier ideas if you want to.

Shortcuts Highlight the text you want to apply the short cut to, and you’re away!! Ctrl + c COPY Ctrl + s SAVE Ctrl + x CUT F12


Ctrl + v PASTE Ctrl + e CENTRE Ctrl + a SELECT ALL Ctrl + l LEFT JUSTIFY Ctrl + p PRINT Ctrl + r RIGHT JUSTIFY

5.4 Computer Tips

Ctrl + b BOLD

Are you finding your typing a little slow? Are you taking FOREVER to format your assessment tasks? Learning about keyboard shortcuts might help you become faster and more efficient on the computer (but are only for Microsoft Word users).


Saving your work “Ctrl + S” to save your work is perhaps the most important keyboard shortcut. Computers have a habit of “freezing” or “shutting down” and you can easily lose hours of work. Get into the habit of saving your work very regularly, perhaps after every major change you make to the document.

Ctrl + z UNDO Ctrl + n NEW DOCUMENT Ctrl + i ITALICS

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5.5 Essay Vocabulary See following tables for information on essay vocabulary.

To signal sequence or addition accordingly actually additionally afterwards again also and another as was previously stated as well as at the same time besides this consistent with this correspondingly equally important finally first… second… third Further Furthermore in addition in a like manner in the same way including Initially / in the first Place last likewise more importantly moreover next originally overall primarily similarly to begin with too what is more

To signal time after afterward as long as as soon as at first at last at length at the same time before concurrently currently during finally following immediately in the future in the meantime last, but not least later meanwhile next once presently previously rarely simultaneously sometimes subsequently then this time until, until then whenever while

To show --results accordingly as a result consequently for this reason… hence in other words in that case it follows that… it is evident that… otherwise owing to x… resulting from this so it can be seen that… that being the case therefore this implies that this suggests that… thus under those circumstances To introduce evidence/support/ reasons contradictory to this contrarily in support of this it follows from … this is clear because the evidence for … is the reasons for … are this is supported by to affirm this to attest to this to corroborate to explain to further confirm to further verify to list to substantiate this / in substantiation

To signal repetition, summary or conclusion accordingly all in all all together as a final point as a result as I have noted as indicated earlier as mentioned as previously stated as we have seen briefly by and large consequently finally given these facts hence in brief in conclusion in other words in short in summary / to sum, in summation on the whole overall since so summing up then therefore thus thus we can see that... to conclude to recapitulate to repeat to review

To introduce causes or effects accordingly as a result because consequently due to for as much as for that reason hence in as much as in that in view of on account of owing to since then therefore thus to narrow the focus after all from this perspective from this point of view given this context in fact in order to in other words in particular in this case in this context indeed particularly put another way specifically that is this is particularly true when… under certain circumstances up to a point with this in mind

References To contrast after all although alternately and yet at the same time be that as it may but contrastingly conversely despite dissimilarly even though for all that however in contrast in contrast to this in opposition to this in reality in spite of this inconsistent with this is the… instead meanwhile nevertheless nonetheless notwithstanding on the contrary on the one hand on the other hand otherwise paradoxically rather than regardless of still though whereas when in fact yet

To compare Also analogous to another similar issue is at the same time by the same token equally in comparison in like manner in similar fashion in the same way likewise similarly To clarify in other words that is that is to say this means that to clarify to elaborate to explain to paraphrase to put it another way To show Purpose in order to in the hope that for the purpose of to the end that with this end with this object(ive) To dismiss all the same at any rate either way in any event in either case whatever happens

To signal concession Admittedly Albeit although it is true that certainly even so granted it may appear that knowing this naturally of course this is only the case when… while this is true while it may seem that To signify a condition granting that in the event of on the condition that providing that so long as To prove examples as an illustration by way of example for example for instance in particular in support of this notably to demonstrate to elaborate to exemplify to highlight to illustrate specifically that is

To reference concerning this considering this with respect to with regards to To situate adjacent alongside at the side beyond further on here / there in the back in the background in the distance in the foreground in the front nearby on the right on the left opposite To emphasise above all as a matter of fact certainly chiefly especially importantly in any case in particular indeed it must be emphasised that mainly mostly notably obviously of course particularly primarily specifically truly undoubtedly

The Essay Vocabulary table is © 2006 Kellie Morrison. This resource was developed from her teaching, but was expanded in 2006 after consultation with the following resources: Montgomery County Public Schools. (2001). Transition Words. Accessed May 1st, 2006 from www.mcps.k12. forms/wrtransitionwds.pdf Jefferson County Schools. (2003). Transition Words. Accessed May 1st, 2006 from transition.htm Oberlin College. (2006). Paraphrasing Tips. Accessed May 1st, 2006 from www. students/paragraphs Dowell. J. A. (1997). Transition Words. Accessed May 1st, 2006 from www.msu. edu/~jdowell/135/transw. Farren. B. (2002). Transition Words List. Accessed May 1st, 2006 from www.cms. willian%20farren/Pages/ express/TWlistGL Kilborn. J. (1999). Transition Cues. Accessed May 1st, 2006 from http://leo.stcloudstate. edu/style/transitioncues.html Kirszner. L. G. & Mandell. S. R. (2002). The Holt Handbook. Accessed May 1st, 2006 from http://holthandbook. instructor/ transparencies/Holt_TM1.pdf Moiles. S. (2005). Transitions. Accessed May 1st, 2006 from Salem. N. M. (2006). Coherence: Transition Words. Accessed May 1st. 2006 from links Taraba. J. (2005). Transitional Words and Phrases. Accessed May 1st, 2006 from http:// writing/wweb/trans1

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6.0 Preparing for exams 6.1 Study Strategies 6.2 Tips for Sitting Exams

6.1 Study Strategies

Use relationships to memorise

Revise regularly and be consistent

Understanding the relationships between concepts and other information, such as their similarities and differences, and using their relationship to information already known is a definite advantage during the stress of an examination.

6.3 Essay Exam Tips

Revision should be consistent if you are to gain a deep understanding of a subject.

6.4 Multiple Choice Exam Tips

Don’ t rush

6.5 Exam Anxiety

Deep learning takes time and continuous effort. Cramming might help you remember a few facts for a short time but will not give you the overall understanding of a subject which you should be striving for in your university education.

Take time to plan to study effectively Organise a study schedule as soon as possible at the start of the semester— map out your assessment due dates and allocate time for extra study. Our Faculty’s weekly planners can be found here: StudentResources

Use variety In addition to making summaries of your lecture notes, use other strategies too, such as Mind Maps. For Mind map tips go to: maps learningskills/mindmap/index.html

Practise previous exam papers Find copies of previous exam papers from the library (if they are available). Do this as early as possible in the revision process. Complete them in the required time limit to practice applying what you have learnt to specific topics.

Form study groups with peers Join the PASS program if it operates in your Unit of Study. You can also form your own study group.

Attend lectures Pay attention in lectures and tutorials for information relevant to exams and try to predict the main topics that will be examined. For more study tips, go to: success/study.html

6.2 Tips for Sitting Exams

6.3 Essay Exam Tips

6.5 Exam Anxiety Exam anxiety can be caused by a number of factors. Generally, students feel very anxious either because they are not well prepared for the exam or they are well prepared but they are so ‘over- motivated’ that they feel anxious and under stress.

Know exactly when and where your exam is to be held so that you can arrive comfortably on time.

Develop a framework by making an outline, either mentally or on paper—on paper is usually better as it is easy to forget an important point when you are under the pressure of an exam—if your structure is on paper you can easily refer to it later in the exam.

Make sure your name and exam number are on each examination script.

Write with “structure” so that even exam essays have an introduction body and conclusion.

Know the space

Read instructions and follow them carefully Read the exam instructions carefully, checking on the format, time limit, number of questions to be answered and the marks for each question.

Skim Skim through the entire paper to get a general overview (reading time is often allocated for this).

Allocate your time strategically and attempt every question Divide your time between all questions in terms of distribution of marks, e.g., if a question is worth only 2% of total marks, then only allocate 2% of the total exam time to answering it.

Read questions carefully In essay and short answer exams be careful to read the question for its overall meaning and purpose, rather than just identifying the topic and then writing everything you know about that topic.

Answer the questions in order of preference For example, answer the questions that you feel most confident with first or perhaps you prefer to attempt the harder questions first to get them out of the way.

6.4 Multiple Choice Exams Tips ϜϜ Look for key words such as ‘always’, ‘never’, ‘all’, ‘none’, ‘sometimes’, ‘best’, ‘least’ etc. - these qualifiers may determine the accuracy of the statement ϜϜ Answer the questions you know first and then return to those you’re not sure about when time permits ϜϜ Check that each answer corresponds to the correct exam question ϜϜ Guess only if there is no penalty for wrong answers

Whatever the causes, what can you do to relax? ϜϜ Be thoroughly prepared for your exams ϜϜ Be well informed about the time, location, format and types of exams that you have to sit. You cannot be given special consideration for turning up to an exam on the wrong day, at the wrong time or in the wrong location ϜϜ Design and commence a revision program at the beginning of semester ϜϜ If your anxiety stems from the expectations of others such as family members, discuss your fears with them so that they can understand your situation ϜϜ Practise relaxation and stress management techniques If none of this works and you still feel extremely anxious, consult the University’s Counselling Services for suggestions about how to relax and develop positive attitudes about yourself and your abilities. Moreover, both the Faculty and the Learning Centre offer workshops before exam time to give you practice in exam techniques, particularly in reading exam questions and preparing written answers.

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7.0 Key terminology 7.1 Key Terminology All the new terms that you hear at university can seem confusing! We have developed this list to help you become familiar with the different terms. Understanding “the lingo” will help you make the most of the opportunities that the University offers and also better understand the regulations within which you are studying. For more information, please see the Faculty of Economics Handbook: handbooks_admin/economics_ business

Academic Record

Course rules and associated Faculty Resolutions can be found in the Faculty Handbook: handbooks_admin/economics_ business.shtml

Credit Points A measure of value indicating the contribution each unit of study provides towards meeting course requirements, stated as a total credit point value. Each unit of study has a credit point value assigned to it (usually 6 credit points).


The complete academic history of a student at the University.

Students enrol in a course by registering, through MyUni or with the supervising Faculty, for the units of study to be taken in the coming year or session.

Academic Transcript

Ma jor

A printed statement which states your academic record at the University. There are two forms of Academic Transcripts: External and Internal.

A Major is a defined program of study, generally comprising specified units of study from later stages of the award course. Students select and transfer between majors by virtue of their selection of units of study.

Award Course A formally approved program of study that can lead to an academic award granted by the University. The University broadly classifies courses as Undergraduate and Postgraduate (research and coursework).

Core Unit of Study A unit of study (UoS) that is compulsory for the degree or subject area.

Course Rules Course rules (or “degree rules”) govern the requirements for award courses. They describe length of study, types of units, how to obtain a major, and credit points needed to complete a degree—e.g., the rules that govern the allowable enrolment of students per semester state that the standard credit point load per semester for full time students is 24 credit points & permission is needed for more than 28.

One or more majors may be prescribed in order to satisfy course requirements. Resolutions of the Senate: The regulations determined by the Senate of The University of Sydney that pertain to award course requirements and other academic or administrative matters.

Resolutions of the Senate It is important that students familiarise themselves with the Resolutions of the Senate for their particular award course. Senate Resolutions can be found in The University of Sydney Calendar: pub/calendar

Semester The academic teaching period of approximately 14 weeks duration (13 of which are teaching weeks).

Special Consideration Students who have medical or other serious problems, which may affect performance in any assessment, may request special consideration in relation to the determination of their results. You can find information on special at: specialcon

Student ID Card All students who enrol are issued with an identification card. The card includes your name, SID, your course code, and your library borrower’s bar code. The card identifies you as eligible to attend classes and must be displayed at formal examinations, to secure student concessions, and to borrow books from the University Library.

Student Identifier (SID) The SID is a nine-digit number which uniquely identifies a student at the University.

Testamur A certificate of award provided to a graduate usually at a graduation ceremony.

Timetable The schedule of lectures, tutorials, laboratories and other academic activities that a student must attend. Your personalised timetable can be accessed via MyUni.

Unit of Study (UoS) In general terms, a Unit of Study is equivalent to a “subject”. Each UoS is identified by a unique sequence of eight characters (e.g., ACCT1001 which stands for the UOS Accounting 1A). For more details see:

8.0 Bibliography and guides 8.1 Bibliography

8.2 Guides

Adams, T. W. (1989). Inside Textbooks: What Students Need to Know. Addison-Wesley: New York.

Turney, C. & Teo, R. (1994). You Can Make It. Sydmac Academic Press: Sydney.

Arnaudet, M. L. & Barrett, M. E. (1990). Paragraph Development: A Guide for Students of English. Prentice-Hall: New Jersey.

Fisher Curriculum: 378.1702812 34

Borden, I. & Rüedi, K. (2000). The dissertation: An Architecture student’s handbook. Architectural Press: Oxford. Dixon, J. (1988). How to be a Successful Student. Penguin: Ringwood.

Lewis, M., & Reinders, H. (2003). Study skills for speakers of English as a second language. Basingstoke: Palgrave Macmillan. Health Sciences: 428.24 LEW Cottrell, S. (2003). The study skills handbook. 2nd ed. Palgrave Macmillan: Basingstoke.

Fisher, A. (2001). Critical thinking: An introduction. Cambridge University Press: Cambridge.

Fisher Curriculum: 371.30281 41

Harman, C. & Freeman, R. (1984). How To Study Effectively. The National Extension College: Cambridge.

Cadogan, J. (c1990). Survive exams: study effectively & succeed. Sydney: Hobsons Press

Howe, W. (1994). Life’s Little Study Tips. Hale & Iremonger: Sydney.

Fisher Research: 371.30281 6

Jordan, R. R. & Nixson F. I. (1986). Language for Economics. Collins: London. Learning Assistance Centre (1994). Independent Learning Resources. Learning Assistance Centre Publications, University of Sydney: Sydney. Learning Assistance Centre (1991). Writing Practice for University Students. Learning Assistance Centre Publications, University of Sydney: Sydney. Lebauer, R. S. (1988). Learn to Listen; Listen to Learn. PrenticeHall: New Jersey. Oshima, A. & Hogue, A. (1983). Writing Academic English. Addison-Wesley: Sydney. Packham, G., M. McEvedy, R. & Smith, P. (1985). Studying in Australia: Writing Assignments. Nelson: Melbourne. Smith, M. (1994). Study Secrets. Dellasta: Mount Waverley. Smith, M. and Smith, G. (1988). A Study Skills Handbook for Students Studying in English. Oxford University Press: Melbourne. Thompson, R. A. (1984). Sense and System in English Sentences. CR Press: Newtown. Todaro, M. (2000). Economic development. Addison Wesley: Reading. pp 170-175. Weissburg, R. & Buker, S. (1990). Writing Up Research. Prentice Hall: New Jersey.

Waters, M., & Waters, A. (1995). Study tasks in English. Cambridge: Cambridge University Press.

8.0 Bibliography and Guides

Orientation Handbook - 47

48 - Faculty of Economics & Business

9.0 Maps 9.1 Merewether Building Level 1

CITY ROAD MEREWETHER LECTURE ROOM 2 (Access only available from Level 1)

MEREWETHER LECTURE ROOM 1 (Access only available from Level 1)








SEMINAR ROOM 10 (SR10) TOILETS (Including Disabled)

PASS Program


Dean of Graduate Studies

Want some help you’re your studies? Want to study with friends? Join the PASS program! Registrations open first week of each semester

9.2 Merewether Building Level 2

TO CITY ROAD MEREWETHER LECTURE ROOM 2 (Access only available from Level 1)

SIO (Student Information Office)

MEREWETHER LECTURE ROOM 1 (Access only available from Level 1)


Assignment Submission Boxes Peer Mentoring & PASS Office


Peer Mentoring Program POSTGRADUATE PROGRAM ADVISER ROOM 260 Kate Munro

GOVERNMENT & INTERNATIONAL RELATIONS DISCIPLINE OFFICE M269 This office is generally staffed by Mrs Maria Robertson

Want to settle in to your university studies more quickly and meet some new friends?


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9.0 Maps

Orientation Handbook - 49

50 - Faculty of Economics & Business

9.3 ITLS Burren Street Map

Economics and Business Building Merewether Building

Burren Street Campus Building

10.0 Planner SEMESTER 1 PLANNER, 2009

Improve your time management - Plot ALL your assessment tasks for each Unit of Study on this planner to better prepare for major tasks WEEK

































MAY 11


MAY 18


MAY 25













10.0 Planner

Orientation Handbook - 51

Contacts University of Sydney Admissions Office T: +61 2 9351 4117/4118 F: +61 2 9351 4869 E: International Office T: +61 2 9351 4079/4161 F: +61 2 9351 4013 E: Universities Admissions Centre (UAC) Locked Bag 112 Silverwater NSW 2128 T: +61 2 9572 0200 E:

For more information Faculty of Economics and Business Office of Learning and Teaching The University of Sydney NSW 2006 Australia

The Office of Learning and Teaching in Economics and Business... supporting the Faculty’s mission to be a leading learning community Produced by the Faculty of Economics and Business, January 2009 The University reserves the right to make alternations to any information contained within this publication without notice.

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University of Sydney Orientation Handbook  

Faculty of Economics and Business

University of Sydney Orientation Handbook  

Faculty of Economics and Business


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