UNIT DETAILS Unit code 200614 Unit name Enterprise Industrial Relations Credit points 10 Unit level 2 CONTACTS Unit Coordinator Dr Terri Mylett Building 22.2.21, Campbelltown campus Phone: 4620 3217 Email: [email protected] Consultation arrangements: Parramatta City campus: Available Mondays 6.30pm - 7pm (in or near PC 01.2.26). Appointments by telephone or Zoom can be scheduled via email. Bankstown campus: Available Mondays 5pm – 5.30pm (meet at end of tutorial). Appointments by telephone or Zoom can be scheduled via email. Campbelltown campus: Appointments face-to-face or by telephone can be scheduled via email. Teaching academics Mr Shailen Muneshwar, Email: [email protected] Ms Khalida Malik, Email: [email protected] Phone: 9685 9200 Consultation arrangements: Teaching academics have limited availability for consultation and replying to emails. You may email your teaching academic but you are always welcome to consult the Unit Coordinator. Director, Academic Program Dr Jayne Bye Phone: 9685 9486 Email: [email protected] Administration team Academic and Program Services team 1 Parramatta Square, Parramatta City campus Phone: 9685 9200 Email: [email protected] Liaison librarian Paul Jewell Business Librarian, Parramatta campus Phone: 9685 9358 Email: [email protected] Contents Unit information 2 An introduction to this unit 2 Textbook requirements 2 Attendance requirements 2 Special requirements 2 Student feedback 2 Recent actions to improve this unit 2 Approach to teaching 3 Assessment information 4 Learning outcomes 4 Assessment summary 4 Assessment 1: Case study (10%; group) 5 Overview 5 Details 5 Submission requirements 6 Marking criteria and standards 6 Assessment 2: Essay (30%) 8 Essay question 8 Background 8 Submission requirements 10 Marking criteria and standards 10 Assessment 3: Quiz (10%) 13 Overview 13 Details 13 Submission requirements 13 Marking criteria and standards 13 Assessment 4: Final examination (50%) 13 Overview 13 Marking criteria and standards 13 General assessment requirements 14 Referencing and citation requirements 14 Assignment cover sheet 14 Feedback on assessment 15 Learning activities 16 Schedule of activities 16 Learning resources 21 Overview of learning resources 21 Other resources that might help with university life 24 You and this unit 25 What is expected of you 25 Workload 25 Student responsibilities and conduct 25 What you can expect from the teaching team 26 Key policies 26 Late submission 26 Extension of due date for submission 27 Special Consideration 27 Academic integrity 27 Raising concerns 27 Unit information An introduction to this unit Enterprise Industrial Relations builds participants’ analytical and research abilities, developing capacity to identify, diagnose and engage with industrial relations challenges from different stakeholder perspectives. Participants are challenged to make connections between the classroom to the real world of contemporary industrial relations, looking at individual employees’ workplace and labour market experiences; the goals and activities of managers; and the role and practices of tribunals, enforcement agencies, employer associations and trade unions. This is done through activities that require working collaboratively on problems using online research to investigate contemporary practice, such as the drivers behind enterprise agreements and the implications of institutional arrangements and trade unions for productivity, inequality, and human resource utilisation. The unit is designed to build on foundation employment relations knowledge and analytical abilities developed in 200300 Managing People at Work. In turn, successful completion of 200614 EIR will ensure students make the most of the potential of 200613 Negotiation, Bargaining and Advocacy. The unit also develops students’ mathematical reasoning, building on 301123 Management Analytics. It is beneficial to complete 200300 MPW and 301123 Management Analytics before 200614 EIR but completing them in the same semester is also possible (rule waiver required); please advise your tutor if you are completing 200300 MPW as a co-requisite and ensure you speak up about any additional explanation or support that you need. Textbook requirements Bray, M, Waring, P, Cooper, R and Macneil, J 2014, Employment relations theory and practice, 3rd edn, McGraw-Hill, Sydney. Attendance requirements It is recommended that students attend all scheduled classes in order to succeed in this unit. Students may be eligible to apply for special consideration if illness, bereavement or any other extenuating circumstances affect participation in scheduled activities (refer to the Special Consideration Policy on the University website). Special requirements Wireless-enabled notebook or laptop computer for use during scheduled class time. Student feedback Student feedback plays a vital role in improving the quality and educational effectiveness of Western Sydney University units and in ensuring academic staff keep in touch with student needs. At the end of the session you will be given the opportunity in class to complete a Student Feedback on Unit (SFU) questionnaire to assess the unit. If requested by your unit coordinator, you may also have the opportunity to complete a Student Feedback on Teaching (SFT) questionnaire to provide feedback for individual teaching staff. For further information on student feedback and to view examples of the questionnaires, go to the University website. Recent actions to improve this unit The University values student feedback in order to improve the quality of its educational programs. As a result of a curriculum review process, the following changes and improvements to this unit have recently been made: Redirection from emphasis on face-to-face lectures to student-centred group interactions. Approach to teaching Learning is engendered through students listening, talking, and thinking through ways that the textbook and online digital information connects to the real world of industrial relations. There are opportunities to model the work of employment relations professionals. A number of tutorials are devoted to students working collaboratively to prepare for assessment tasks, including researching information held by organisations such as the Fair Work Commission, the Office of the Fair Work Ombudsman, the Australian Bureau of Statistics, employer associations and unions. Students will also survey their friends and family on industrial relations issues that they consider to be important, as a means for examining the variety of stakeholder views relevant to Australian workplaces and communities. The online lectures and other digital materials will ‘kick start’ all these activities, but also provide a structure and hold the various elements together. The aim is to assist students in making sense of what’s going on in the real world and to assist students in developing their own arguments about enhancing the quality of organisations, working lives, and human resources. Assessment information Learning outcomes Enterprise Industrial Relations is a second-year unit in the Bachelor of Business (Human Resource Management) program. Its focus is to develop students’ employment relations knowledge and “know-how”. By this, we mean that students will be able to locate and use industrial relations information when thinking analytically about problems. This know-how is to be developed through study of industrial relations in practice in contemporary workplaces, with comparisons between different workplaces and industries. Students will have opportunities to develop a disciplined approach to analysing opportunities and problems around work and employment relationships, building on the stakeholder analysis engaged in the 200300 Managing People at Work unit. The table below outlines the unit learning outcomes (ULOs) for this unit. Upon completion of this unit, students will be able to: 1. Identify and utilise sources of qualitative and quantitative information and methods of research commonly used in professional industrial relations practice. 2. Apply theory to explain the drivers behind industrial relations patterns and outcomes, such as the impact of the nature of work, the legal context, the labour market and the goals of human resource management. 3. Describe Australia’s current industrial relations institutions and processes relative to arrangements in the recent past and alternatives advocated by key stakeholders. 4. Explain the implications of the industrial relations framework and practices for productivity, equity, and the interests of stakeholders. 5. Compare and contrast the goals, roles and processes of member-based industrial relations actors, in historical and contemporary contexts to make recommendations about strategy and growth. 6. Diagnose the opportunities and constraints facing workers and managers when dealing with industrial relations issues in contemporary institutional contexts, such as those arising around enterprise bargaining, dispute resolution, legal compliance and enforcement. Assessment summary Assessments in this unit have been developed to collect evidence of student attainment of learning outcomes. The summary table below shows which assessment tasks are used to assess unit and course-level learning outcomes. ASSESSMENT NUMBER ASSESSMENT ITEM AND DUE DATE LEARNING OUTCOMES VALUE (/100) 1. Case study (group) (800 words) Due: end of Week 5 tutorial (w/c 20 March) ULO: 1, 2 & 6 10% 2. Essay (individual) (1,500 words) Due: Friday 5 May, 10:00pm (Week 11) ULO: 2-5 30% 3. Quiz (individual) (30 minutes) Due: Friday, 21 April, 10:00pm ULO: 3 & 6 10% 4. Final examination (individual) (2 hours) Note: There is a threshold pass mark on the final examination. Due: During the formal examination period. ULO: 1, 3-6 50%  Note: Before you receive your results for each piece of assessment they may be moderated. Moderation is a process whereby the unit coordinator regulates the marking of individual markers to achieve consistency in the application of unit objectives, performance standards and marking criteria. You should note that, consistent with the Criteria and Standards Based Assessment policy, the final marks for the cohort may be also adjusted if marks are very high or low or there are inconsistencies between teams. Marks for an individual piece of assessment will not be changed after you have your moderated results.  Note: To pass this unit you must:  Complete all assessment items.  Make a satisfactory contribution to group learning activities and assessment.  Achieve an overall mark of at least 50 per cent.  Achieve the threshold pass mark of 23 out of 50 in the final examination.  Note: It is recommended that students complete all available assessment elements in order to maximise marks. An automatic Fail Non-Submission grade will be awarded if any assessment task is not submitted/completed as per the details specified. Assessment 1: Case study (10%; group) Overview In a group of five, you will study three enterprise agreements. Using one of those agreements as a reference point, a) Identify significant differences between that agreement from the two other agreements reviewed in your group (use worksheet). b) Assess the degree to which the reference agreement differs from its relevant Modern Award (use worksheet). c) Discuss the reasons for the differences you uncovered in (a) and (b) (write 600 words in essay-format at end of the worksheet). Details Students will work on this group assignment during tutorials. The assignment requires examining and comparing enterprise agreements and working out why they differ from each other. Your group will look at three agreements; one of which your tutor will choose and two of which your group will choose. Each individual will also look at the Modern Award that underpins one of the agreements chosen by your group and identify differences between the Modern Award and the agreement. Groups will also need to do some research about the industry/occupation to which one of the enterprise agreements belongs. Tutors will provide some coaching and assistance but groups will be expected to develop problem-solving skills in completing the assessment. Tutorial preparation 1. Groups of five will be formed during Week 2 (the final size and composition of groups will be finalised by the tutor having regard to room layout). 2. In Week 3, groups will work together to choose two enterprise agreements from the Fair Work Commission website. You will also locate and download the enterprise agreement chosen by your tutor. Groups will also identify and review the relevant Modern Award that underpins one of the agreements chosen by your group. i. The enterprise agreements must have a commencement date later than 1 May 2016. ii. Choose agreements from different industries. iii. Your tutor will help you identify and locate the particular Modern Award you require. 3. There will be additional activities in tutorials in Week 4 and Week 5 that will help guide the analysis your group needs to do to complete the worksheet and the short essay. 4. The worksheet will be provided to you in tutorials. An electronic version will also be available from vUWS for the group’s final version that includes the short essay.  Warning: Students who do not contribute to group discussion and analysis will be removed from their group and will be required to do the assignment on their own, or be grouped with other non-contributors. Any concerns or adverse group experiences should be shared with the tutor as soon as possible. Students are also welcome to email the unit coordinator.  Hint: The reasons that enterprise agreements are different are mostly because of the nature of work (the ‘labour process’) in a particular industry. Differences may also reflect the differences in bargaining power between employers and employees in an industry. To make the assignment easier for your group, talk to your tutor about reasons why agreements are different, but you’ll also need to do some background research, as suggested below. Suggested sources  For a particular enterprise agreement, find out something about the industry or business context by looking up the enterprise’s website, the relevant union website, or the relevant employer association website. Your tutor can provide guidance.  Australian Bureau of Statistics data: look up the level of wages and the rate of wages growth in the industry to which the enterprise belongs.  Scholarly journal articles: try the APA-FT database. This is the Australian Public Affairs database. Go to Library > e-resources > scroll down the APA-FT.  Current affairs shows, newspapers, business magazine articles, and company annual reports (try the ProQuest database and Informit Edu TV).  Conference papers (try the AIRAANZ conference website http://www.airaanz.org/conferences.html ). [AIRAANZ is the Association of Industrial Relations Academics Australia and New Zealand] Submission requirements  The submission should:  Be the completed worksheet (~200 words) plus about 600 words in essay format.  Be accompanied by a group assignment cover sheet.  Acknowledge sources correctly using the Harvard referencing style.  Have 2 – 3 credible sources to justify your claims about reasons for differences.  Model professional practice by accurately recording details of the enterprise agreements and Modern Award in the Reference List.  Show a level of insight that indicates you made the most of the three tutorials that were made available to you for developing your knowledge and ideas.  Have been compared to the marking criteria below.  Submitted in electronic form to the vUWS Turnitin link (with your tutor’s name noted) by the end of the Week 5 tutorial. Marking criteria and standards In employment relations, everything is connected to everything else. It is difficult to isolate particular factors and mark them separately e.g. it’s hard to make a persuasive argument with slapdash referencing. It is hard to address all aspects of an argument if one’s writing and paragraphing is unsophisticated. This marking guide is to provide some guidance and feedback; it is not designed to be broken down to one or two marks here or there on particular categories but is qualitative in nature. Further conversation and explanation may be useful to you; make an appointment with your tutor. CRITERIA STANDARDS Referencing 10% Reference list accurately and consistently records sources – including electronic sources! Unsatisfactory/satisfactory Sources are correctly cited (frequency, accuracy and consistency of in-text citations). Unsatisfactory/satisfactory CRITERIA FAIL (0-49) PASS (50-64) CREDIT (65-74) DISTINCTION (75-84) HIGH DISTINCTION (85-100) Knowledge, analysis and argument (70%) Demonstrated understanding of the significant features of an EA through comparison, with attention to issues highlighted as significant from ongoing reading about IR in 200300/200614. Inability to identify key features of agreements. Comparisons are inaccurate, trivial or significantly incomplete. Key features are identified. Comparisons are accurate and reasonable; maybe some gaps or misplaced emphasis relative to required readings. Significant features of agreements and meaningful differences identified. Comparisons show understanding of IR. Accurate and thorough description. Significant features of agreements and meaningful differences identified. Comparisons show insight into contemporary IR practice. Accurate, thorough and efficient description. As for distinction, with reflection on usefulness of comparative analysis undertaken. Demonstrated understanding of the actors’ interests and industry context. Partial or inaccurate explanation actors’ interests and industry context. Misplaced emphasis from insufficient reading and group participation. Partial but mostly accurate explanation of actors’ interests and industry context. Reasonable and accurate explanation of actors’ interests and industry context. Sound knowledge of industry challenges drawn from readings and debating the industry context. Logical and accurate explanation of actors’ interests and industry contexts. Sound knowledge of industry challenges drawn from readings and debating the industry context. As for distinction, with original approach which shows appreciation of employment relations theory and research. Essay communication strategy (20%) Report uses ER language correctly. Many errors or ambiguities. Accurate use of key terms. Some imprecision. Accurate and precise use of ER language. As for credit, but also theoretical language. As for distinction, efficacious application of language. Professional-ism. Many errors and a layout means it takes longer to make sense of it than it should. Worksheet is easily comprehensible; Essay has been proofread; the needs of a busy reader considered. Very few errors or distractions; an attractive and easy to follow layout. As for credit. As for credit.  Note: Poor or inaccurate referencing may be investigated further under the Misconduct Rule. Assessment 2: Essay (30%) Essay question Employer associations have been advocating for the reduction of penalty rates listed in Modern Awards. The Fair Work Commission will have decided its major ‘Penalty Rates case’ in response to employer association arguments early in 2017. In your essay, firstly, analyse the advocacy of at least two employer associations around penalty rates in terms of their positon, reasoning and evidence; and, secondly, evaluate the implications of any reductions in penalty rates for employment growth and income equality. Background 200300 Managing People at Work introduced you to employers’ interests around the management of work and the employment relationship. In Enterprise Industrial Relations, we are asking you to go further, to look at employers’ preferences for the regulation of work and the employment relationship so they can best pursue those interests. That is, what do employers want from an industrial relations system? Is it about cost-cutting and managerial prerogative? Does the current IR system encourage good HRM and high-performance work systems that underpin economic efficiency? Employer associations and trade unions use rhetoric (‘spin’) and ambit (IR jargon that means asking for more than you reasonably expect to get) to influence their members, tribunals, governments, and voters. This assignment invites you to dig below the surface of statements via a stakeholder analysis. Sources for this essay The unit’s required readings will provide a foundation of knowledge for the essay (especially Boxall and Purcell 2016 and the Journal of Industrial Relations articles). You will also need to go to organisations’ websites. Prominent employer associations include the Australian Chamber of Commerce and Industry, the Business Council of Australia, and the Australian Industry Group. Penalty rates are particularly important for Restaurant and Catering Australia association (and its State branches), the NSW Business Chamber and the National Retailers Association. Your essay must demonstrate knowledge of the position of at least two employer associations using recent primary sources. The unit’s Twitter feed (embedded in vUWS) also contains links to very recent sources on stakeholders’ positions. The Fair Work Commission’s decision on penalty rates will be available on its Penalty Rates Case website . The decision is expected to be handed down in March or April. Please note that employer association submissions to the FWC’s hearing are already available on this Penalty Rates Case website. Those submissions count as recent primary sources. Recommended sources: Textbook, pp. 405 – 413. Boxall, P. and Purcell, J. (2016), Strategy and Human Resource Management, Third Edition, Basingstoke and New York: Palgrave Macmillan, Chapter 1 ‘The Goals of Human Resource Management’, pp. 1 – 33. Barry, M. (2016) ‘Employer and employer association matters in 2015’, Journal of Industrial Relations, vol. 58, no. 3, pp. 340 - 355. Healy, J. (2016), ‘The Australian labour market in 2015’, Journal of Industrial Relations, vol. 58, no. 3, pp. 308 – 323 Productivity Commission (2015), Workplace Relations Framework Final Report, Productivity Commission Inquiry Report Volume 1, No. 76, 30 November, Commonwealth of Australia, Canberra. (This is a summary available at < http://www.pc.gov.au/inquiries/completed/workplace-relations/report > ; See Chapter 10 – 14 of the full report deal for penalty rates evaluation.) Knox, A. 2009, ‘Better the devil you know? An analysis of employers’ bargaining preferences in the Australian hotel industry’, Journal of Industrial Relations, vol. 51, no. 1, pp. 25-44. Craig, L. and Brown, J.E. (2015), ‘Nonstandard work and nonwork activities, time alone and with others: Can weekend workers make up lost time?’, Journal of Industrial Relations, vol. 57, no. 1, pp. 3 – 23. These short readings also count as ‘credible’ sources: Grattan, M. (2016), ‘Penalty rate cut will hurt economy wihtout helping business: Labor’, The Conversation, March 21, < http://theconversation.com/penalty-rate-cut-will-hurt-economy-without-helping-business-labor-56571> [website], date accessed 7 February 2017. Jackson, S. (2015), ‘Frozen wages, insecure jobs, struggling youth, rising inequality, shrinking unions… join the dots’, The Conversation, November 26, < https://theconversation.com/frozen-wages-insecure-jobs-struggling-youth-rising-inequality-shrinking-unions-join-the-dots-50981 > [website], date accessed 27 November 2015. Markey, R. (2015), ‘Myths about penalty rates and those who rely on them’, The Conversation, November 16, [website], date accessed 5 February, 2016. Duncan, A, and Daly, A. (2015), ‘Fact Check Q&A: Are a lot of cafes and restaurants closing because of Sunday penalty rates?’, The Conversation, August 17, < https://theconversation.com/factcheck-qanda-are-a-lot-of-cafes-and-restaurants-closing-because-of-sunday-penalty-rates-45951 > Walsh, L. (2015), ‘A day of rest: the costs of removing penalty rates’, The Conversation, 3 February, [website], date accessed 3 February 2015. Woodman, D. (2014), ‘Before you call for penalty rates to be cut, try working a few Sundays’, The Conversation, 19 August, [website], date accessed 6 February 2015. Desloires, V. and Dunckley, N. (2015), ‘Employers step up efforts to get rid of penalty rates’, Sydney Morning Herald, 3 January, page 1, http://search.proquest.com.ezproxy.uws.edu.au/anznews/docview/1641402602/8E1DE46003374D59PQ/3?accountid=36155 [database], date accessed 6 February 2015. (Go to Library > e-resources > Proquest ANZ Newstand to search for this article.) Hutchens, G. (2015), ‘Gap between rich and poor at highest level in decades: IMF’, Sydney Morning Herald, June 16 [database], Australian Council of Trade Unions (2015), ‘Turnbull must reject Productivity Commission call to cut take-home pay’, 21 December [website], date accessed 5 February 2016. Australian Council of Trade Unions (2014), ‘Employer push to cut penalty rates before Christmas’, Media release, 23 December, http://www.actu.org.au/Images/Dynamic/attachments/8410/acturelease-141223-xmas%20penalty%20rates.pdf [PDF], date accessed 6 February 2015. Wooden, M. (2012), ‘Penalty Rates in Awards: do we really need them?’, The Conversation, 10 September, < http://theconversation.edu.au/penalty-rates-in-awards-do-we-really-need-them-9255> [website], date accessed 19 February 2013. Submission requirements  The electronic submission should:  Be about 1,500 words.  Be written in essay-format.  Include an assignment cover sheet (a Microsoft Word template will be available from vUWS).  Acknowledge sources correctly using the Harvard referencing style.  Show understanding of a six scholarly or otherwise credible sources.  Show knowledge of the position of at least two employer associations from primary sources. A ‘primary source’ is something produced by that employer association; ie. a speech, a media appearance, a media release, a report, a submission, a webpage, etc.  Include critical analysis (for a credit or better).  Have been compared to the marking criteria below.  Due: 10.00pm, Friday, 5 May (Week 11) electronic submission to Turnitin for online marking. Marking criteria and standards In employment relations, everything is connected to everything else. It is difficult to isolate particular factors and mark them separately e.g. it’s hard to make a persuasive argument with poor or slapdash referencing. It is hard to address all aspects of an argument if one’s writing and paragraphing is not sophisticated. This marking guide is to provide some guidance and feedback; it is not designed to be broken down to one or two marks here or there on particular categories but is more qualitative in nature. Further conversation and explanation may be useful to you; make an appointment with your tutor. CRITERIA STANDARDS Referencing 10% Reference list accurately and consistently records sources – including electronic sources! Unsatisfactory/Satisfactory Sources are correctly cited (frequency, accuracy and consistency of in-text citations). Unsatisfactory/Satisfactory CRITERIA FAIL (0-49) PASS (50-64) CREDIT (65-74) DISTINCTION (75-84) HIGH DISTINCTION (85-100) Foundations for argument: knowledge and analysis (30%) Identification and explanation of interests around regulation of work and the employment relationship. Incomplete or confusing description. Lack of focus on interests around regulation of the employment relationship in particular. Muddled about stakeholders’ goals. Some reasonable assessment of employers’ interests around the IR system. A reasonable description about employer interests around the IR system, with analytical consideration of goals. A persuasive description about employers’ interests relative to other stakeholders beyond their espoused views, with analytical consideration of goals. As for distinction, but with thorough analysis of espoused views using ER theory. Demonstrated knowledge of features of the IR system that affect the stakeholders’ interests and power, with efficacious choices in selection of details attended to. Incomplete or inaccurate description. Inability to focus on issues of importance to stakeholders, perhaps arising from lack of reading and participation in 200614. A sound description of the issues (penalty rates, employment, equality, etc.) from employer associations’ viewpoints. Some gaps or misplaced emphasis. An efficient and accurate description of the issues from employer associations’ viewpoints. As for credit, but drawing from a range of authors’/ actors’ views. As for distinction, but drawing from a range of authors’/ actors’ views. Some critique and evaluation of claims. Analysis and argument (40%) Quality of critical analysis in producing a logical and persuasive argument about the relationship between particular aspects of IR regulation with stakeholders’ interests. Illogical or confusing attempt, perhaps from misunderstanding or last minute rushing. Some logical connections between the IR system and employment and equality. Only partial evaluation of interests of employers. A reasonable argument made connecting the IR system and employment and equality Maybe some gaps in the logic or knowledge base. Some evaluation of interests of employers. A persuasive argument, logically consistent, demonstrating thorough understanding the connection between the IR system and employment and equality. Appreciation of stakeholders’ interests. More than one side of the argument considered. As for distinction, but with reflection on argument relative to employment relations theory and practice. Reading and research (10%) Argument built on sufficient number/diversity of sources (scholarly and credible primary sources). Credible and scholarly sources overlooked, or some scholarly sources only partially understood/ applied. Scholarly and credible sources form analytical base for essay. Scholarly and credible sources form analytical base for essay; some evaluation of sources. Scholarly and credible sources form basis for essay, with judicious choice and interpretation. Scholarly and credible sources form basis for essay, with strong critical evaluation of particular sources. Research has been thorough and creative; at least two employer associations’ viewpoints on penalty rates have been examined. Choice of information perhaps indicates lack of attention or poor understanding of the task. Insufficient use of sources suggested in the Learning Guide. A sound choice of material, based on understanding of the ERship and task. Required readings have influenced the essay. As for pass, with broader reading influencing the essay and/or creative approach to research. As for credit, with efficient use of a range of sources. As for distinction, with superior theoretical insight demonstrated in research paths taken. Essay communication strategy (10%) Report uses ER language correctly. Many errors or ambiguities. Accurate use of key terms. Some imprecision. Accurate and precise use of ER language. As for credit, but also theoretical language. As for distinction, efficacious application of theoretical and practical language. Essay coherently, logically and consistently conveys message from start to end. Structure is disorganised. Paragraphing unconventional. Organised and clear structure that carries an argument. Paragraphs represent steps in the argument. Organised and clear structure that carries an argument efficiently. Organised and clear structure that makes the argument persuasive and compelling. Organised and clear structure; an innovative approach to making the argument in the most effective way. Introduction Vague or confusing. Reader has no idea where the essay will unfold. Introduction partially states the argument that will be made, and the scope and structure Thorough introduction. Clear statement of purpose, the ‘answer’ (argument to be made), and structure. As for credit, with an engaging style. Well written. As for credit, with an engaging style. Well written. Conclusion Vague or confusing. Conclusion summarises the essay; implications and significance unstated. Thorough and efficient summary of the essay; implications and significance explained. Thorough, efficient summary; discussion of implications and significance demonstrates theoretical and practical appreciation of ER. Thorough, efficient summary that engages the reader; discussion of implications and significance demonstrates theoretical and practical appreciation of ER. Professionalism. Many errors and a layout means it takes longer to make sense of the essay than it should. Has been proofread; the needs of a busy reader considered. Very few errors or distractions; an attractive and easy to follow layout. As for credit. As for credit. Assessment 3: Quiz (10%) Overview All workers, supervisors and managers require appreciation of the importance, regulation and practice around work health and safety (WHS) and worker compensation arrangements. The quiz will ask you to demonstrate your knowledge of WHS and worker compensation. A particular focus will be Safe Work Australia’s (2016) Dealing with Workplace Bullying – A Guide for Workers. Details The quiz is an individual assessment. It should take less than 30 minutes to complete. Whilst students will be able to log into the quiz more than once, only one set of answers can be submitted. That is, once ‘submit’ is actioned, the submission is final. Submission requirements It will be completed online (via the ‘test’ function in vUWS) and will take around 30 minutes. The quiz will be available to students around 18 April and must be completed no later than Friday, 21 April by 10:00pm. Marking criteria and standards Quizzes will be assessed for accuracy, with correct answers earning marks. There will be no deductions for incorrect answers. Assessment 4: Final examination (50%) Overview The final examination is a two-hour, closed-book examination held during the formal examination period. The examination will draw on material covered during the teaching period. The examination will require responses in essay form. There will be a compulsory question about the EIR industrial relations survey undertaken during the semester. There will be some choice for the remaining questions.  Note: In order to pass this unit, students must achieve a satisfactory mark of no less than 23 marks out from 50 in the examination. Marking criteria and standards GRADE (/10) STANDARD DESCRIPTION 0.0-3.0 Question is not attempted. A ‘brain dump’ inspired by the words in the question but not really connected in any way to the task. 3.5-4.5 The question is not attacked appropriately. The answer has most of the following characteristics: Does not or incorrectly identifies the relevant theoretical framework Does not or incorrectly describes the relevant theoretical framework Does not or incorrectly relates the theory to the questions Sometimes a response may appear quite sophisticated but may be a complicated, but not related, set of ideas! 5.0-6.0 Answers at this level will make simple and obvious connections but their significance may not be fully articulated. This type of response only meets one part of the task. Sometimes, this type of response deals with terminology but doesn’t develop further. The answer has most of the following characteristics: Correctly describes relevant facts from the questions, but... may or may not identify the relevant theoretical framework/s may or may not describe the relevant parts of the theory does not or incorrectly applies the theory to the object of the question 6.5-7.0 Responses at this level outline the influences of a number of factors, but may not bring together and balance their influence. Straight-forward connections between theory and the object of the question may be made, but the meta-connections between them are missed, as is their significance for the whole. The answer has most of the following characteristics: Correctly and proficiently describes relevant parts of the question and... correctly identifies the relevant theoretical framework correctly describes the relevant parts of the theory may or may not apply the theory to the object of the question does not explore the connections between theory/theories and the relevant parts of the question 7.5-8.0 A response at this level describes the relevant parts of the question and the theoretical frameworks and demonstrates good appreciation of how they are integrated. The answer demonstrates an appreciation of the significance of the parts of the question in relation to the whole. The overall answer has a coherent and appropriate structure where the parts of the answer and the connections between them are clearly demonstrated. The answer has most of the following characteristics: Correctly and proficiently describes relevant material from the presentation and... correctly identifies the relevant theoretical framework correctly describes the relevant parts of the theory correctly applies the theory to the object of the question correctly explores the connections between theory/theories and the relevant parts of the question 8.5-10.0 A response at this level has all the characteristics of the previous level (7.5-8.0) and in addition demonstrates further insight, extending concepts and theoretical ideas into new but clearly related areas – across a number of areas. The response demonstrates connections not only within the given subject area of the question, but also beyond it. Answers at this level generalise and transfer the principles and ideas underlying the specific instance to a number of contexts. General assessment requirements Referencing and citation requirements This unit uses Harvard UWS referencing style. Full details and examples are available on the Library website. Assignment cover sheet You are to keep a copy of all assessments submitted for marking. Submission through vUWS and Turnitin indicates your acknowledgement and acceptance of the work being your own. Some assessments may be required to be submitted with an assignment cover sheet (check the submission requirements section for each assessment). In these instances, links to assignment cover sheets can be located in your vUWS site. Group assignments are to be submitted with a group assignment cover sheet indicating the names of all group participants. Some units may also require you to submit a peer evaluation of group member participation. This may be conducted online or in hardcopy format. Details will be provided via the vUWS site. Feedback on assessment The Assessment Policy provides that assessment feedback is available to students in a timely way. Your lecturer/tutor will normally provide you with your mark and written feedback within two to three weeks of the submission date, given that your assessment is submitted on the due date. Learning activities Schedule of activities Autumn session begins on Monday, 20 February 2017. There are three public holidays this teaching session which may affect classes. Good Friday falls on Friday, 14 April 2017 (Week 8), Easter Monday falls on Monday, 17 April 2017 (Week 9) and Anzac Day falls on Tuesday, 25 April (Week 10). Alternative teaching arrangements for any classes affected by these public holidays will be posted on the vUWS website.  Note: Tutorials commence in Week 1. The following is a summary of the activities in the unit. Please refer to the Extended Weekly Preparation and Activities Guide for more detail. Print out the week’s Extended Guide and bring to tutorials to make note-taking quicker. The STUDENT PREPARTION column on the right-hand side specifies the work to be done BEFORE attending class in the relevant week. WEEK TOPICS TUTORIAL STUDENT PREPARATION 1. 20-26 February WHS and emergency arrangements. Orientation to vUWS and learning guide. Introduction to Enterprise Industrial Relations. Case studies of non-compliance Substantive and procedural rules. Always (please) bring your textbook to class. Introductions. Substantive and procedural rules. How do you know if you are casual or permanent? Online Learning Unit overview lecture Four Corners documentary Reading: Textbook, Chapter 1: What is ER? Textbook, Chapter 2: The Study of Employment Relations: analytical tools 2. 27 February–5 March Rule-making: An overview of statutes, awards and agreements. Purpose/scope of EAs. Management’s interests. Twitter and working as an ER professional. Bargaining power and non-compliance Introduction to enterprise agreements (EAs) for organisations and/or industries. Purpose/scope of EAs. Preparation for case study assessment. Allocation of students to groups for case study assessment. Online learning: Overview of IR system online lecture Goals of HRM online lecture Reading: Textbook, Chapter 3: The study of employment relations: values Textbook, section of Chapter 8 on Award Making, pp.251 – 259. 3. 6-12 March Control and power: Who makes decisions? Labour market patterns Bargaining power Discusson of control and power, including bargaining power. The three kinds of competition (‘thinking commercially’) What do IR specialists do? And job rankings Case study group assessment work – enterprise agreement and Modern Awards research Online learning: Ramsay’s Kitchen Nightmares and online worksheet. Labour market patterns online lecture. Reading: Healy, J. (2016), ‘The Australian labour market in 2015’, Journal of Industrial Relations, vol. 58, no. 3, pp. 308 – 323. Textbook, section of Chapter 10 on managerial prerogative, pp.303 – 307. Boxall, P. and Purcell, J. (2016), Strategy and Human Resource Management, Third Edition, Basingstoke and New York: Palgrave Macmillan, Chapter 1 ‘The Goals of Human Resource Management’, pp.1 – 33. 4. 13-19 March Role of the state. Changing Context: ‘protection all round’ to ‘competition all round’ IR in New South Wales Activity: Case study group assessment – fill in worksheet including researching ABS data - Identifying how and why enterprise agreements differ. Online learning: Lecture pod ‘Making Australia Great’ documentary Reading: Textbook, Chapter 4: The state. 5. 20-26 March Labour market patterns. Productivity, flexiblity, inequality. Trade unions: emergence, structures, roles and methods. Case study group assessment – finalising worksheet; writing short essay. Submitting group assessment at end of class. Online learning: Trade unions online lecture Reading: Textbook, Chapter 6 Employee Representation: Unions Peetz, D. and Bailey, J. (2012), Dancing alone: The Australian union movement over three decades’, Journal of Industrial Relations, vol. 54, no. 4, pp.525 – 541. 6. 27 March-2 April Contemporary trade unionism. Campaigning and political action. Membership decline and organisational renewal. WHS and Workers Compensation Reason for joining/reasons for not joining unions. Analysing union membership patterns for women and young workers. Discussion of trade unionism. Table 6.7 and Table 6.8 will be useful starting points. Overview of The 2017 EIR Survey. Online learning: Contemporary trade union practice online lecture. WHS/Workers Compensation online lecture. Reading: Bailey, J, Price, R, Esders, L & McDonald, P (2010), ‘Daggy shirts, daggy slogans? Marketing unions to young people’, Journal of Industrial Relations, vol. 52, no. 1, pp. 43-60. Abbott, Hearn Mackinnon and Fallon (2016), Chapter 10 Workplace Health and Safety, Understanding Employment Relations, Oxford University Press, Melbourne. 7. 3-9 April Employers and Employer Associations Overview of essay-related concepts Employers’ interests in economic and socio-political domains Research: developing and critiquing surveys and survey questions Essay concepts discussion: penalty rates, flexibility, equality, employment, wage and profit shares. Workers and technological change Online learning: Employers and Employer Associations online lecture Current affairs clips Reading: Textbook, Ch. 5 Management Barry, M. 2016, ‘Employer and employer association matters in 2015’, Journal of Industrial Relations, vol. 58, no. 3, pp. 340 - 355. Knox, A. 2009, ‘Better the devil you know? An analysis of employers’ bargaining preferences in the Australian hotel industry’, Journal of Industrial Relations, vol. 51, no. 1, pp. 25-44. 8. 10-16 April INTRA SESSION BREAK 9. 17-23 April The 2017 EIR Survey Assessment 3 Quiz Essay-preparation week No tutorials. Recruit participants and run the online survey Complete online quiz by Friday 10:00pm Reading: Safe Work Australia (2016), Dealing with Workplace Bullying – a Workers’ Guide (see link in vUWS Readings and Resources) See required and recommended readings for essay 10. 24-30 April Statutory regulation. Role of industrial legislation: Balancing efficiency and fairness. Work Choices to Forward with Fairness. Jungleland report and discussion Employer associations Productivity Commission inquiry Research on Fair Work Ombudsman site (group quizzes) Online learning: Industrial relations legal framework online lecture Reading: Textbook, Chapter 8 State Regulation: minimum standards and awards Textbook, Chapter 10, pp.309 – 321. 11. 1-7 May Role of Fair Work Commission Fair Work Act 2009 (Cth) Annual Wage Review Unfair Dismissal Regulation Goals (‘Objects’) of the Fair Work Act 2009 (Cth) Fair Work Commission discussion and evaluation Research and analysis of the 2017 Annual Wage Review Unfair dismissal discussion and cases Introduction to role and functions of the Office of the Fair Work Ombudsman Online learning: Online lecture on role of the FWC Current affairs clips on recent legal developments and debates Reading: Chapter 1 in: Stewart, A. (2015), Stewart’s Guide to Employment Law, 5th edn, Federation Press, Sydney. pp. 1-18. Extracts from Fair Work Commission Annual Report 2015 – 16 (see vUWS PDF) 12. 8-14 May Agreements and bargaining under the Fair Work Act 2009 (Cth). Enterprise versus industry /pattern bargaining. Role of FWC in regulating agreements and industrial action/good faith bargaining. The 2017 EIR Survey Reviewing points of difference between Work Choices and Forward with Fairness Debating the power of the FWC in bargaining processes and bargaining outcomes Discussing and debating the role of industrial action in bargaining Describing and analysing the results of The 2017 EIR Survey Evaluating methods of researching employment relations Online lecture: Agreements and bargaining online lecture. Reading: Textbook, Chapter 11: Collective agreement-making and collective bargaining structures and processes. Townsend, K., Wilkinson, A. and Burgess, J. (2013), Is Enterprise Bargaining Still a Better Way of Working?’, Journal of Industrial Relations, vol. 55, no.1, pp.100 – 117. 13. 15-21 May Disputes Enforcement Evaluating the role of Fair Work Ombudsman Regulating the ‘gig economy’ Discussing and evaluating forms of dispute resolution Evaluating arbitration. Reviewing and discussing sources of bargaining power Enforcement strategies to achieve compliance ‘Slaving Away’ discussion Criteria for ‘employee’ versus ‘contractor’ Online learning: Compliance and enforcement online lecture Current affairs clips around enforcement issues Reading: Textbook, Chapter 12: Industrial Conflict 14. 22-28 May Evaluating the Fair Work Act 2009 (Cth). Unit review. Examination briefing. Reviewing The 2017 EIR Survey (exam preparation) Debate and reconsideration of minimum wages, arbitration and bargaining Student Feedback on Unit Examination practice session Online learning: Exam briefing and unit review lecture Reading: Textbook, Chapter 13 Employment Relations and Performance Martin, P. (2015), ‘Minimal logic against the minimum wage’, The Sun Herald, 24 January Westacott, J. [Business Council of Australia] (2015), ‘Workplace relations can be enhanced without sacrificing key rights’, The Australian, 14 February 15. 29 May-4 June STUVAC Learning resources Overview of learning resources Prescribed Textbook Bray, M, Waring, P, Cooper, R and MacNeil, J 2014, Employment relations theory and practice, Third Edition, Sydney: McGraw-Hill. Essential readings Refer to the Schedule of Learning Activities above. All required readings will be available via the Library’s Reading and Resources link on vUWS. Required and Recommended readings Abbott, Hearn Mackinnon and Fallon (2016), Chapter 10 Workplace Health and Safety, Understanding Employment Relations, Oxford University Press, Melbourne. Bailey, J. and Peetz, D. (2015), ‘Unions and collective bargaining in Australia in 2013’, Journal of Industrial Relations, vol. 56, no. 3, pp. 414 - 432. Bailey, J, Price, R, Esders, L & McDonald, P 2010, ‘Daggy shirts, daggy slogans? Marketing unions to young people’, Journal of Industrial Relations, vol. 52, no. 1, pp. 43-60. Barry, M. 2016, ‘Employer and employer association matters in 2015’, Journal of Industrial Relations, vol. 58, no. 3, pp. 340 - 355. Boxall, P. and Purcell, J. (2016), Strategy and Human Resource Management, Fourth Edition, Basingstoke and New York: Palgrave Macmillan, Chapter 1 ‘The Goals of Human Resource Management’, pp.1 – 33. Bowden, B. (2009), ‘The organising model in Australia: a reassessment’, Labour and Industry, vol. 20, no. 2, pp. 138 -58. Blyton, P, Heery, E, Bacon, N & Fiorito, J (eds), 2009, The SAGE handbook of industrial relations, SAGE Publications Ltd, London. Ellem, B. (2005). ‘Deregulation’ and other myths: Re-reading industrial relations policy, Journal of Industrial Relations, Vol. 48 No. 3 June 2006. Forsyth, A. (2016), ‘Industrial legislation in Australia in 2015’, Journal of Industrial Relations, vol. 58, no. 3, pp.372 – 387. Gall, G, Wilkinson, A and Hurd, R (eds), 2011, The international handbook of labour unions: responses to neo–liberalism, Edward Elgar Publishing, Cheltenham. Giudice, Justice G. (2011), ‘The evolution of an institution: The transition from the Australian Industrial Relations Commission to Fair Work Australia’, Journal of Industrial Relations, vol. 53, no. 5, pp. 556 – 562. Griffin, L. and Brown, M. (2011), ‘Second Hand views? Young People, Social Networks and Positive Union Attitudes’, Labour and Industry, 22(1/2): 83 – 101. Journal of Industrial Relations (especially the Annual Review Issue in June each year, as detailed in the weekly preparation guide). Hardy, T. and Howe, J. (2015), ‘Chain reaction: A strategic approach to addressing employment noncompliance in complex supply chains’, Journal of Industrial Relations, vol. 57, no. 4, pp. 563 – 584. Healy, J. (2016), ‘The Australian labour market in 2015’, Journal of Industrial Relations, vol. 58, no. 3, pp. 308 – 323. Kaine, S. (2016), ‘Women, work and industrial relations in Australia in 2015’, Journal of Industrial Relations, vol 58, no. 3, pp. 324 – 339. Kochan, T. and Riordan, C. (2016), ‘Employment relations and growing income inequality: Causes and potential options for its reversal’, Journal of Industrial Relations, vol. 58, no. 3, pp.419 – 440. Knox, A. (2009), ‘Better the devil you know? An analysis of employers’ bargaining preferences in the Australian hotel industry’, Journal of Industrial Relations, vol. 51, no. 1, pp. 25-44. Maconachie, G. and Goodwin, M. (2010), Employer evasion of workers’ entitlements 1986 – 1995: Why, what and whose?’, Journal of Industrial Relations, vol. 52, no. 4, pp.419 – 437. Martin, P. (2015), ‘Minimal logic against the minimum wage’, The Sun Herald, 24 January, [database]. Muir, K. (2008), Worth Fighting For: Inside the Your Rights at Work Campaign, University of NSW Press, Sydney. Oliver, D. (2016), ‘Wage determination in Australia: The impact of qualifications, awards and enterprise agreements’, Journal of Industrial Relations, vol. 58, no. 1, pp. 69 – 92. Ostry, J. Berg, A. and Tsangarides, C. (2014), ‘Redistribution, Inequality and Growth’, IMF Staff Discussion Note, SDN/14/02, February, International Monetary Fund, Washington. < http://www.imf.org/external/pubs/ft/sdn/2014/sdn1402.pdf> [PDF]. Peetz, D. and Bailey, J. (2012), ‘Dancing alone: The Australian union movement over three decades’, Journal of Industrial Relations, 54(4): 525 – 541. Peetz, D. (2006) Brave New Workplace: how individual contracts are changing our jobs, Allen and Unwin, Sydney. Ross, I. (2016), ‘Future Directions: Enhancing the public value of the Fair Work Commission’, Journal of Industrial Relations, vol.58, no. 3, pp. 402 – 418. Safe Work Australia (2016), Dealing with Workplace Bullying – a Workers’ Guide, < http://www.safeworkaustralia.gov.au/sites/swa/about/publications/pages/workers-guide-workplace-bullying>, Commonwealth of Australia, Canberra. Sappey, R, Burgess, J, Lyons, M & Buultjens J, 2009, Industrial relations in Australia: work and workplaces, 2nd edition, Pearson Education Australia, Sydney. Stewart, A. (2015), Stewart’s Guide to Employment Law, Fifth Edition, Federation Press, Sydney. Chapter 1. Stewart, A. (2011), Fair Work Australia: The Commission reborn?’, Journal of Industrial Relations, vol. 53, no. 5, pp. 563 – 577. Townsend, K., Wilkinson, A. and Burgess, J. (2013), Is Enterprise Bargaining Still a Better Way of Working?’, Journal of Industrial Relations, vol. 55, no.1, pp.100 – 117. Thornthwaite, L. and Sheldon, P. (2011), ‘Fair Work Australia: Employer Association Policies, industrial law and the changing role of the tribunal’, Journal of Industrial Relations, 53(5): 616 – 631. Underhill, E. and Rimmer, M. 2015, ‘Layered vulnerability: Temporary migrants in Australian horticulture’, Journal of Industrial Relations, vol. TBC, no. TBC, pp.1 – 19, [electronic pre-publication SAGE database]. Waring, P and Bray, M. (eds) 2006, Evolving Employment Relations: Industry Studies from Australia, McGraw-Hill, Sydney. Westacott, J. [Business Council of Australia] (2015), ‘Workplace relations can be enhanced without sacrificing key rights’, The Australian, 14 February < http://search.proquest.com.ezproxy.uws.edu.au/anznews/docview/ 1654954657/232572E9D43946D0PQ/1?accountid=36155#> [database]. Teicher, J, Holland, P and Gough, R 2013, Australian Workplace Relations, Melbourne: Cambridge University Press. Townsend, K and Wilkinson, A (eds), 2011, Research handbook on the future of work and employment relations, Edward Elgar Publishing, Cheltenham. Wilkinson, A, Gollan, PJ, Marchington, M & Lewan, D (eds), 2010, The Oxford handbook of participation in organizations, Oxford University Press, Oxford Additional resources or materials Western Sydney Library e-resources E-reference collections:  Blackwell Reference Online  Gale Virtual Library  Oxford Reference Online E-book collections:  CRCnetBase  Informit e-Library – Business Collection  MyiLibrary  NetLibrary E-resources:  ABI/INFORM – comprehensive business database.  Business Source Complete – business resources for undergraduate/postgraduate use, with extensive archive of articles. Access to industry reports, market research reports, country reports and company profiles.  Emerald Fulltext – scholarly research in management.  Factiva – full text business and company information from major Australian and international news sources. Related databases:  AIMMAT: AIM Management and Training Database – a source for Australian, New Zealand and South East Asian articles on management and training. Includes many case studies.  Informit – Australasian content on social, economic and political issues.  Proquest ANZ Newsstand – provides full text of Australian and New Zealand newspapers, except the AFR. See also e-resources page for management at: http://subjectguides.library.uws.edu.au/management Relevant journals:  Australian Bulletin of Labour  Australian Journal of Labour Law  British Journal of Industrial Relations  Economic and Labor Relations Review  Employment Relations Record  International Journal of Employment Studies  Journal of Industrial Relations  Journal of Organizational Behavior  Labour and Industry  New Technology, Work and Society  Organisation Studies  Work and Occupations  Work, Employment and Society Note: Please go to vUWS or the Library website for assistance in locating contemporary and relevant websites for industrial relations research.  Note: Wikipedia articles should not be used in assessment tasks. Other resources that might help with university life University life Find out about life outside the lecture theatre – news and events, services and facilities, career information and more! vUWS Check your vUWS sites regularly for unit announcements, updates to learning materials and to keep up to date with any learning activities. Disability Service Students with a disability or chronic health condition should contact the Disability Service team. You may also be eligible for assistance if you have a temporary injury such as a broken limb. Study Smart The Library Study Smart service can assist you in three ways: 1. Study Smart Advisors are available on all campus libraries for assistance with your academic writing skills. 2. The Study Smart website provides you with access to self-help resources for academic writing and reading, critical thinking, academic integrity, exams, numeracy and using technology. 3. You will be automatically enrolled in the Library Study Smart vUWS site. Here you will be able to undertake exclusive self-assessment tests to identify skills development needs as well as interactive and challenging activities to improve your academic literacies. Turnitin The Turnitin plagiarism prevention system is a software product that reports on similarities between your paper and other documents. There is a great deal of information regarding Turnitin including an instruction video on the Library website. Turnitin is used by over 30 universities in Australia and is increasingly seen as an industry standard. It is an important tool to assist students with their academic writing by promoting awareness of plagiarism. YourTutor YourTutor is an online service assisting you with referencing, formatting and structure of your assessment. You can also connect live using online chat between 3pm and midnight for help with a question right away in English, maths, science, business and other core skills areas. Access to YourTutor is via your vUWS site. You and this unit What is expected of you Workload This unit will require your full attention to maintain the highest possible grades. It is expected that you will spend an average of 10 hours per week on learning activities in this unit. Some weeks you will spend more time on learning activities and assessments than in other weeks where the workload will be somewhat less. It is essential that you keep up with the weekly learning activities and come prepared to each session so that you can actively participate in the in-class activities and interact with your peers and instructor. Student responsibilities and conduct Student responsibilities Familiarise yourself with University policies on assessment and examinations. Ensure that you understand the requirements, including timetables, for examinations and other assessments tasks. Ensure you read and understand the assessment requirements and note the submission dates, and seek assistance from the lecturer and/or unit coordinator when needed. Notify relevant staff (e.g. lecturer, unit coordinator, disability adviser) as soon as possible prior to, or at the beginning of, the semester to accommodate special requirements. Submit individual and unassisted assessment work, except as otherwise permitted. Cheating, plagiarism, fabrication or falsification of data will be severely dealt with. Behave ethically and appropriately, avoiding any action or behaviour which would unfairly disadvantage or advantage another student. Where group work is assigned, ensure that every group member has the opportunity to contribute in a meaningful way. Student conduct and behaviour Attend all tutorials – failure to attend is often the main cause for low final grades. Respect the needs of other students who are participating in any class activities. Pay attention in tutorials – these provide key information for all examinable material. Do not use mobile phones during tutorials and do not have ongoing conversations with fellow students during classes or if another student is presenting work in the tutorials. Please use electronic devices for taking notes only, not surfing the net or checking email. Use vUWS discussion boards constructively – they are there for interaction between the students and between teaching staff and the students. Unfounded criticisms will be removed from the relevant discussion board. If issues arise with other students, or teaching staff, please see the unit coordinator in the first instance rather than broadcasting your concerns in a public forum. What you can expect from the teaching team Academic staff carry out their teaching responsibilities under the authority of the Dean of the School of Business. Staff responsibilities Assess students’ work fairly, objectively and consistently and when in doubt consult with the unit coordinator or Director of Academic Program. Provide students with appropriate, helpful and explanatory feedback on all work submitted for assessment. Make reasonable accommodation (e.g. length of time to complete) in assessment tasks and examinations for students with special requirements and to seek assistance from the Disability Advisor and Counsellor where appropriate and needed. Ensure deadlines for the submission of examination papers to the Academic Registrar are met. Immediately report to the unit coordinator any instances of student cheating, collusion and/or plagiarism. Staff code of conduct Act in good faith and with honesty, integrity, transparency and impartiality. Act with diligence and responsiveness and treat other University members with fairness, respect and courtesy and without discrimination or harassment. Foster and protect the reputation of the University. Carry out duties as best you can within your delegated authority, constantly enhancing your professional knowledge. Be accountable for all actions and decisions, providing documentation and sound reasons for them. Not act in a manner that inhibits another person from fulfilling the requirements of their position. Respect the confidentiality of entrusted information. Be alert to issues of conflict of interest and take action to declare and avoid them. Use University resources properly and in accordance with work health and safety obligations. Report all fraud and corrupt conduct. Key policies All policies that apply to you as a Western Sydney University student can be located online at policies.westernsydney.edu.au/. In particular it is essential that you are familiar with assessment policies and procedures as well as the student misconduct rule and how to avoid misconduct of any type. Breaches of this policy can have very serious consequences. Late submission A student who submits a late assessment will be penalised by 10 per cent per day up to 10 days i.e. marks equal to 10 per cent of the assignment’s worth will be deducted as a “flat rate” from the mark awarded. For example, for an assignment with a possible highest mark of 50, the student’s awarded mark will have five marks deducted per late day. Saturday and Sunday count as one day each. Assessments will not be accepted after the marked assessment task has been returned to students who submitted the task on time except where compulsory items of assessment must be submitted. An assessment submitted at any time after the due time on the due date will be deemed to be a late submission and late submission penalties will accrue immediately from the due time and date. Extension of due date for submission Requests for extensions, with evidence of extenuating circumstances, may be submitted before, on or up to two days after (by 5.00pm) the due date of an assessment. A student may apply for an extension of the due date for an assessment task if extenuating circumstances outside their control, and sufficiently grave in nature or duration, cause significant disruption to their capacity to study effectively. Applications should be submitted with supporting documentation, to the Unit Coordinator or other designated staff member (with a copy to the lecturer). If a late application is not approved the late penalty will apply from the due date. Request for Extension Form Guidelines for Students – Assignment Extensions Special Consideration Special Consideration may be given to students whose performance during the teaching session, in an assignment or in an exam has been affected by serious misadventure, accident or extenuating circumstances beyond their control. Applying for and receiving special consideration means that those circumstances are taken into account when we calculate your grade. Students can apply for all types of Special Consideration online using the Special Consideration & Deferred Exam eForm. All applications for Special Consideration must contain appropriate supporting documentation to substantiate the circumstances that are impacting on your studies. Applications without supporting documentation will not be considered. Special Consideration form Special Consideration policy Academic integrity Academic integrity describes thoughts and actions which demonstrate respect and honesty toward your fellow learners and scholars. The acknowledgement of sources and a commitment to open, ethical conduct are the foundation of research, learning and teaching in higher education and beyond. The University is committed to academic integrity, honesty and the promotion of ethical scholarship. Under the University's Student Code of Conduct, you are expected to:  act honestly and ethically in the production of all academic work and assessment tasks;  give recognition to any direct quotes used from other authors or to those authors whose work has made an intellectual contribution to the contents of your work;  acknowledge shared ownership of ideas in group projects or assessment tasks. If you do not behave with academic integrity, you are likely to face allegations of academic misconduct. The University’s Student Misconduct Rule defines academic misconduct as “conduct by a student that in any way undermines or otherwise puts at risk the academic integrity of any course, unit of study or assessment (including examinations) or the University's academic reputation”. Raising concerns If you have a concern about this unit please contact your lecturer or tutor in the first instance. If the matter is not resolved, then you may contact the unit coordinator. If you would prefer to speak to someone else, you are advised to contact the Director of Postgraduate Education. Please note the Director may refer your concern to a delegate to investigate and to respond to you. The University also has a Complaints Resolution Unit. Staff in that unit can provide you with advice on addressing your concerns within the School and, in some circumstances, they may undertake an investigation. Concerns must be raised with the Complaints Resolution Unit within a six month timeframe.