The Indigenous Economy
INDG3003
Course Outline
Second Semester 2015
___________________________________________________________________________
This unit deals with the role of Indigenous people in the Australian economy.
Current social and economic policy focusses on the high levels of disadvantage
experienced by many Indigenous Australians today. The course analyses the
economic history of how Indigenous modes of production have been transformed
from a hunter gatherer economy into an Indigenous economy that is increasingly
integrated into the modern capitalist economy. The course is an example of
research-led teaching as it draws on 25 years of economic research from the Centre
for Aboriginal Economic Policy Research.
Course Convener: Boyd Hunter
Email: boyd.hunter@anu.edu.au
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Teaching staff (Lecturer/Tutor)
Boyd Hunter
Room 2153, Copland Building #24
Phone: 6125 8207
Email: boyd.hunter@anu.edu.au
Boyd Hunter is a Senior Fellow at the Centre
for Aboriginal Economic Policy Research. His
research interests include: Indigenous
business, discrimination, labour economics,
poverty research and social policy .
Office hours: Students can drop in any
time or make an appointment.
NOTE: The cover illustrations on the first page of
this course outline are available from the National
Library of Australia. The painting on the top left is
by Joseph Lycett, ‘Aborigines using fire to hunt
kangaroos’ north of Port Jackson, c. 1820, whereas
the photo on the right is of the Timberry family
business in La Perouse, Sydney, c. 1963. More
photos of the Timberry business can be found at
the National Library of Australia Catalogue
Collection. The photo on the bottom right is
another proto Aboriginal entrepreneur from La
Perouse, c. 1930.
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Course Description
Course title:
THE INDIGENOUS ECONOMY
Course code:
INDG3003
This unit deals with the role of Indigenous people in the Australian economy. Current social and economic
policy focusses on the high levels of disadvantage experienced by many Indigenous Australians today. The
course analyses the economic history of how Indigenous modes of production have been transformed from
a hunter gatherer economy into an Indigenous economy that is increasingly integrated into the modern
capitalist economy.
Aborigines have been living in Australia for over 50,000 years and the Indigenous economy has sustained
their culture and society for that whole period. Torres Strait Islanders, Australia’s other Indigenous peoples,
have a unique history and economy, which it is important analyse and understand. This course seeks to use
a range of basic economic concepts, such as scarcity, opportunity costs, supply, demand, and comparative
advantage, to understand the nature and operation of that economy and to critically assess various policy
options for effectively addressing the significant socioeconomic challenges facing Indigenous Australians in
the modern economy. The inherent complexities of these challenges means that students will be also
exposed to a range of insights from other disciplines (e.g., philosophy, anthropology, demography and
political science) to assess effective policy options that are likely to require a combination of equity or
fairness considerations with an efficient allocation of resources. Notwithstanding the range of theoretical
lenses used to analyse the Indigenous economy, students will engage with core economic ideas with a view
to understanding policy options for improving Indigenous economic outcomes vis-à-vis other Australians.
Throughout the unit, we will use also comparative research techniques to analyse basic economic concepts
and historical context to analyse the taken-for-granted assumptions about the role of Indigenous people in
the economy.
This third-year unit is taught as part of the Indigenous studies major in the College of Arts and Social
Sciences and is eligible for credit for the economic component of the Bachelor of Philosophy, Political
Science and Economics. Speakers will discuss the practical challenges involved in generating research and
knowledge. Throughout the unit, students will have ample opportunity to discuss issues with lecturers and
tutors, both formally and informally.
The course will be taught in Semester Two 2015.
Please see the Course Schedule below for more information.
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Wattle resources on the web
Students in this course are encouraged to check Wattle at least once a week to access a range of learning
resources, including lecture notes, tutorial materials and additional readings.
The Wattle site will also provide details of your weekly tutorial work.
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Mode of Delivery and Workload
Students are expected to manage their workload to allocate even time to their courses in line with their
enrolment. For full time study, this is equivalent to an average of 10 hours per course per week.
Lectures will be two one-hour weekly meetings and held at:
 Thursday, 2.00-4.00pm
 Venue, Jon Altman Room
At the ANU, lectures begin at 5 minutes past the hour and finish no later than 5 minutes before the hour.
This is to allow you to move comfortably from one class to another. Lectures will be always available on
Wattle. However, these materials are not a substitute for attending lectures.
Tutorials will be one hour and held at:

Thursday, 4-5pm
Boyd Hunter
Jon Altman Room
Depending on the number of students enrolled in the course another tutorial may be arranged. If a second
tutorial is required students and tutors will negotiate suitable times during the first lecture. Email Boyd to
discuss your options if you cannot make that lecture.
We treat tutorials as forums where you can discuss any matters of concern about the readings, about the
lectures and about the course in general. While we are prepared to adopt any tutorial format that the class
chooses, our own preference is for an unstructured tutorial format. We expect you to attend all tutorials.
Failure to attend more than four tutorials can render you liable to fail the course. Tutorial work forms an
important part of the course’s learning processes. Keep the relevant lectures in mind when you do your
reading and when you think about the tutorial questions.
The lectures each week will usually contextualise the learning outcomes for the following week’s tutorials.
This allows you a week to think about the lecture and do the prescribed readings for your tutorial along
with answers to the set questions, or any other requirements for that week.
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Learning outcomes
Upon successful completion of the requirements for this course, you will have the knowledge and skills to:
1. Explain basic economic concepts relevant for Indigenous Australia (e.g. scarcity, opportunity costs,
supply and demand, comparative advantage, welfare and policy evaluation);
2. Critically assess the historical value and relative importance of resources (i.e., land, labour and capital) in
ongoing Indigenous development;
3. Distinguish between sunk costs and opportunity costs and their respective roles in addressing Indigenous
disadvantage;
4. Categorise, and attempt to theorise, the role of supply-side and demand-side factors in Indigenous
economic development;
5. Compare and contrast Indigenous involvement in various sectors in order to identify the comparative
advantage of Indigenous Australians;
6. Critically assess alternate arguments for efficiency and equity in Indigenous economic development;
7. Explain the linkages and tensions surrounding Indigenous economic development through written
analysis and/or oral presentation.
Students with Disabilities
If you have a disability that affects your studies and needs special provision you must provide the course
coordinator with a corroborative statement at the beginning of the course, either from a health
professional or the University Counselling Service, indicating the special arrangements requested. The ANU
Disability Support Unit may also provide assistance.
By informing the course coordinator as early as possible, the possibility is improved of modifying the
course to suit your needs better.
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OVERVIEW OF LECTURES, TUTORIALS AND READINGS
LECTURE 1, Thursday 23 July:
Why study the Indigenous economy?
Boyd Hunter
This first lecture introduces the course, its purpose and objectives, and then provides a brief overview of
Australia’s Indigenous peoples, examining early hunter-gatherer modes of subsistence and the economic
history that lead to the current Indigenous engagement in the economy. Analysis of Indigenous economy
provides practical examples of how economics can be used in a range of circumstances. The course will
illustrate some of the limitations of economic policy & demonstrate the need to understand historical, social
and cultural contexts if the ongoing high levels of Indigenous disadvantage are to be addressed. This lecture
also introduces one of the lesser known aspects of Australian economic history to demonstrate that the
Indigenous economy has been a part of the world economy before the British colony was established in Port
Jackson in 1788. The remainder of the lecture outlines the main research topics that will be analysed
throughout the course.
•
Readings
Austin-Broos, D. 2005. ‘Introduction’ in D Austin-Broos & G Macdonald (eds), Culture, economy and
governance in Aboriginal Australia (proceedings of a workshop of the Academy of Social Sciences),
Sydney University Press, Sydney, pp. 1–5. See e-brick.
Hunter, B.H. 2015. ‘The Aboriginal Legacy’, Chapter 4 in Simon Ville and Glenn Withers, The
Cambridge Economic History of Australia, CUP, Cambridge, especially 73–85.

Online resources
Historical and social context for the cover illustration for this course outline. Also see the Australia
Dictionary of Biography entry on Emma Timbery
Closing the Gap Clearinghouse (explore this website which will provide useful research resources for
many Indigenous issues throughout the course)

Discussion questions
This week’s tutorial will orient students to the course and will pose a few critical questions for
students of this course: What is the Indigenous Economy? Is it sensible to talk about it as a separate
Indigenous economy separate from the international or national economy? We will also briefly
consider some examples of threshold economic concepts in the context of Indigenous economy
(e.g., scarcity, sunk costs, opportunity costs, supply, demand, externalities and comparative
advantage). Finally assessment processes will be outlined and timelines for essays, briefing
documents and associated presentations will be discussed.
LECTURE 2, Thursday 30 July: The hunter-gatherer economy
Boyd Hunter
This lecture introduces the evolution of the hunter-gatherer economy in Australia. It has been historically
argued that Aboriginal society rejected agricultural modes of production in favour of hunting and gathering
which lead to what Marshall Sahlin has characterised as the ‘original affluent society’. Over time more
sophisticated understanding of Aboriginal economy emerged with natural resources being managed by the
use of fire and other technology (the former being referred to as ‘fire-stick farming’). Economic Anthropology
analyses production, consumption and distribution, but the underlying emphasis is on understanding the
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replication of social relationships. These anthropological insights may have implications for ongoing
Indigenous engagement in the modern economy and we will return to them later in the course. The focus of
this lecture is on the period before European settlement in 1788.
•
Readings
Sahlins, M. 1972. Stone Age Economics (New York: Aldine Publishing Company), pp.1–39. The
chapter, ‘The Original Affluent Society’.
•
Supplementary readings/DVD
Harari, Y.N. 2014. Sapiens: a brief history of humankind, Harvill Secker, London, (Chapter 5,
History’s biggest fraud, pp.77–97). See e-brick.
Thorne, A and Raymond, R. 1989. Man on the Rim, Angus & Robertson, Sydney, pp. 49–69.
Alternative sources (if bandwidth issues for downloading large files):
Book — Call Number CHIFLEY DU28.T56 1989 (On 2 hour reserve) Also see e-brick.
DVD 1, Episode on Hunter-gatherers— Call Number MENZIES GN590.T56 2009 (On 2 hour
reserve)
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Online resources
Gammage, B. 2011. The Biggest Estate on Earth: How Aborigines Made Australia (Sydney: Allen &
Unwin). Chapter 1 only.
Mulvaney, D.J. and White, J.P. 1988. Australians to 1788 Fairfax, Syme & Weldon Associates,
Sydney (Carmel Schrire’s book review only … not the whole book)

Discussion questions
Discuss the following question: Is economics an alien concept to customary ‘Indigenous culture’?
This course does not require fieldwork, but it is desirable that you familiarise yourself with huntergatherer lifestyles by looking at some audio visual material of customary activities (e.g., Alan
Thorne’s excellent 1988 documentary ‘Man on the Rim’—see DVD). This week’s tutorial will reflect
on some of the material in that documentary and have a brief viewing.
Lecture 3, Thursday 6 August: Aborigines in Early Colonial Australia: ‘The Economics of the
Takeover’
Boyd Hunter
The sub-title of this lecture is taken from a chapter in Noel Butlin’s 1993 book Economics of the Dreamtime,
which introduces a range of core economic issues for Aborigines and settlers in early colonial Australia.
Butlin describes how the economic varied within colonial and Aboriginal societies. For Aborigines it is
important to recognise the proximity to the colonial frontier and the extent of interactions with the colonists;
For colonists, we should distinguish between, convicts, emancipists, free settlers and whether they had
access to land and capital. For example, settlers with large properties had need for local Aboriginal to run
their establishments (often run in absentia). European workers and owners of small properties had different
incentives as they relied largely on their own labour. Demography, which is classified as Labour Economics
in the Journal of Economic Literature codes, has an important role to play in explaining the mass
depopulation of the Aboriginal population in the late 18 th and early 19th centuries. Frontier violence is also
likely to have played a role in the reduction of the Aboriginal population. While such violence may be due
racism and cultural misunderstandings between the two groups, we need to understand that economic
incentives also have a role to play.
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•
Readings
Butlin, N.G. 1993. Economics of the Dreamtime: A Hypothetical History, CUP, Cambridge, pp.205–
14 (Chapter 25 on The Economics of Takeover).
— Call Number CHIFLEY DU120.B88 1993 (On 2 hour reserve) Also see e-brick.
Hunter, B.H. and Carmody, J. 2015. ‘Estimating the Aboriginal population in early colonial Australia:
the role of chickenpox reconsidered’, Australian Economic History Review, published online first 29
May, DOI: 10.1111/aehr.12068, pp.1–28.
•
Supplementary readings
Lloyd, C 2012. ‘Settler Economies and Indigenous Encounters: The Dialectics of conquest,
Hybridization, and Production Regimes’, in Fijn, N, Keen, I, Lloyd, C, Pickering, M (eds) Indigenous
Participation in Australian Economies II, ANU E-Press, Canberra.
•
Online resources
The landscape of a colonial city

Discussion questions for tutorial (based on previous weeks lecture)
Why did agriculture spontaneously arise in many places across the globe, but not in Australia?
Aborigines knew of the proto agricultural practices in Papua New Guinea but chose not to adopt that
mode of production ... Discuss? Did Aborigines and Torres Strait Islanders live in the ‘original affluent
society’? Are there any implications of social and economic organization of pre-contact hunter
gatherer society for ongoing participation in a modern capitalist economy?
Lecture 4, Thursday 13 August — Dispossession, neglect and on-going process of recognition
Boyd Hunter
This lecture provides a brief history lesson that illustrates the main events underlying dispossession, neglect
and on-going process of recognition. Physical dispossession of Indigenous people occurred through the
disease, resource loss and frontier violence that continued into the early 20 th century. One of the responses
to frontier violence by settlers was to set up legislation and Institutions to ‘protect’ Aborigines. However,
these institutions were set up by the state and reflected the interests of settler society, which more often than
not ignored the expressed interests of Indigenous people. Having been marginalised comprehensively by
‘white’ Australian society by being excluded from many social, political and economic processes, it is
important to reflect on the implications of this history for the enhanced participation of Indigenous people in
national life. The next opportunity for considering Indigenous position in Australian society is the proposed
referendum on recognizing Aborigines and Torres Strait Islanders within the Constitution. While the
discussion focuses on the processes that reinforce economic exclusion, lecture will also reflect on the
median voter models in order to highlight some political constraints that may limit the ability to address
historical neglect of policies that were by definition discriminatory.
•
Readings
Davis, M. and Williams, G. 2015. Everything you Need to Know About the Referendum to Recognise
Indigenous Australians, NewSouth, Sydney, pp.47–76.
— Call Number LAW JF497.A8.D38 2015 (On 2 hour reserve) Also see.e-brick.
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Supplementary readings
Hunter, B.H. 2005. ‘The role of discrimination and the exclusion of Indigenous people from the labour
market’ in D Austin-Broos & G Macdonald (eds), Culture, economy and governance in Aboriginal
Australia (proceedings of a workshop of the Academy of Social Sciences), Sydney University Press,
Sydney, pp.79–83; pp. 91–4. See e-brick.
•
Online resources
Australian Human Rights Commission on Constitutional Recognition.
Incomplete list of laws concerning Indigenous Australians (Wikipedia)
Indigenous Law Resources-Timeline—more complete list of legal developments affecting Indigenous
people.
Median voters and Hotelling’s model of location
Recognise
Reconciliation

Discussion questions for tutorial (based on previous weeks lecture)
This tutorial revisits last week’s lecture on the main issues for the Aboriginal population in the early
colonial period, but ends with a more detailed discussion of the ‘Economics of the Takeover’ (Butlin
1993). The questions covered include: Did small pox and other diseases spread from the northern
coast to southern parts of the continent or vice versa? How important was the role of other diseases?
How credible are the hypothetical histories of the Aboriginal population constructed by Butlin and
others? What, if anything, do they contribute to the economic history of Australia? Is the role of
frontier violence discounted in Butlin-based population trajectories? Were economic incentives
important in frontier violence? How important were Indigenous people as a source of labour for the
nascent colony?
Lecture 5, Thursday 20 August: — Social exclusion & Indigenous poverty in contemporary Australia
Boyd Hunter
Indigenous Australians have been on the outside of Australian society since British colonised the continent.
While there have been some periods of economic engagement, social exclusion in political, social and other
domains has led to a situation of multifaceted poverty that is deeply ingrained in the behaviour of Indigenous
peoples. Cumulative causation can lead to a situation where systematic exclusion from the labour market
and educational institutions mean that Indigenous people are not well placed to successfully engage in the
socioeconomic system, which reinforces prejudices of non-Indigenous people and this further reduces the
prospects of Indigenous Australians (by exacerbating the experiences of discrimination). Social exclusion
and poverty are hard to measure because of the unique social circumstance and kinship structures of
Indigenous people, however the real challenge for policy-makers is to break the processes of discrimination
and cumulative causation that reinforce Indigenous disadvantage. If one acknowledges that Indigenous
interests may be legitimately different from those of policy makers, then it is clear that social inclusion is not
necessarily just the absence of social exclusion.
•
Readings
Hunter, B.H. 2007. ‘Cumulative Causation and the Productivity Commission’s Framework for
Overcoming Indigenous Disadvantage?', Australian Journal of Labour Economics, 10(3): 185–202.
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Hunter, B.H. 2006. ‘Further Skirmishes in the Poverty War: Income Status and financial stress
among Indigenous Australians’, Australian Journal of Labour Economics, 9 (1): 51–64.
•
Supplementary readings
Hunter, B.H. 2007. ‘Conspicuous Compassion and Wicked Problems: The Howard Government’s
National Emergency in Indigenous Affairs’, Agenda: A Journal of Policy Analysis and Reform, 14
(3): 35–54.
Johns, G. 2008. ‘The Northern Territory Intervention in Aboriginal Affairs: Wicked Problem or Wicked
Policy?’, Agenda: A Journal of Policy Analysis and Reform, 14(3): 65–84.
Hunter, B. 2008. ‘Is Policy the Problem or the Solution for Indigenous People?: A Rejoinder to
Gary Johns’, Agenda: A Journal of Policy Analysis and Reform, 15( 3): 95–97.
•
Online resources
Jordan, K. and Hunter, B.H. 2009. 'Indigenous social exclusion and inclusion: what are people to be
included in, and who decides?’, Impact, Spring: 18–21.

Discussion questions for tutorial (based on previous weeks lecture)
What are the prospects for a successful referendum proposal to recognise Indigenous people in
the Australian constitution? Is it a purely symbolic issue or does it have implications for the
Indigenous economy or the willingness of Aborigines and Torres Strait Islanders to participate in
national life? How might history affect social and economic behaviour?
Lecture 6, Thursday 27 August: — Land and Indigenous people: More than a factor of production
Boyd Hunter
Classical economics focusses its analysis on three factors of production: Land, Labour and Capital. The next
three lectures explore the significance of these factors in the context of the Indigenous economy. Indigenous
people have a special relationship with land. It is an integral part of Indigenous culture and cosmology,
ontology and epistemology. Indigenous landholders have often adopted innovative approaches to protect
the natural and cultural values of their land. Indigenous estate—making up over 20 per cent of the
Australian land mass—covers vast areas of relatively intact land. The Indigenous estate contains some of
the highest conservation priority lands in Australia. Indigenous land is more than a factor of production
because economic valuations that only take into account future income and streams of environmental
‘services’ will ignore the spiritual and cultural significance to the traditional owners. This connection to
country is recognised in the evolution of Native title that arose from the Mabo and Wik decisions of the
High Court. The limited and Indigenous-specific nature of the property rights conferred under native title
arrangements have implications for economic development and environmental management.
•
Readings
Schlager, E. and Ostrom, E. 1992. ‘Property-Rights Regimes and Natural Resources: A Conceptual
Analysis’, Land Economics, 68(3): 249–62.
•
Supplementary readings
Altman, J., Buchanan, G. and Larsen, L. 2007. ‘The environmental significance of the Indigenous
estate’, Discussion Paper 286, CAEPR, The ANU, Canberra.
•
Online resources
Caring for Ngunnawal Country (Traditional Custodians of the Canberra region)
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Listen to Phillip Adam’s interview with Jon Altman on Radio National’s Late Night Live about book
Altman, J and Kerins, S. 2012 People on country : vital landscapes Indigenous futures, Federation
Press, Sydney.
The environmental significance of the Indigenous estate: High resolution maps from Altman,
Buchanan and Larsen (2007)—see reference above.
North Australian Indigenous Land and Sea Management Alliance Ltd (NAILSMA)
Working on Country

Discussion questions for tutorial (based on previous weeks lecture)
Is cumulative causation a useful notion in the context of Indigenous disadvantage? Why might
Indigenous poverty be different to other Australian poverty? Is policy the problem or solution for
Indigenous people? Discuss the relative merits of the concepts of social exclusion or social inclusion.
What is a deficit-based mindset in the thinking about Indigenous issues?
Lecture 7, Thursday 3 September — Capital: The role of Indigenous and other Australian businesses
Boyd Hunter
Capital is a potentially important asset that can accumulate and contribute substantially to the means of
production within the Indigenous economy. The history of dispossession and social exclusion means that there
has been fewer opportunities for accumulation of wealth that could contribute to the financial resources to
setting up businesses. In the last two decades there has been substantial growth in the number of Indigenous
businesses. Hunter (2015) demonstrates that that Indigenous businesses are 100 times more likely to employ
Indigenous workers than other Australian businesses. Indigenous businesses often compete in the open
market to purchase inputs and to sell outputs. However, the motivation of Indigenous businesses is more
complicated than that of other businesses in that Indigenous owners and managers are grounded in their
community. That is, their objective function may include non-profit related factors and necessitate the need for
a tradeoff between commercial and community issues. The lecture provides an economic analysis of
Indigenous-owned hotels where the profit motive directly conflicts with well-being of the Indigenous community
(i.e., increasing the excessive consumption of alcohol is not desirable for either the families concerned or the
local community).
•
Readings
Hunter, B. 2015. ‘Whose business is it to employ Indigenous workers?’, Economics and Labour
Relations Review, forthcoming. Also available as CAEPR Working Paper 95, CAEPR, ANU,
Canberra.
•
Supplementary readings
Hunter, B. and Gray, M. 2013. ‘Workplace Agreements and Indigenous-Friendly Workplaces’,
Indigenous Law Bulletin, 8(8): 7–13.
•
Online resources
Andrew Forrest’s Report Creating Parity
‘New Indigenous Procurement Policy'
Nintione maps of Indigenous businesses in remote areas
Sonya Pierce’s video on Indigenous female entrepreneurs. (see video on wattle site).
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Bryan Gallagher’s on Youtube video on his thesis on Canadian and Australian Indigenous
Entrepreneurs

Discussion questions for tutorial (based on lectures on 27 August & 3 September)
Can the Indigenous estate be leveraged to facilitate development of remote communities? Amongst
other things, the Northern Territory National Emergency Response Bill 2007 provided a legislative
framework for land-tenure changes to enable town camps to become normal suburbs (with a view to
facilitating wealth accumulation through home ownership). Does the definition of property rights matter
(private property versus communal or native title)? Ranger programs provide vital employment
opportunities for local Indigenous peoples and vital environmental services. Is there an ‘optimal level’
of public investment in such programs? The ‘New Indigenous Procurement Policy' that is due to be
implemented 1 July 2015 is motivated by efficacy in employing Indigenous workers and is largely
based on the recommendations in Andrew Forrest’s Report Creating Parity. In this tutorial we will also
discuss the new policy in some detail in order to assess possible effects of increased demand for
services from ‘Indigenous’ businesses.
——— MID SEMESTER BREAK———
Lecture 8, Thursday 24 September: — Labour: Discrimination and other issues for Indigenous
employment
Boyd Hunter
Given that many Indigenous people have been alienated from their land, and not had a great deal of
opportunity to accumulate capital, most Indigenous people are reliant on either selling their labour or
receiving welfare and other payments from governments. This lecture analyses the main economic issues
underlying Indigenous employment outcomes. Access to human capital is one important factor as are the
social and cultural contexts facing local Indigenous populations. Unfortunately labour market discrimination
remains an important constraint on many potential Indigenous workers who are more likely to have poor
access to the labour market and receive worse pay and conditions even if they secure a job. In an economic
sense discrimination reduces the demand for an individual’s labour, but this lecture analyses economic
model of interaction between discrimination and labour supply that may have dynamic implications for the
Indigenous labour market.
•
Readings
Goldsmith, A. H., S. Sedo, et al. 2004. 'The labor supply consequences of perceptions of employer
discrimination during search and on-the-job: Integrating neoclassical theory and cognitive
dissonance', Journal of Economic Psychology 25(1): 15–39.
Biddle, N., Howlett, M., Hunter, B. and Paradies, Y. 2013. ‘Labour Market and other Discrimination
facing Indigenous Australians’, Australian Journal of Labour Economics, 16(1): 91–113.
•
Supplementary readings
Hunter, B. Howlett, M. and Biddle, N. 2014. ‘Modelling Exposure to Risk of Experiencing
Discrimination in the Context of Endogenous Ethnic Identification’, IZA Discussion Paper No. 8040,
IZA, Berlin.
•
Online resources
ACCI Indigenous Employment Strategy Framework for Industry
Business Council of Australia's 2014 Indigenous Engagement Survey Report
Jeff Borland’s Labour market snapshot #16:
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A long-run perspective on ‘Closing the employment Gap’
Reconciliation Action Plan (RAP) program

Discussion questions
Racial discrimination has been explicitly illegal since 1975, but few cases of labour market
discrimination have been formally prosecuted. Why might it be hard to deal with discriminatory
behaviour of employers? How does racial discrimination affect labour supply behaviour? Is there a
role for RAPs in creating workplaces that Indigenous people want to work in? Are all Indigenous
people equally likely to experience racial discrimination?
Lecture 9, Thursday 1 October — Nudging Indigenous behaviour: A role for behavioural economics?
Nicholas Biddle
People are neither completely rational, nor completely random in their decisions. Rather, they exhibit
predictable biases that not only make it less likely that they will achieve their own stated desires, but also
complicate the design and efficiency of public policy. These are some of the insights of the emerging applied
behavioural sciences that combine theories and techniques from disciplines like economics, sociology,
psychology and anthropology. With some notable exceptions, these insights from the applied behavioural
sciences have not always filtered through to policy formulation. Policy related to Aboriginal and Torres Strait
Islander (Indigenous) Australians is one example in Australia of an area where insights from the applied
behavioural sciences have the potential to improve the quality of policy decisions. A relatively large amount
of government funds is spent on Indigenous people reflecting a relatively high degree of health and
socioeconomic disadvantage. There is therefore a greater need to understand the patterns and factors
associated with decisions made by Indigenous people. In order to improve the effectiveness of Indigenous
policy by incorporating insights from the behavioural sciences. This lecture provides an overview of the:
•
Main biases revealed by recent empirical and experimental research;
•
Applicability, or lack thereof, of this research to the Indigenous Australian context;
•
Policy implications of this research; and
•
Gaps in the understanding of the behaviour and decisions of the Indigenous Australians.
•
Readings
Shafir, E., ‘Introduction’ in Shafir, E. 2015. (ed) The Behavioural Foundations of Public Policy,
Princeton University Press, Princeton, pp.1–9.
Biddle, N., 2014. ‘Developing a Behavioural Model of School Attendance: Policy Implications for
Indigenous Children and Youth’, CAEPR Working Paper 94, CAEPR, The ANU, Canberra.
•
Online resources
TED talks on behavioural economics

Discussion questions
Do Indigenous people behave like the archetypal homo economicus assumptions that see people
as rational and narrowly self-interested actors? Is there such a thing as ‘black fella time’ (or in the
vernacular of economics, a different rate of time preference for Indigenous and non-Indigenous
people)? Is there a tension between a policy that nudges Indigenous people’s behaviour to a
mainstream standard and self-determination or a fundamental respect for an Indigenous world-view?
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Lecture 10, Thursday 8 October — Welfare conditionality: The case of income management
Matthew Gray
This lecture provides an overview of the findings of a major evaluation of income management in the
Northern Territory and links the policy to broader developments of new forms of welfare conditionality that
are emerging across the world.
•
Readings
Bray, J.R., Gray, M., Hand, K., and Katz, I. 2012. Evaluating New Income Management in the
Northern Territory: Summary Report, Department of Families, Housing, Community Services and
Indigenous Affairs, Canberra.
•
Supplementary readings
Bielefeld, S. 2012. 'Compulsory income management and Indigenous Australians: delivering social
justice or furthering colonial domination?', University of New South Wales Law Journal, 35(2): 522–
62.
Leigh, A. 2009. What Evidence should Social Policymakers Use?, Australian Treasury Economic
Roundup, 1: 27-43.
•
Online resources
Evaluation of the Child Protection Scheme of Income Management and Voluntary Income
Management Measures in Western Australia (September 2010)
Final Evaluation Report (September 2014)- Full Report

Discussion questions
Can policy evaluations be credible if not designed before the policy intervention? Critically evaluate
the economic rationale for imposing restrictions on how welfare recipients spend their government
benefits? What are the alternative economic mechanisms for changing patterns of expenditure?
Lecture 11, Thursday 15 October: Case studies: Mining & Indigenous art industries
Boyd Hunter
Mining booms could potentially create many jobs for Indigenous people, especially those who live close to
thriving mines. However, many Indigenous people or commentators are skeptical of the benefits of booming
mining industry. Local wages may be high during a boom, but so too are the local prices even if Indigenous
people managed to secure work in the mining sector. Of course when the resource’s boom abates, then any
economic benefits of the mining boom may prove to be transitory. Economic benefits of an industry for
Indigenous communities may be correlated with the overall buoyancy of the sector, but the externalities
associated with that sector may linger on. For mining sector, the failure to manage the environmental risk of
mines can lead to devastating and long lasting negative impact on the land. Given the significance of the
land to Indigenous culture and spirituality, policy-makers need to closely monitor the environmental
degradation from mining activities. Indigenous art has recently experienced a decline in demand sometimes
associated with the ‘global financial crisis’; However in contrast to mining, Indigenous art industry is likely to
be associated with positive externalities arising from cultural maintenance and community wellbeing. Indeed,
those externalities provide the rationale for direct and indirect government support given to community art
centres over the years.
14
•
Readings
Langton, M. 2010. ‘The resource curse: New outback principalities and the paradox of plenty’, Griffith
Review, 28 (Still the Lucky Country?): 46–62.
•
Supplementary readings
Cleary, P. 2011. Too Much Luck—the mining boom and Australia’s future Black Inc. Publishing,
Collingwood, pp. 125–43. See e-brick.
Hunter, B. Howlett, M. and Gray, M. 2014. ‘The Mining Boom and Indigenous Socio-economic
status’, Working Paper 93, CAEPR, The ANU, Canberra.
•
Online resources
Aboriginal perspectives on Mining
Some context for Jabiluka mine controversy and 2007 ABC radio interview on possible re-opening
of mine by. Despite a toxic spill, Rio Tinto did reopen the Ranger mine at Jabiru (not far from
Jabiluka).
Nintione: Aboriginal and Torres Strait Islander Art Economies
Paul Cleary—The Boom: Native owners or mining companies: who benefits?, The Conversation, 17
June 2011
—'Riding our resources 'dumb luck' to ruin', The Australian, 6 August 2001.
YouTube: Pigovian taxes and subsidies

Discussion questions
Is there a resource curse for Indigenous communities arising from the mining boom? If you think that
the resource curse is real, is it associated with problems associated with resource allocation,
distribution, or even some ‘distortion’ in political processes? How important are the externalities for
Indigenous communities associated with the mining and arts sectors? Do they warrant further
interventions (eg, Pigovian taxes or subsidies)?
Lecture 12, Thursday 22 October: The moral economy and the hybrid economies
Boyd Hunter
The earlier lectures introduced the term ‘moral economy’ which has been used by anthropologists to
understand the role of economic activity in replicating social relationships. Peterson's 'moral economy', where
acknowledge and reaffirm social relationships among extended networks of kin through giving and receiving
things including money, labour, time and commodities, is much more focused on the distribution and
consumption side of things (& is often associated with the term 'demand-sharing'). Jon Altman has put forward
the hybrid economy model of production that is motivated in terms of a Venn Diagram that explores three
overlapping sets: market or private sector (eg, arts industry or harvesting of commercial wildlife for sale), state
sector (eg, public sector employment) and a customary sector (eg, hunting, gathering and fishing, but also
customary management of natural resources).This is really just a description of reality, which is unlikely to
contradicted by evidence. Note that public sector does not solely refer to public servants but can include
economic activity underwritten by subvention of public moneys (including the former CDEP scheme payments
that can be characterized as welfare). The hybrid economy model has been criticised by anthropologists as
being superficial as it does not facilitate understanding Indigenous activities or preferences (a criticism that
can be made of many economic models). Another criticism is that the model does not predict economic
behaviour, but just describes reality more or less accurately. A satisfying economic model would make claims
15
about how the three sectors interact with one another. For example, how does customary knowledge and
practices interact with the value generated in the market sector, say in Indigenous art or even an artificial
markets such as evolving carbon markets?
•
Readings
Curchin, K. 2015. “Two visions of Indigenous economic development and cultural survival: The ‘real
economy’ and the ‘hybrid economy’ ”, Australian Journal of Political Science, DOI:
10.1080/10361146.2015.1049976
Peterson, N. 2005. What can the pre-colonial and frontier economies tell us about engagement with
the real economy? in D Austin-Broos & G Macdonald (eds), Culture, economy and governance in
Aboriginal Australia (proceedings of a workshop of the Academy of Social Sciences), Sydney
University Press, Sydney, pp.7–15. See e-brick.
•

Online resources
A recent articulation of Altman’s hybrid economy model (NB discussion around Figures 13 and 14)
Discussion questions
Is the hybrid economy model merely descriptive or does it help policy-makers to understand
economic and social relationships of Indigenous Australian? The hybrid economy model is effectively
restricted to remote communities and may not have many implications for Indigenous people in
urban areas. Does it also promote 'rent seeking behaviour'? How would you construct an economic
model that facilitates understanding of the interactions between sectors? Would a formal three sector
economic model of be more useful than a hybrid economy framework for policy prescriptions, but
less relevant to understanding the complex social realities in Indigenous communities? Is the moral
economy moral in any sense?
Lecture 13, Thursday 29 October: The Indigenous economy in a globalised world—Course Review
Boyd Hunter
In this course we have studied historical processes and discussed a range of economic activities that could
be construed as an Indigenous economy. There are a range of institutions and organisations that deal with
Indigenous issues and peoples. Like the people that these institutions deal with, the main observation about
the Indigenous economy is a diversity that defies easy characterization. For example, Indigenous
organisations include profit and non-profit businesses that may or may not be incorporated (under a range of
statutes). Some of these organisations deal with largely undifferentiated goods and services traded in a
global market while other organisations deal with ‘intangibles’ such as Indigenous culture and identity ,or
even at a more abstract level Indigenous rights and responsibilities. Indigenous businesses and
entrepreneurs that deal with traded goods are particularly important within a capitalist system because if they
are successful they can enhance Indigenous independence from governments.
•
Readings
Altman, J. and Biddle, N. 2014. ‘Refiguring Indigenous economies: a 21st –century perspective’,
Chapter 24 in Simon Ville and Glenn Withers (eds) The Cambridge Economic History of Australia,
CUP, Cambridge, pp.530–55.
•
Supplementary readings
Rowse, T. 2005. 'The Indigenous sector', in D Austin-Broos & G Macdonald (eds), Culture, economy
and governance in Aboriginal Australia (proceedings of a workshop of the Academy of Social
Sciences), Sydney University Press, Sydney, pp. 213–6. See e-brick.
16

Discussion questions
This week we will revisit the questions asked at the beginning of the course. Is it sensible to talk
about a separate Indigenous economy? Some politicians have used the term Indigenous industry to
disparage the people who work and study with Indigenous peoples. However, it may be more
sensible to talk about an Indigenous economic sector, with a distinctive identity and set of economic
activities, that has active linkages with an increasingly globalised economy? Time will also be set
aside in this tutorial to flag some of the issues that students are likely to encounter in the take-home
exam.
Assessment Overview
Submission Date
Assessment Item
Feedback
WEEK 5 (Friday 21 August)
Comparative economic
analysis
From tutor after Week 6
tutorial
20%
From tutor after Week 12
tutorial
30%
WEEK 9-12 (From Thursday 1
October)
5 to 10 minute presentation of From tutor by email after
the Briefing Document
tutorial presentation
10%
Wednesday 11 November
Take home EXAM (a few short
Available from CAEPR Office
answer questions and a 2000after results published
word Synoptic Essay)
40%
WEEK 8 (Friday 24 September) Briefing Document
Weight
___________________________________________________________________________
Submission of written work
All assignments must be submitted on-line onto the Wattle site before the due date. This is your guarantee
that you have submitted the essay by the due time as your time of submission will be recorded on Wattle.
When uploading your assignment onto Wattle, please make sure you have cut and pasted the Assignment
Cover Sheet onto the front of your assignment. The Assessment Cover Sheet is available on Wattle, under
the relevant week’s tutorial.
We prefer you to use the Harvard style referencing system for your work. A detailed description of this
style can be found in the referencing document on Wattle.
See https://academicskills.anu.edu.au/resources/handouts/referencing-style-guides
17
Please use at least 1.5 paragraph spacing to help your tutor write comments
Assignments handed in after return date for that assignment will not be accepted, except under
circumstances agreed to with the course convener in advance.
Assignments can not be resubmitted after the submission date.
___________________________________________________________________________
ASSIGNMENT
Comparative economic analysis (20%) due week 5
1
Due date:
Friday 21 August (Week 5)
Weighting:
20%
Length:
1,500 words
Learning outcomes:
1, 2, 5, 6 and 7
This is your first piece of written assessment. It is designed to find out two things: a) whether you have
been able to engage with the issues covered in the course so far; and b) encourage you relate these issues
to basic economic concepts.
The set essay question is:

Does the analysis of the basic economic concepts enhance our understanding of the evolution of
Indigenous disadvantage since 1788?
However, if students want to base their essay on an alternative question, they are welcome to address any
tutorial question listed in the course outline between Weeks 2 and 5 (after consulting the lecturer), but the
essay must demonstrate an established understanding of the core threshold concepts of the economics
discipline.
The word limit is set at 1,500 words. The essay is only weighted at 20 per cent of your total course
assessment and the main criteria is the quality of the analytical reasoning in constructing an argument as to
how basic economic concepts enhance our understanding of the Indigenous economy (e.g. comparative
advantage, efficiency, economic development, equity, opportunity costs, scarcity, sunk costs, supply and
demand). Diagrammatic representations of economic concepts are encouraged where applicable, but these
must be accompanied by a suitable narrative that demonstrates the student understand the concept in
question and is applying the underlying ideas appropriately. We should be able to return the assignment in
Week 6.
You are expected to use a few citations or references, but the limitations of the underlying literature will
probably mean that the bibliography will be relatively short compared to most social science research
essays. We are looking for you to take a position (i.e., make an argument linked to economic theories and
concepts) and back up your claim with evidence from the literature where possible.
18
Your assignment will be returned with this marking criteria guide:
See tutor
P
CR
D
HD
Have you answered the question?
Have you stated your argument?
Have you backed up your argument with supporting evidence?
Have you structured your prose effectively?
Have you written your prose in a clear, concise and
grammatically-correct manner?
Have you found relevant materials?
Is the relevance of the references demonstrated in the text?
ASSIGNMENT
Briefing document
2
Due date:
Monday 28 September (Week 9)
Weighting:
30%
Length:
1,500 words
Learning outcomes:
3–7
Students are to provide a ‘briefing document’ for an oral and visual presentation in an imagined meeting
with the fictitious ‘Minister for Indigenous Economies’. The briefing document will be based on a specific
and realistic issue facing policy-makers and will be identified and discussed by the lecturer in class (and
provided on Wattle)
Some class time will also be devoted during the tutorials between Week 6 and Week 8 to discussing the
expectations with respect to these documents. You should consult the course essay-writing guide on
Wattle. In addition, students are always encouraged to see their tutor or the Course Coordinator to discuss
any problems with completing assessment tasks. In addition, In Week 6, a lecture will be devoted to
finding sources for your essay, and in Week 8 a lecture will be devoted to writing an essay.
You can submit an essay draft anytime up to one week before the submission date. A lecture devoted to
the Marking Criteria will be held on Thursday 24 September (Week 8). Note that in contrast to many policy
documents provided to actual Ministers, students are expected to provide a list of formal references
consistent with a standard required of latter year undergraduate students. Week 12 will be devoted to
handing back the briefing document. During this week students should nominate a time to see their tutor
in order to receive 10 minutes feedback on their essay.
19
Your assignment will be returned with this marking criteria guide:
See
P
tutor
CR
D
HD
Have you articulated your own argument?
Have you answered the set question?
Have you referenced authoritative and relevant sources? (and practiced academic
honesty?)
Have you presented your prose in a clear, structured, and grammatically correct
manner?
Would the argument convince a non-technical audience (that is, are the economic
arguments translated into Plain English)?
ASSIGNMENT
Tutorial presentation of Briefing Document
3
Due date:
Tutorials between Weeks 9–12
Weighting:
10%
Length:
N/A
Learning outcomes:
2, 8
The ‘briefing document’ prepared for Assignment 2, that involved an imagined meeting with the Minister for
Indigenous Economies, will be presented to tutorial group (using oral and visual modes of communication).
Students must identify critical information and arguments identified in Assignment 2, and present these in a
format that can be easily understood by both the Minister and Indigenous peoples who may speak English
as a second or third language. The Plain English presentations of the arguments contained in these
documents will take place in the tutorial setting, and be at most 10 minutes in length (awarded 10% of the
final marks).
Your assignment will be returned with this marking criteria guide:
See
P
tutor
CR
D
HD
Are both oral and visual modes of communications used well?
Have you answered the set question?
Would the argument convince a non-technical audience (that is, are the economic
arguments translated into Plain English)?
20
ASSIGNMENT
Final Exam (Take home exam, involving a synoptic essay)
4
Due date:
Wednesday 9 November (exam period)
Weighting:
40%
Length:
2,000 words
Learning outcomes:
3–7
The final piece of assessment is a take-home exam that will consist of both a number of short questions
that require students to use economic concepts appropriately in the context of the Indigenous economy
and a longer synoptic essay. A good definition of a synoptic essay is provided by the Academic Skills and
Learning Centre:
'Synoptic essay … is usually an overview of your understanding of the major themes studied in the
unit/subject (and within the discipline context), often indicating how your understanding of the themes has
developed over time ...'.
A synoptic essay question will be revealed posted on Wattle on Sunday 8 November 2015. At the last
lecture, Boyd will provide his own summary of the course to assist you with the synoptic essay. Part of the
last tutorial will be devoted to this task. It is the part of the assessment package dealing most exclusively
with the lectures and tutorial content. You are only expected to draw examples from the course materials lectures, readings and videos - in answering the question.
When you directly quote from the textbook or Powerpoints you MUST use quotation marks. Failure to do
so will be deemed to be an act of plagiarism. However, if you refer to a reading, we will assume that you
are referring to the course material. In this sense, your referencing doesn't have to be as formal as a
research essay.
Please check your other assignment and exam schedules during this period and manage your time carefully.
No extensions can be granted on account of timetable clashes. You will have until 11 November to submit
your Synoptic Essay. Your Synoptic Essay can be picked up after along with this marking criteria guide:
N
P
CR
D
HD
Have you used a broad range of course materials?
Have you backed your claims up with evidence?
Does the essay focus on the synoptic essay question?
Have you demonstrated a sound understanding of the
key concepts?
Have you structured your prose in a clear, concise and
grammatically-correct manner?
___________________________________________________________________________
21
Penalties and extensions
As per the policy for late submission of assessment approved by the CASS Education Committee,
assignments submitted without an approved extension will attract a penalty of 5 per cent per day.
The policy states:
1. Extensions will not be granted retrospectively, except in medical emergencies or on the advice of
the Disability Services Centre.
2. Extensions will be granted only for medical conditions, bereavement, other compelling reasons or
on the advice of the Disability Services Centre. Extensions on medical grounds require a medical
certificate.
3. Extensions will normally not be granted because of conflicts with other study commitments, work
commitments, holidays, family gatherings, competing assessment deadlines, sporting commitments
or commitments to student organisations.
4. Even when an extension has been granted, assignments will normally not be accepted beyond the
date when the assessment on that question/topic has been returned to other students enrolled in
the course. If a student is unable to submit assessment by that time, alternative assessment may be
set by the course coordinator.
All applications for extension need to be made in writing to the academic contact for this course before the
due date of the assignment. Students should not expect extensions longer than the period stated on a
medical certificate or between when an application is made and the assignment is due (i.e., an application
submitted on the day before the due date will receive a maximum of one day’s extension in addition to the
period on a medical certificate). Applications should be submitted using the form available on the back of
the assignment submission cover sheet. This can be found outside the Office of the Centre for Aboriginal
Economic Policy Research, 2nd Floor, Copland Building 24 (Rm 2147).
The guidelines for extensions can be found here:
http://cass.anu.edu.au/current-students/coursework-policy-and-guidelines/late-submissions-andextensions
___________________________________________________________________________
Special Consideration
Students can also apply for special consideration for pieces of assessment or for their semester’s work
under specific circumstances. The rules governing special consideration can be found here:
https://policies.anu.edu.au/ppl/document/ANUP_009608
Applications can be sought from this site:
https://policies.anu.edu.au/ppl/document/ANUP_000995
_________________________________________________________________________
22
Code of Practice for Teaching and Learning
In this course, we strictly abide by the ANU Code of Practice for Teaching and learning. It clearly outlines
the rights, roles and responsibilities of students and academic staff:
https://policies.anu.edu.au/ppl/document/ANUP_000726
Academic Honesty and Plagiarism
http://www.anu.edu.au/students/program-administration/assessments-exams/academic-honesty-plagiarism
Academic honesty & plagiarism
Academic honesty embodies the principle that a student's work is original and authentic and completed
only with the assistance allowed according to ANU rules, policies and guidelines.
In particular, the words, ideas, scholarship and intellectual property of others used in the work must be
appropriately acknowledged.
Breaches of academic integrity include plagiarism, collusion, the fabrication or deliberate
misrepresentation of data, and failure to adhere to the rules regarding examinations in such a way as to
gain unfair academic advantage.
ITEM 1. What you need to know
1. At the beginning of your course
 Which citation method is used in each course.
 Where can you go to get more information or help if you have questions about how to cite
correctly and what do you need to cite.
 Whether software might be applied to your assignments to detect plagiarism and /or collusion.
2. Before submitting your first assessment
 Exactly how you need to submit your work so there is no confusion about when and if you
submitted correctly.
 How you need to attach the assignment cover sheet, especially if you have to submit electronic
copies.
 Whether citations and bibliography count in your word limit.
3. Grading of your assessment
 What will happen if poor citation, restating, paraphrasing, copying, collusion or plagiarism has
taken place.
 Getting appropriate feedback about if you have made any errors in citation or are still unsure of
what to cite.
 Where you can get help on correct citation and how to better understand academic honesty before
you have to submit the next assignment.
ITEM 2. Top ten tips
1. Find out about ANU policies on academic integrity including plagiarism and examination policies.
Ignorance is no excuse.
2. Read your College handbooks and course guides as they almost always include information about
plagiarism and academic honesty. Some College procedures can also be found online.
3. When in doubt about anything, ask and ask early. Don't leave it until the assignment due date.
Lecturers, tutors, College administration staff and support services are here to help. The staff from
the Academic Skills & Learning Centre (ASLC) provide free advice, workshops and support.
4. Take advantage of resources specifically designed to assist students:
o ASLC's online resources on referencing styles
o ASCL's workshops, which include sessions on taking notes, referencing, and academic
honesty the code of practice for student academic integrity
o ASCL's one-to-one help through individual tutorials
23
o the guide on how to effectively evaluate online material found on this page.
5. Learn how to properly reference sources. Invest in a current edition of the proper citation and style
manual(s) for your courses - remember that each College may have a different preferred citation
system. If you are doing a double degree or courses across Colleges, you almost certainly will need
to use different citation systems. Manuals can be purchased from The Co-op Bookstore located in
Union Court, or borrowed from the ANU Library. Online guides are also available from ASCL or
linked from your ANU College websites.
6. Cite all outside sources used, whether quoting, paraphrasing, or borrowing ideas. Referencing your
sources enhances your work and adds credibility. Develop a way to always keep the source
reference with your note taking as you research - even if it's simply cutting and pasting the URL of
the site as you jot down notes. It's easy to copy and paste paragraphs and then forget where you
got the information - trying to find it later is time consuming and really hard.
7. Information taken from the internet must also be attributed. Before using internet-based material,
be sure to evaluate online material for authority, credence and currency.
8. Report academic dishonesty when you see it occur. It's not fair to you when others cheat.
9. Say no to people who encourage you to engage in plagiarism, or ask you to assist them in doing so.
Don't let others use you or your work. You may find yourself caught up in a case of academic
dishonesty which could have a serious impact on your future.
10. Academic misconduct can seriously jeopardise your academic career, your future, and, if you are an
international student, your ability to stay in Australia to study. Your reputation is important.
The ANU Academic Misconduct Rules 2014 can be found here:
https://www.comlaw.gov.au/Details/F2014L01785
If a case of academic misconduct is alleged, the following process will be initiated:
https://policies.anu.edu.au/ppl/document/ANUP_000631
The following flowchart provides more graphic detail:
https://policies.anu.edu.au/ppl/document/ANUP_001126
__________________________________________________________________________
Policy on Student Assessment (coursework)
https://policies.anu.edu.au/ppl/document/ANUP_004603
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Assessment Appeals
If you genuinely believe you have received an inappropriate or incorrect result, there are steps you can take
to have that result reviewed. This must be done within 30 working days of the formal notification of results.
Your first point of contact should always be your tutor or the course convenor.
http://www.anu.edu.au/students/program-administration/assessments-exams/assessment-appeals
__________________________________________________________________________
Academic Skills and Learning Centre
https://academicskills.anu.edu.au/
The Academic Skills and Learning Centre (ASLC) offers ANU students free and confidential help with their
academic work through individual consultations, workshops, courses, podcasts and handouts. Their aim is
to assist students to develop the academic, critical thinking and communication strategies that are
foundational to all scholarly activity. For ANU students, the ASLC offers:

individual consultations

workshops/courses

online and print materials and publications

the Language Exchange Program

podcasts

the Essay and Report Writing File
The ASLC is located on the lower ground floor of the Pauline Griffin Building and is only closed on weekends
and public holidays.
___________________________________________________________________________
25