MKT100 Principles Of Marketing :
MKT100 Principles Of Marketing Unit Outline
Read this document to learn essential details about your unit. It will also help you to get started with your studies.
Semester 1, 2023
Bachelor of Business (CRICOS Course Code: 111606B)
Contents
Prescribed and Recommended Readings 4
Assessment Details, Grading Criteria and Standards 6
Key Policies, Student Responsibilities and Support 16
Marketing professionals need to be able to understand the marketing process and the marketing related decisions that organisations must take to satisfy the needs and wants of customers.
Principles of Marketing provides students with essential theoretical and conceptual knowledge of marketing fields and environments and how these contextual factors will affect marketing decisions. This unit also introduces the students to the theory of consumer behaviour, market segmentation and marketing research and marketing mix.
Students will develop skills in the application of marketing concepts that inform the practical tools which marketers use to plan, implement, and evaluate marketing decisions to identify and develop potential marketing solutions.
The aim of this unit is to develop students’ knowledge on how firms market products, and their
understanding of the role of marketing within the organisational, business and social environment.
On successful completion of this unit, students will be able to:
- Explain the key concepts and principles of marketing used in analysing various marketing mix tools (product, price, place, and promotion) at local and global levels;
- Communicate marketing messages that align with business strategy and customer/client characteristics;
- Apply theoretical frameworks to decision-making to resolve practical marketing problems.
Academic Director
This unit falls under the Academic Director who is responsible for the overall academic integrity of the unit. Under the advice of the Dean and in conjunction with lecturers/tutors, the Academic Director curates the unit content, designs all learning activities, sets assessment tasks and oversees the administration of the unit.
Lecturer/tutor
| Pre-requisites |
Mr Alli Abdurahman – [email protected] Ms Han Ding – [email protected]
There are no prerequisites for this unit.
Prescribed
Armstrong, S., Adam, S., Denize, S. & Kotler, P. (2018). Principles of Marketing. 7th ed. Pearson Australia.
Recommended
Lamb, C. W., Hair, JF., McDaniel, C., Summers, J., Gardiner, M. (2018). MKTG4. 4th ed. Cengage Australia.
Solomon, M. R., Marshall, G. W., Stuart, E. W., Barnes, B., Mitchell, V., Tabrizi, W. (2019). Marketing: Real People Real Decisions. 3rd ed. Pearson Publication.
Reference Journals
Academy of Marketing Science European Journal of Marketing Harvard Business Review Journal of Marketing
Journal of Marketing Management Marketing Theory
Useful Websites
Australian Marketing Institute (AMI) https://ami.org.au/
Marketing Association of Australia and New Zealand https://marketing.org.nz/about-us
Australian Market & Social Research Society https://www.amsro.com.au/
Public Holidays
If your class falls on a designated Public Holiday in New South Wales, in consultation with your Academic Director, you are required to arrange a make-up class. If arranging a make-up class is not workable, you may be requested to pre-record your lecture and tutorial session(s) for students to access in their own time.
Assessment tasks provide an opportunity for students to develop and consolidate their knowledge of each weekly topic by undertaking research, solving problems, preparing reports, case analysis and formulating advice or giving presentations.
| Assessment | Description | Weightage |
| Assessment 1 | Individual Research Report For this assessment, students are required to choose a public marketing message from a specific organization and explain the marketing mix components that they can identify in the message as well as the intended audience. (500 words, plus/minus 10%) | 10% |
| Assessment 2 | Individual Case Study Analysis Report In this assessment, students are required to write a situation analysis report based on a Tutor/Lecturer selected organisation’s marketing programs using marketing concepts and strategic tools such as PESTLE, SWOT but no limited to only these tools to reach a conclusion of the attractiveness of the current target market of the selected organisation. Students are required to research widely and present their findings in a business report format (2000 words plus/minus 10%). Students must use relevant citations and references to support their analysis. | 20% |
| Assessment 3 | Group Case Study Analysis Report and Presentation The aim of this assessment is to allow students to identify problems in the marketing strategy adopted by a company in relation to a product and propose appropriate strategies for improving the marketing of the product. Students must also present a summary of their report as an in- class presentation. (word limit: (3000 words, plus/minus10%).Group marks may be adjusted into individual marks using peer assessment tools such as SPARK software. | 40% |
| Assessment 4 | Final Exam The final exam will be of a 1.5-hour duration with 10 mins reading time. This assessment is designed to test the students’ overall grasp of topics studied in this unit. Students will be required to formulate and defend theoretically and conceptually sound and evidentially supported strategies in response to hypothetical problems. | 30% |
MKT100 Principles Of Marketing Grading Criteria
The student assessment performance in individual units shall be graded in accordance with the following guidelines:
| Grade | Cod e | Mark range | Description |
| High Distinction (outstandin g performanc e) | HD | 85% and above | Complete and comprehensive understanding of the unit content; development of relevant skills to an outstanding level; demonstration of an extremely high level of interpretive and analytical ability and intellectual initiative; and excellent achievement of all major and minor objectives of the unit. |
| Distinction (very high level of performance) | D | 75-84% | Very high level of understanding of the unit content; development of relevant skills to a very high level; demonstration of a very high level of interpretive and analytical ability and intellectual initiative; and comprehensive achievement of all major and minor objectives of the unit |
| Credit (high level of performanc e) | C | 65-74% | High level of understanding of the unit content; development of relevant skills to a high level; demonstration of a high level of interpretive and analytical ability and achievement of all major objectives of the unit; some minor objectives not fully achieved. |
| Pass (competent level of performance) | P | 50-64% | Adequate understanding of most of the basic unit content; development of relevant skills to a satisfactory level; adequate interpretive and analytical ability and achievement of all major objectives of the unit; some minor objectives not achieved. |
| Fail – unsatisfactory performance | F | below 50% | Inadequate understanding of the basic unit content; failure to develop relevant skills; insufficient evidence of interpretive and analytical ability; and failure to achieve some or all major and minor objectives of the unit. |
| Grade Pending | GP | A final grade is yet to be awarded for the unit as students have not yet completed all the assessment tasks and special consideration has been approved due to medical grounds or exceptional circumstances beyond the control. This is a temporary grade only and must be finalised before the end of the following semester. | |
| Supplementary Exam | SX | A final grade is yet to be awarded for the unit as a supplementary exam in the last term only and under special circumstances approved by the Dean for students who have failed the unit and obtained a total mark between (46- 49%), provided the student has completed all other assessment units. This is a temporary grade only and must be finalised before the end of the following semester. | |
| Withdrawn from Course | WD | The student has withdrawn from the Course after the census date without penalty. | |
| Advanced Standing | AS | Credit has been granted for the unit of study following an application and its approval for Advanced Standing. | |
| Deferred Assessment | DEF | Deferral has been granted for one or more assessment tasks via Special Consideration. | |
| Absent Fail | AF | If students did not attempt one or more assessments. | |
| Withdraw Fail | WF | Student has withdrawn from the course after the census date. |
Rubric for Marketing Assessment 1 – Individual Research Report
| Fail (0 – 49%) | Pass (50-64%) | Credit (65-74%) | Distinction (75-84%) | High Distinction (85 – 100%) | |
| Identify and explain the marketing mix. (Weighting 50%) | Fails to identify the marketing mix components and intended audience and fails to explain the key concepts. | Largely accurate identification of mix components and intended audience with reasonable explanation. | Accurate identification and good explanation of the marketing mix components and intended audience and demonstrates a above average understanding of the key concepts. | Accurate identification and in-depth explanation of marketing mix components and intended audience and demonstrates a sound understanding of the key concepts studied. | Accurate identification and exceptional explanation of marketing mix components and intended audience and demonstrates exceptional understanding of the key concepts studied. |
| Use of academically appropriate, writing style and referencing. (Weighting 25%) | Fails to use an academically appropriate writing style and/or referencing. | Uses an academically appropriate writing style and referencing. | Uses an academically appropriate writing style and referencing to an above average standard. | Uses an academically appropriate writing style and referencing to a very high standard. | Uses an academically appropriate writing style and referencing to an exceptionally high standard. |
| Effectiveness of communication. (Weighting 25%) | Written communication is poor. | Written communication is easy to follow. | Written communication is clear and succinct to an above average standard. | Written communication is clear and succinct to a very high standard. | Written communication is clear and succinct to an exceptionally high standard. |
Rubric for Assessment 2 – Individual Case Study Analysis Report
| Fail (0 – 49%) | Pass (50-64%) | Credit (65-74%) | Distinction (75-84%) | High Distinction (85 – 100%) | |
| Ability to describe, explain and apply key marketing concepts and tools. (Weighting 35%) | Inaccurate description and explanation of marketing concepts and tools. Demonstrates a lack of understanding of the theoretical models studied. | Largely accurate description and explanation of marketing concepts and tools. Demonstrates an average understanding of the theoretical models studied. | Good description and explanation of marketing concepts and tools. Demonstrates an above average understanding of the theoretical models studied. | In-depth description and explanation of marketing concepts and tools. Demonstrates a sound understanding of the theoretical models studied. | Exceptional description of marketing concepts and tools. Demonstrates exceptional understanding of the theoretical models studied. |
| Analysis (Weighting 30%) | You have demonstrated no or little analytical rationale. No evidence of being able to apply the strategic tools to provide analysis. | You have demonstrated some degree of analytical rationale. You have displayed limited application of strategic tools to provide analysis. | You have demonstrated a reasonable analytical rationale. You have displayed some application of strategic tools to provide reasonable reasons for outcomes. | You have demonstrated a sound analytical rationale. You have displayed a reasonable amount of application of strategic tools to provide sound reasons for outcomes. | You have demonstrated a thorough analytical rationale. You have used the strategic tools to provide well thought-out reasons for outcomes. |
| Depth and credibility of research (Weighting 20%) | You have not demonstrated that you have conducted enough research (e.g., insufficient references to credible sources), and/or you have relied on doubtful sources. | You have demonstrated that you have conducted enough research (e.g., based on the number of references to credible sources), and you have relied on credible sources. | The depth and credibility of your research is above average (based on the number and quality of your sources). | The depth and credibility of your research is very good (based on the number and quality of your sources). | The depth and credibility of your research is exceptional (based on the number and quality of your sources). |
| Use of academically appropriate, writing style and referencing (Weighting 15%) | Fails to use an academically appropriate writing style and/or referencing. | Uses an academically appropriate writing style and referencing. | Uses an academically appropriate writing style and referencing to an above average standard. | Uses an academically appropriate writing style and referencing to a very high standard. | Uses an academically appropriate writing style and referencing to an exceptionally high standard. |
Rubric for Assessment 3 – Group Research Report
| Fail (0 – 49%) | Pass (50-64%) | Credit (65-74%) | Distinction (75-84%) | High Distinction (85 – 100%) | |
| Identify and explain. (Weighting 25%) | Fails to identify and explain the problems in the marketing strategy. | You have identified some problems and demonstrated a satisfactory understanding of the concepts and theories studied. | You have identified all marketing issues and demonstrated an above average understanding of the concepts and theories studied. | You have identified all marketing issues and demonstrated a very good understanding of the concepts and theories studies. | You have identified all marketing issues and demonstrated an exceptional understanding of the concepts and theories studies. |
| Recommendation of appropriate strategies. (Weighting 25%) | No analysis presented and no strategies explored. | Incomplete analysis presented and some strategies explored. | Complete analysis presented and appropriate strategies explored. | Strong analysis presented and acceptable strategies explored. | Exceptional analysis presented and acceptable strategies explored with references to theories and concepts studied. |
| Use of academically appropriate document style, writing style and referencing system. (Weighting 20%) | You have not used an academically appropriate writing style and/or referencing system (e.g., you have used common terms or overly formal language or failed to use a recognised referencing system i.e., APA) . | You have used an academically appropriate writing style and referencing system. | You have used an academically appropriate writing style and referencing system to an above average standard. | You have used an academically appropriate writing style and referencing system to a very high standard. | You have used an academically appropriate writing style and referencing system to an exceptionally high standard |
| Effectiveness of communication. (Weighting 15%) | Your written communication is poor. | Your written communication is easy to follow. | Your written communication is clear and succinct to an above average standard. | Your written communication is clear and succinct to a very high standard. | Your written communication is clear and succinct to an exceptionally high standard. |
| Presentation comprehension. (Weighting 15%) | Presenters don’t understand the topic. Majority of questions answered by only one member. | Members show satisfactory understanding of the topic. Group members attempt to participate in audience questions. | Most show a good understanding of the topic. Majority of group members participate in audience questions. | Most show a good understanding of the topic. All members are able to answer most of the audience questions. | Extensive knowledge of the topic. Members show complete understanding of the assignment.. Accurately answer all questions posed. |
Rubric for Assessment 4 – Final Exam
| Fail (0 – 49%) | Pass (50 – 64%) | Credit (65-74%) | Distinction (75-84%) | High Distinction (85 – 100%) | |
| Responses to the long answer questions demonstrate knowledge and understanding of the key concepts, and ability to explain using relevant and explained examples. | Does not demonstrate a sufficient understanding of the concepts through descriptions, explanations or discussion of the content. Examples are not provided, not relevant, or not adequately explained or justified. | Demonstrates knowledge of the concepts through descriptions and explanations of the content. Relevant examples provided in somewhat limited capacity. | Demonstrates a carefully constructed application of most concepts through descriptions and explanations of the content. Relevant examples are provided and explained in detail. | Demonstrate well-considered knowledge of the concepts through descriptions and explanations of the content. Relevant examples provided, explained and accurately portray the concept. | Demonstrates a comprehensive well- articulated credible analysis of theory seamlessly supported by case study examples and descriptions, that detail relevant information in answering the question. |
| Responses to the short answer questions demonstrate knowledge, understanding and skills relating to the unit. | Does not demonstrate a sufficient understanding of the concepts through descriptions or explanations. | Demonstrates knowledge of the concepts through descriptions which meet the textbook content but do not show any further extension of theory. | Demonstrate credible knowledge of the concepts through descriptions, explanations and discussion, limited to textbook extension material. | Demonstrates well- considered knowledge of the concepts clearly articulated through descriptions and explanations of the textbook content with use of extension material clearly demonstrated to have come from other sources. | Demonstrates a comprehensive well- articulated credible analysis of theory seamlessly supported by case study examples and descriptions, that detail relevant information that shows evidence of an abundance of source material. |
Link Between Assessment Tasks and Learning Outcomes.
Each assessment task contributes towards attainment of the ULOs and CLOS.
| Assessment Task | Individual Research Report | Individual Case Study Analysis Report | Group Case Study Analysis Report and Presentati on | Final Exam |
| ULO to which this assessment task contributes | ULO 1 | ULO 1 – 3 | ULO 2 – 3 | ULO 1 – 3 |
| CLOs to which this assessment task contributes | CLO 1 – 6 | CLO 1 – 6 | CLO 1 – 6 | CLO 1 – 6 |
Graduate Attributes
The graduate of Southern Cross Institute will have the following attributes at AQF Level 7:
- Be effective communicators in the face to face and technologised contexts;
- Be broadly knowledgeable in the theoretical and conceptual fields of business with in- depth knowledge of their sub-discipline;
- Be able to professionally apply theoretical, conceptual and procedural knowledge to analyse and solve complex problems in business environments;
- Be self-directed, critical thinkers able to liaise, cooperate and work effectively and supportively with others;
- Be culturally adept and promote inclusivity and equity for all members of their local, regional and international communities;
- Synthesise, analyse and use the information to support ethical, evidence-based decision making and lifelong learning.
Accreditation
As part of their specialisation study, SCI graduates of Bachelor of Business – Accounting will meet the prerequisites for their eligibility to apply for the membership of professional bodies in accounting area such as Certified Practicing Accountants Australia, the Institute of Chartered Accountants of Australia and New Zealand, and/or the Institute of Public Accountants.
| Course learning Outcomes | |||
| Accounting Major | Information Systems Major | Hospitality Management Major | Human Services Management Major |
| 1. Demonstrate an advanced understanding of theories, principles, and concepts relevant to the broad field of business. | |||
| 2. Communicate effectively with diverse business stakeholders in technologised, written and face to face contexts. | |||
| 3. Be self-directed and critically reflective in business contexts requiring collaborative and independent work. | |||
| 4. Apply specialised field knowledge and technical skills to develop and evaluate business solutions in a range of Accounting contexts. | 4. Apply specialised field knowledge and technical skills to develop and evaluate Information Systems solutions in a range of business contexts. | 4. Apply specialised field knowledge and technical skills to develop and evaluate business solutions in a range of Hospitality contexts. | 4. Apply specialised field knowledge and technical skills to develop and evaluate business solutions in a range of Human Services contexts. |
| 5. Source, generate and synthesise relevant information to support evidence- based Accounting decision-making processes and lifelong learning. | 5. Source, generate and synthesise relevant information to support evidence-based Information Systems decision-making processes and lifelong learning. | 5. Source, generate and synthesise relevant information to support evidence-based Hospitality decision- making processes and lifelong learning. | 5. Source, generate and synthesise relevant information to support evidence-based Human Services decision-making processes and lifelong learning. |
| 6. Recognise the relationship between Accounting profession and society through practicing socially responsible and sustainable management that benefits diverse communities. | 6. Recognise the relationship between the field of Information Systems and society through practicing socially responsible and sustainable management that benefits diverse communities. | 6. Recognise the relationship between Hospitality profession and society through practicing socially responsible and sustainable management that benefits diverse communities. | 6. Recognise the relationship between Human Services profession and society through practicing socially responsible and sustainable management that benefits diverse communities. |
Approved Changes to Assessment Tasks
Any approved changes to assessment tasks, including submission dates, will be notified via the Learning Management System (LMS).
Assessment Moderation
SCI is committed to ensure academic rigour and consistency in marking, including that marks reflect the academic standard required by the national policy for regulated qualifications in Australian education and training (the ‘AQF’) and in accordance with the Institute’s Assessment Moderation Policy and Procedure.
Assessment Feedback and Results
The results for each assessment task, other than the final exams, will be available via the Learning Management System (LMS). Students will receive assessment feedback in timely manner within 2 weeks from the submission date.
Result in individual assessment and grades awarded in a unit will be displayed or published to each student on the Institute’s Learning Management System (LMS) and in accordance with Assessment Policy and Procedure.
Late Submission
Student will be penalised five (5) percent of awarded marks per day for up to two (2) weeks. For work submitted two (2) after the due date, a mark of zero will be awarded. For further information about the penalties and other consequences of late submission of assessment tasks please refer to Assessment Policy and Procedure.
Unit delivery
Students will have a two-hour lecture and a two-hour tutorial in this unit. The lectures are conducted in a seminar style and address the contents of theunit and draw on the students experience and preparatory readings. The tutorials involve class discussions of assigned case studies, practice sets, calculation, and problem-solving exercises. The tutorials will also involve group work to develop your teamwork skills.
Software and hardware
Students are required to have access to a computer with in-built or attached camera, a headset with built-in microphone and a stable internet connection for the duration of the course. Students are advised to attend each class and fully participate in the interactive activities undertaken during classes.
Student email accounts
Students are required to use their official Institute student email address for all email correspondence with Institute staff. Staff are unable to reply to other email addresses.
Oasis
The Oasis contains all your learning resources for the unit.
You should familiarise yourself with the Oasis prior to your first class and consult the Oasis each week throughout the course. Key learning resources available via the Oasis include:
€ Class details – You can access your class details via the Oasis. This is where you will join your scheduled lectures and tutorials.
€ Unit communication – Your unit lecturers will communicate with you via the Oasis. Your unit lecturers will post announcements.
€ Assessments – You will complete or submit assessment tasks via the Oasis, typically via a Turnitin Dropbox.
€ News forum – You will be able to read, post and discuss with your fellow student’s news
articles relevant to the unit subject matter. This will help you to keep across current events and deepen your knowledge of the unit subject matter.
€ Library resources and research – You will be able to access the Institute’s library and
other resources to support your research.
€ Weekly prescribed readings or viewings – You will be able to identify your prescribed weekly readings and access additional online materials, such as short videos, journal articles or podcasts for each week of the unit.
€ Lecture slides and tutorial materials – You will be able to access lecture slides and other materials for each week of the unit.
€ In-class activities and self-assessment – You will be able to access learning activities to be completed during or outside class time for each week of the unit. These activities may
include group discussions, debates, problem-solving exercises, case-studies and reflection exercises.
It is important that you engage with each of these learning resources each week throughout the course. You are expected to undertake 10 hours of study per week, comprising a total of 4 hours of face-to-face classes and 6 hours of personal study. Students requiring English language support should expect to undertake an additional 3 hours of study per week.
Students are expected to be familiar with and adhere to all SCI policies in respect of academic matters and personal behaviour. All student related SCI policies are available on the SCI website (www.sci.edu.au/policiesandprocedures/).
Reasonable Adjustment
SCI is committed to make a reasonable adjustment to accommodate the needs of a persons with a special need. Any request for reasonable adjustment should be made to the Dean by submitting Reasonable Adjustment Application Form and in accordance with the Assessment Policy and Procedure.
If you are dissatisfied with the outcome of your request for reasonable adjustment you may request a review of the decision in accordance with the Student Grievance Management Policy and Procedure.
Special Consideration
Special consideration may be made if a student encounter extenuating or exceptional circumstances that may affect their ability to complete an assessment task. For special consideration, students should contact the Academic Director(s) for advice on deferment, or an extension to the assessment task due date.
For special consideration due to extenuating or exceptional circumstances, students should submit Special Consideration and Assessment Extension Application Form and in accordance with the Assessment Policy and Procedure. Please note that your application must be made within five (5) days of the due date for any applicable assessment.
If you are dissatisfied with the outcome of your request for reasonable adjustment you may request a review of the decision in accordance with the Student Grievance Management Policy and Procedure.
Appeals against Assessment Decisions
Student must submit a request for appeal within five (5) working days of receiving formal notification of the assessment result and in accordance with the Assessment Policy and Procedure. The Dean (or the nominee) will provide written notification to the student within ten (10) working days with the outcome of the formal complaint.
If you are dissatisfied with the outcome of your request for reasonable adjustment you may request a review of the decision in accordance with the Student Grievance Management Policy and Procedure.
Other Complaints
Student is encouraged to raise any concerns you may have with any aspect of your student experience by first having an informal discussion with the relevant staff member. If student is dissatisfied with the outcome, they are encouraged to discuss their concerns with the academic staff and Student Support Officer. If the matter is still not resolved to their satisfaction, student may make a formal complaint by completing the Student Grievance Application Form and submitting to the Student Support Officer through reception or via email. The Academic Director(s) will review the grievance and refer the matter to the Dean (or nominee) in accordance with the Student Grievance Management Policy and Procedure. The Student Grievance Management Policy and Procedure contains further information about the complaints process, including information about how to lodge an appeal in relation to the outcome of a complaint.
Workload
It is important that student commit sufficient time to the academic studies. In addition to participating in lectures and tutorials, student should allocate a minimum of 6 hours/week for study in this unit. If student does not commit adequate time to their studies, they will not develop the skills needed to attain the ULOs, CLOs and GAs, and risk failing the unit.
Attendance
Students are expected to attend all classes, complete all learning activities and complete all assessment tasks. International students must maintain an attendance rate of 80 per cent or above for the duration of the course. Attendance and online activity is monitored and recorded by SCI. An international student whose attendance falls below 80 per cent will be contacted by SCI and reported through The Australian Government’s Provider Registration and International Student Management System (PRISMS).
Communication
The Moodle is the main point for communication with the lecturers and tutors. Student should regularly check the Moodle for updates and announcements.
Academic Integrity Policy and Procedure
Academic integrity and honesty are of utmost importance at SCI. The Academic Integrity Policy and Procedure defines academic integrity and sets out the consequences of suspected or proven academic misconduct, which includes plagiarism, recycling (self-plagiarism), cheating and contract cheating. Text-matching software (Turnitin) is used at SCI to promote appropriate acknowledgement practice and to detect suspected cases of academic misconduct.
Student will receive instruction on academic integrity during the orientation at SCI and are required to complete an online Academic Integrity module before commencing their studies.
Learning Support
SCI LMS provides information and interactive topics designed to help student develop the skills needed to succeed in course and achieve their career goals. Students are required to complete six foundational modules by the end of each semester. The Learning Support Sessions’ topics are:
€ Module 1: English language skills for academic success
€ Module 2: Study skills and exam preparation
€ Module 3: Formal and professional writing
€ Module 4: Referencing
€ Module 5: Research with ProQuest
€ Module 6: Plagiarism (and how to avoid it)
The Library & Learning Support Manager will run interactive workshops throughout the semester to assist in completing all six modules. For further information please refer to English Language Policy.
General Conduct and Behaviour
The Student Code of Conduct sets out the obligations in respect of academic matters and personal
behaviour as a student, and the consequences of any breach or alleged breach of the Code. Student must:
€ treat all staff at SCI, any members of the public and other students with respect, dignity, impartiality, courtesy and sensitivity at all times;
€ maintain a cooperative and collaborative approach to interpersonal relationships;
€ act honestly and ethically in their dealings with the Institute’s staff, any other members of the
public and other students;
€ respect the privacy of SCI’s staff and other students;
€ ensure that they do not act in a manner that unnecessarily or unreasonably impedes the
ability of SCI’s staff, any members of the public or other students to carry out their study, research or work at the Institute, including in the Institute’s Library, classrooms and computer laboratories;
€ ensure that they do not become involved in or encourage discrimination, harassment (including sexual harassment) or bullying (including cyber-bullying) of SCI’s students, staff,
personnel or any member of the public;
€ refrain from displaying behaviour that threatens the wellbeing of another member of the Institute including all staff and students;
€ treat every person with courtesy, and respect regardless of gender, age, ethnicity, social background, disability, sexual preference, or religious beliefs and customs.
Additionally, student must act ethically and honestly in the preparation, conduct, submission and publication of academic work, and during all forms of assessment, including formal examinations and informal tests.
Work Health and Safety
Students have a responsibility to protect the health and safety of themselves and others in accordance with workplace health and safety laws of NSW. In accordance with the Work Health and Safety Act 2011 (NSW) and Work Health Safety Policy, SCI is committed to take reasonable steps to maintain health and safety of its students and staff. In particular, student must ensure that they take care of their own health and safety, take care that their acts or omissions do not adversely affect the health and safety of others, comply with any instruction given by SCI staff regarding safety, comply with all SCI policies, procedures and systems, and report incidents and any unsafe conditions or issues that come to their attention. Student should familiarise themselves with the Work Health Safety Policy.
Student Survey
SCI requests student feedback to assist with continually improving the quality of its learning and teaching. Student will be asked to complete a Student Survey for each unit. This is the opportunity
to provide views on the content, learning assessment methodologies, teaching and resourcing of the unit, and suggestions for further improvement.
Version Control
| Version | v1.0 |
| Date effective | |
| Next review date | |
| Policy owner and contact | Academic Director |
| Approving body for next review | Dean |
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