Unit Name: Business Ethics Unit Code: BMO3292 2017 Semester 1 Footscray Park Prepared by: Dr Selvi Kannan Welcome Welcome to this unit of study. This unit guide provides important information and should be kept as a reference to assist with your studies. This guide includes information about your reading and resources, independent learning, class activities and assessment tasks. We recommend that you read this guide carefully: you will be expected to manage your learning as you work towards successful study. Detailed information and learning resources for this unit have also been provided on the unit website on VU Collaborate, which can be reached via the Student Portal at vu.edu.au/student-tools/myvu-student-portal. It is important that you access your unit website regularly for messages and updates, as well as tasks related to your unit. Please note that the University will only send emails, including those from the VU Collaborate space, to your VU email account. Information about how to manage your VU email can be found under ‘Support and Resources’ in your unit site. Acknowledgement of Country We respectfully acknowledge and recognise the traditional owners, their Elders past and present, their descendants and kin as the custodians of this land. Contents 1. About this unit 3 2. Assessment 9 3. Indicative schedule 12 4. Scholarly writing, plagiarism and copyright 14 5. Important information about assessment 14 6. Getting help and providing feedback 15 1. About this unit Unit title: Business Ethics Unit code: BMO3292 Credit points: 12 Campus: Footscray Park Year and semester: 2017 semester 1 Key staff Unit co-ordinator Name: Dr Selvi Kannan Location: Rm 440, Building G, Footscray Park Contact number: 9919 5374 Contact email: [email protected] Teaching team Footscray Park Staff: Darren Bednarski ([email protected]) Unit Description Business Ethics identifies and analyses ethical dilemmas encountered by managers and organisations in both the public and private sectors. Students will use moral frames to analyse current issues and challenges in relation to ethical issues faced by businesses. Ethical theories, morality and management will be considered in relation to key themes of corporate social responsibility, stakeholders, environmental ethics and globalisation. The overall aim of this subject is to encourage students to understand and apply business ethics theories and concepts to current issues affecting local, national and international communities. Thus, the subject aims to familiarise students with moral reasoning and ethical frameworks applicable in business and organisational settings. Developing knowledge about, and gaining practice in applying moral reasoning will assist students to develop personal ethical principles and encourage socially responsible decision-making. This unit introduces learners to the concept of business ethics and the application of ethical values to business behaviour. As consumers become more ethically aware, explicitly ethical behaviour has increased. The topic applies to any aspect of business conduct, from boardroom strategies to how organisations treat their suppliers, to sales techniques, to accounting practices and to how they respond to wider issues of social concern such as sustainability. Ethics go beyond the legal requirements and are, therefore, discretionary. It is about how an organisation does its business and how it behaves intrinsically. Ethical behaviour shows that an organisation considers the moral dimensions of its activities and how it ought to be acting. This unit examines business ethics and how taking an ethical stance affects businesses both internally and externally, including the effects on stakeholders. Learners will explore the social implications of business ethics on a wide range of business activities that affect the organisation itself and the external environment. This will include the ethical stance behind topical issues such as whistle blowing, employment practices, advertising to children, environmental awareness and using new technologies such as genetic modification of food. The unit also explores the wider impact of ethical concerns about how business practices can have local, national and global implications. The pressure of communities and groups on business operations has raised awareness of ethical concerns as varied as environmental degradation, executive greed and the use of child labour in the developing world. As people become more aware of different business activities, and as global changes continue to happen, businesses will change how they operate. Prerequisites BMO1102 - MANAGEMENT AND ORGANISATION BEHAVIOUR NB: This is a third year subject with complex concepts & third year academic literacy is expected Co-requisites None Mode of delivery On-campus face-to-face Learning outcomes At the completion of this unit, students should be able to: 1. Critically review business ethics in organisations, including basic knowledge of ethical theories as relevant to local and multinational organisations 2. Critically analyse and adapt ethical theories and frameworks to address contemporary ethical problems arising in business situations. 3. Forecast the consequences of unethical conduct and its impact on local and global communities 4. Reflect critically on current issues to business ethics and justify and apply relevant frameworks of analysis to ethical decision making balancing individual and public good. 5. Propose creative resolutions, both collaboratively and individually using business ethics theories and concepts to current issues with responsibility and professional judgement. 6. Advocate ethical, environmentally, socially and culturally responsible solutions by communicating effectively both orally and in writing to contemporary 21st century problems. Learning and teaching strategies Enquiry Based Learning (EBL) principles have been adopted to deliver Business Ethics. EBL is learning that is driven through a process of enquiry owned by the student. This unit offers an innovative and challenging learning context for students to apply existing knowledge about ethics and corporations, and develop a greater theoretical and practical understanding. Students will work individually and collaboratively to explore ethical literature and materials relevant to the topic. The outcomes of students’ collaborate group work will be presented to industry experts in public panel discussions on ethics, water and human rights, and business and human rights in the garment industry. Graduate capabilities Victoria University’s Graduate Capabilities are generic skills that all students should possess at graduation. These skills are in addition to the specific knowledge and skills associated with the discipline area of students’ degrees. Graduate Capabilities are divided into five levels (for undergraduates) and will be achieved progressively with increasing levels of sophistication. A full description of the Graduate Capabilities can be found in the VU Graduate Capabilities policy. This unit focuses on ethical issues associated with contemporary business practice. Theoretical information will be applied (GC1b) when proposing resolutions to contemporary problems (GC1a). Students will collaborate when engage in this activity (GC1d). Solutions will consider balancing of individual and public good (GC3d) and an environmentally sustainable world (GC3b) as well as social and cultural responsibility. Students will receive structured feedback on their experience of the above VU Graduate Capabilities through feedback on performance in assignments. This unit of study contributes to development of these Graduate Capabilities in a number of ways. In addition to discipline knowledge, skills and their application, the study of this unit is intended to contribute to students developing the graduate capabilities in table 1 below. Table 1 offers examples of how the teaching and learning activities in this unit and the assessment tasks correspond to each Graduate Capability. Table 1: Unit of Study Graduate Capabilities Graduate Capability Description of Graduate Capability T & L Activity and Assessment 1. Adaptable and capable 21st century citizens The ability to communicate, work collaboratively and think critically to solve complex problems. • Group presentation • Tests 1a. Identifying, anticipating and solving problems The ability to problem solve, ranging from simple to important, complex and unpredictable problems and to apply this information appropriately. • Group presentation • Critical Report • Learning Reflection 1b. Accessing, evaluating and analysing information. The ability to engage with and analyse a range of verbal and written texts in appropriate work, community and learning contexts. • Themed essay • Group discussions/ presentation 1d. Using effective interpersonal skills The ability to work with minimum supervision and the ability to collaborate with others to influence personal, work and community networks in local and global context. • Group presentation • Critical Report 3. Responsible and ethical citizens The ability to work inclusively in settings of social and cultural diversity and to act responsibly and apply inter-cultural understanding to contribute to their local and global communities. • Group presentation • Tests 3b. Developing capacities required to contribute to a more equitable and sustainable world, including courage and resilience. The ability to apply knowledge and skills to engage with work and learning opportunities that contribute to a more equitable and sustainable environment. • Group presentation • Learning Reflection 3d.Understanding the intricacies of balancing individual and public good. The ability to apply understanding of individual and public good as relevant to local and global communities. • Critical Report • Group presentation Relationship to professional accreditation requirements Not applicable Prescribed Text Shaw, W.H. and Barry, V., 2015. Moral issues in business. Cengage Learning, Australia Highly Recommended Text Jennings, M. M. ((2015), Business Ethics – Case Studies and Selected Readings Eighth Edition, Cengage Learning, Stamford, USA. Shaw, W.H, Barry, V, Issa, T., and Catley, B. (2013), Moral Issues in Business, 2nd Asia Pacific Edition, Cengage Learning, Victoria, Australia. Required readings Banerjee, S. B. (2008). Corporate Social Responsibility: The Good, the Bad and the Ugly. Critical Sociology, 34(1), 51-79. Barrientos, S. and S. Smith (2007). "Do Workers Benefit from Ethical Trade? Assessing the codes of labour practice in global production systems." Third World Quarterly 28(4): 713-729. Carroll, A. B. (2004). Managing ethically with global stakeholders: A present and future challenge. Academy of Management Executive, 19(2), 114-120. Crane, A., & Matten, D. (2007). Evaluating Business Ethics: Normative Ethical Theories. In A. Crane & D. Matten (Eds.), Business Ethics (pp. 86-115). New York: Oxford University Press. Delaney, A., M. Montesano and R. Burchielli (2013). "Regulatory challenges in the Australian garment industry: human rights in a post-Ruggie environment." Labour and Industry 23(1): 69-88. Parker, M., & Pearson, G. (2005). Capitalism and its Regulation: A Dialogue on Business and Ethics. Journal of Business Ethics, 60, 90-101. Shaw, W. H., Barry, V., &Sansbury, G. (2009).The nature of morality.In W. H. Shaw, V. Barry & G. Sansbury (Eds.), Moral Issues in Business (pp. 3-18). South Melbourne: Cengage Learning. Shaw, W. H., Barry, V., &Sansbury, G. (2009). The Environment. In W. H. Shaw, V. Barry & G. Sansbury (Eds.), Moral Issues in Business (pp. 386-409). South Melbourne: Cengage Learning. Shaw, W. H., Barry, V., &Sansbury, G. (2009).The nature of capitalism.In W. H. Shaw, V. Barry & G. Sansbury (Eds.), Moral Issues in Business (pp. 127-176). South Melbourne: Cengage Learning. Velasquez, M. (2000). Globalization and the Failure of Ethics.Business Ethics Quarterly, 10(1), 343-352. Recommended Readings Alzola, M. (2008). When Urgency Matters. On non -discretionary corporate social responsibilty. Human Systems Management, 27, 273-282. Bakker, K. (2007). The "Commons" Versus the "Commodity": Alter-globalization, Anti-privatization and the Human Right to Water in the Global South. Antipode, 39(3), 430-455. Bakker, K. (2008). The Ambiguity of Community: Debating Alternatives to Private-Sector Provision of Urban Water Supply. Water Alternatives, 1(2), 236-252. Branco, M. C., &Rodrigues, L. L. (2007). Positioning stakeholder theory within the debate on corporate social responsibility. Electronic Journal of Business Ethics and Oganisational Studies, 12(1), 5. Brown, P. G., & Schmidt, J. J. (Eds.). (2010). Water Ethics: Foundational Readings for Students and Professionals. Washington, Covelo, London: Island Press. Groenfeldt, D. (2010). Viewpoint-The Next Nexus? Environmental Ethics, Water Policies, and Climate Change. Water Alternatives, 3(3), 575-586. Hall, D., &Lobina, E. (2004). Private and Public Interests in Water and Energy.Natural Resources Forum, 28, 268-277. Howell, R. (2010). Choosing Ethical Theories and Principles and Applying Them to the Question: 'Should The Seas be Owned?'.International Journal of Transdisciplinary Research, 5(1), 1-28. Labowitz, S. and D. Baumann-Pauly (2014). Business as Usual is Not an Option. New York, Center for Business and Human Rights at NYU Leonard N. Stern School of Business: 6 Lamberti, L., &Lettieri, E. (2009). CSR Practices and Corporate Strategy: Evidence from a Longitudinal Case Study. Journal of Business Ethics, 87, 153-168. Logsdon, J. M., & Wood, D. J. (2005). Global Business Citizenship and Voluntary Codes of Ethical Conduct. Journal of Business Ethics, 59, 55-67. Lund-Thomsen, P. and A. Lindgreen (2013). "Corporate Social Responsibility in Global Value Chains: Where Are We Now and Where Are We Going?" Journal of Business Ethics 123(1): 11-22. Mitchell, R., Agle, B., & Wood, D. (1997). Toward a Theory of Stakeholder Identification and Salience: Defining the Principle of Who and What Really Counts. Academy of Management Review, 22(4), 853-886. O’Riordan, L. and J. Fairbrass (2013). "Managing CSR Stakeholder Engagement: A New Conceptual Framework." Journal of Business Ethics 125(1): 121-145. Reynolds, M. (2009). Environmental Ethics. In M. Reynolds, C. Blackmore & M. J. Smith (Eds.), The Environmental Responsibility Reader (pp. 40-51). London: Zed Books and The Open University. Robbins, P. (2003). Transnational Corporations and the Discourse of Water Privatization. Journal of International Development, 15, 1073-1082. Stuteville, R., &Ikerd, J. (2009). Global sustainability and service-learning: paradigms for the future. International Journal of Organizational Analysis, 17(1), 10-22. Visser, W. (2010). CSR 2.0: The Evolution and Revolution of Corporate Social Responsibility. In M. Pohl & N. Voegtlin, C. and N. M. Pless (2014). "Global Governance: CSR and the Role of the UN Global Compact." Journal of Business Ethics 122(2): 179-191. Wilkinson, A., Hill, M., &Gollan, P. (2001).The sustainability debate.International Journal of Operations & Production Management, 21(12), 1492-1502. Yeow, P., A. Dean and D. Tucker (2013). "Bags for Life: The Embedding of Ethical Consumerism." Journal of Business Ethics 125(1): 87-99. These readings, recommended readings and some audio visual materials will be available on VU Collaborate. http://ethicsonlineireland.weebly.com/ethics-movies.html 2. Assessment Assessment Assessment Tasks Learning outcomes (LO’s) and Graduate Capabilities (GC’s) Assessment Criteria Weighting (%) Due date 1.MCQ Quiz Understanding of theory and keeping up with relevant academic reading LO’s: 1,2,3 GC’s: 3 See Assessment Notes for details 10% Week 4 2.Critical Essay (Individual) Overview: Student will review an article from newspaper/magazine or journal on Ethical Concerns in the Community of a Selected Organisation. Applying the theory they will justify the ethics. LO’s: 1,2,3 GC’s: 3 See Assessment Notes for details 30% Week 5 3.Short Q&A Short answer theory questions and several critical thinking questions that invite critical analysis and application of theory. LO’s: 1,2,3 GC’s: 3 See Assessment Note for details 10% Week 8 4.Group Analytical Report & Presentation Overview: All students give an oral presentation of ethics theory to the class. Conducted in groups. LO’s: 1,2,3,4,5,6 GC’s: 1,3 See Assessment Note for details 20% Week 10 5.Learning Reflective Journal (Individual) Overview: Submit a written reflection on the subject using a set of Reflective Guidelines LO’s: 1,2,3 GC’s: 3 See Assessment Notes for details 30% Week 12 Full details about assessment are provided in the VU Collaborate space for this unit. Please note: This unit is eligible for supplementary assessment. This unit is eligible for a conceded pass if it is the final unit needed to complete your degree. For more details, please see the information provided in the University Supplementary Assessment and Conceded Pass Procedure. PASSING THE UNIT In order to pass this unit, students must meet the following hurdle requirements: • Achieve at least 50% pass all the 5 assessments • Achieve a minimum aggregate mark of 50% for the subject. • Submit every assessment by the due date Note: Turnitin submission is required for all written submissions (except Readings Review) for plagiarism detection and marking via GradeMark. Where Turnitin submission is required, the piece must have a similarity less than 20% by the due date. Resubmission into Turnitin up to the due date is available. Note you may be required to resubmit assessments even if your similarity index is less than 20%, due to evidence of plagiarism, see explanation of what is plagiarism. Extensions must be negotiated prior to the due date; otherwise Special Consideration must be applied for accompanied by appropriate evidence of hardship. Failure to meet these required standards will result in a fail in this subject, there will be no supplementary assessments available for this unit. Business Ethics Dilemmas: Global Front 1 Water Issues (a) Bottled Water: Who owns the water that goes into plastic bottles? Environmentalists advocate outlawing the commoditisation of water, especially where local water supplies are packaged and sold for a profit that the local residents do not share in. Adding unnecessary resource utilisation to a product that comes out of a tap, as well as the marketing hype that surrounds bottled water raises many ethical questions. What impact does bottled water have on the environment, water sources and what ethical dilemmas arise from this? (b) Human Right to Water: Should there be a Universal Human Right to Water? Controversy has dogged countries that have failed to ratify the United Nations General Assembly Right to Water declaration in July, 2010. The factors that led to this UN declaration highlight the importance water holds in the survival of humans on this planet. The moral implications of water management and control with 7 billion thirsty humans and competing industrial and local community stakeholder needs are profound. 2 The Garment Industry: Can corporate social responsibility address fundamental issues of labour and human rights abuses in the global garment supply chain? What are the fundamental issues that must be faced to enable business to meet its international human rights obligations? Can the various stakeholders such as: firms, suppliers, unions, labour rights campaigns, workers, and consumers address the tensions that exist between corporate profit driven strategies and their moral obligations to do no harm? Organisational Front 3 Employee Behaviour and Working Relationships From large corporations to small businesses, individuals involved in all types of business often face ethical issues stemming from employee behaviour. For example, whether an employee can spend work time checking personal email accounts, how a manager deals with claims of harassment and to what extent a manager can "groom" a certain employee for a promotion are all examples of ethical issues regarding employee behaviour. In addition to employee behaviour, there are a number of ethical issues business people must consider about employee working conditions. For example, employers must be aware of the safety of their work environment and if they have compensated employees for all the time they have worked. The must also consider if they have required an employee to work an unreasonably long period of time or if they have him doing an unusually difficult task. 4 Or A Contemporary Topic within Organisational front or a Movie Clip (Chosen by Student and Agreed with Lecturer) 3. Indicative schedule (Note: Times and locations of classes are provided at enrolment. Any changes during the study period will be notified via the unit website.) Timing Learning & Teaching Relevant readings/Resources Activities/topics Additional notes Week 1 Ethics in Business Shaw (2015) Chapter 1 Subject overview; Intros, Intro to ethics; Forming class groups ; Flow Case Study: Page 32 – 34 – Ethics, Morality & Leadership: The AWB Scandal Critical Reflection Watch one of the following movies at your own time: 1) Sister’s Keeper 2) American History X 3) Sophie’s Choice 4) The Matrix Reloaded Week 2 Ethical Theories Reflective Writing Shaw (2015) Chapter 2 Focus Activities: Forming perspectives - What is business ethics? Group breakout activity working on each perspective. Approach: View movie (The Office) and discuss. Form groups of 4 for debate in Week 3 (This need not be your group) Week 3 Nature of Capitalism Shaw (2015) Chapter 3 Focus Activities: Individuals sharing on how ideas are developed for enquiry. Approach: Debate – Arguments and Positions Reflective Time to Write Tutor to facilitate Debate. Week 4 Corporate Social Responsibility and Governance Shaw (2015) Chapter 4 Focus Activities: Small group problem solving; Group work on Approach: Critical Opinions from Media Students must bring a recent newspaper article to discuss and put forward their individual views on the morality and ethics of organisations in the 21st century. ASSESSMENT 1 MCQ – 10% IN CLASS Week 5 Morality and Ethics of Consumption Shaw (2015) Chapter 5 Focus Activities: Technological Issues Approach: Group Discussion and Conceptualisation Reflective Time to Write ASSESSMENT 2 CRITICAL ESSAY – 30% Week 6 Internationalisation & Globalisation Shaw (2015) Chapter 6 Focus Activities: Conflict and Collaboration Approach: Western and non-western position Reflective Time to Write Week 7 Environmental Ethics in Business Shaw (2015) Chapter 7 Focus Activities: Conflict and Collaboration Approach: Western and non-western position Reflective Time to Write Week 8 Ethics and the Organisation Shaw (2015) Chapter 8 Focus Activities: Read, Share and Engage Approach: Case Study Chapter 8 Reflective Time to Write ASSESSMENT 3 SQ&A – 10% IN CLASS Week 9 Ethics at Work Shaw (2015) Chapter 9 All Groups to present. Week 10 Leadership and Culture Shaw (2015) Chapter 10 Focus Activities: Individual Writing – must hand in attempted questions Approach: End-of Chapter Discussion Questions Reflective Time to Write ASSESSMENT 4 GROUP ANALYTICAL REPORT – 20% Week 11 Decision making Shaw (2015) Chapter 11 Focus Activities: Read, Share and Engage Approach: Case Study Chapter 8 Pathways to sustainability – The incremental path and transformational path Reflective Time to Write Week 12 Case study discussion – your future professional practices. Review and subject evaluation. Overview of Learning reflection Group Conversation Case study discussion – your future professional practices. Review and subject evaluation. Overview of Learning reflection. ASSESSMENT 5 LEARNING REFLECTIVE JOURNAL – 30% 4. Scholarly writing, plagiarism and copyright Part of what it means to be a ‘scholar’ is to engage with the work of others, for example, to extend or refine one’s own ideas, critique the work of others, or test and extend theories. Learning and assessment activities therefore often require you to gather information from a number of sources. This may include factual information, data or calculations, visual artefacts and written texts. Whenever you use the work of another person, you must acknowledge that source using the correct referencing system. Failure to acknowledge other people’s work appropriately may be regarded as plagiarism or academic misconduct. Use of one's own previous work in satisfaction of a new assessment requirement is also not be allowed unless it is an explicit requirement for the unit. VU deals with plagiarism according to the Academic Integrity and Preventing Plagiarism Policy. VU uses Turnitin for the review of written assessments. Turnitin checks submitted work against sources from across the world, and provides a report detailing the use of third party text and references. Written assessments are automatically submitted via Turnitin in the unit site. You may be provided access to submit assessments early and review the reports, to help you understand where referencing should occur. All students and staff of Victoria University are also bound by the requirements of the Copyright Act (1968) and the University’s Copyright Material (the Use of) Policy when using third party copyright material in the course of their research and study. Please ensure that you familiarize yourself with this policy and the rules around use of materials produced or owned by others. For information on copyright entitlements and responsibilities for study and research please see vu.edu.au/library/referencing-copyright/copyright. Referencing requirements within this unit The referencing convention that is applicable to this unit is Harvard. Academic writing and referencing guidelines VU provides tools to assist you in understanding appropriate referencing, including those linked below. More can be found on the library website and under ‘Support and Resources’ on your unit site. • vu.edu.au/library/referencing-copyright/referencing-guides • vu.edu.au/campuses-services/student-support/language-learning/academic-writing 5. Important information about assessment Your unit of study assessment conforms to the Student Assessment for Learning Policy and procedures, which are available in the University policy library: https://policy.vu.edu.au/. Submission procedure All paper-based assessments must be submitted with the completed assessment cover sheets. All on-line assessments must have the Student Disclaimer accepted at the point of submission. Adjustment to assessment arrangements If you are unable to undertake or complete an assessment due to adverse circumstances the following arrangements may apply: Late submission of assessments - Short extension of time If you are unable to submit an assessment item on time, due to circumstances outside your control, you may apply for a short extension of time of less than five (5) working days. The standard penalty for late submission without an approved short extension will be 5% of the total possible mark per working day. If submission is overdue by more than ten (10) working days the work will not be assessed. Full details of the procedure for applying for a short extension are available here. You can download the form from the policy library or use the quick link here. Special Consideration and Alternative Examinations Special consideration is available for unexpected short-term physical or mental ill-health or other unexpected circumstances outside your control. Alternative examinations are available for exceptional circumstances for students who apply at least five (5) working days prior to the commencement of the examination period. You can find information and forms for special consideration and alternative examinations at http://www.vu.edu.au/student-life/exams-results/special-consideration-supplementary-exams. Ongoing modified assessment Ongoing modified assessment arrangements are available if you have a disability or medical condition that may impact upon your studies. See Disability Support at https://www.vu.edu.au/campuses-services/student-support/disability-support. You may need to contact a student counsellor to assist you with this process. For further information please see vu.edu.au/student-life/getting-help/counselling. If you wish to be considered or apply for one of the above adjustment to assessment arrangements you should refer to the relevant procedure associated with the Student Assessment for Learning Policy. Supplementary assessment and conceded pass Supplementary assessments and conceded passes are available in some circumstances. If you wish to be considered for a supplementary assessment you should refer to the Student Assessment for Learning - Supplementary Assessment and Conceded Pass Procedure. Review of assessment outcome The Student Assessment for Learning - Review of Individual Assessment Outcomes Procedure provides a process by which you may request a review of an assessment outcome. 6. Getting help and providing feedback Support resources Victoria University is committed to providing all students with the opportunity and support required to succeed in their studies. If you require any support regarding academic progress in your unit during the semester you are advised to speak to your unit co-ordinator. We also offer a range of support, development and guidance services for all students. The portal (vu.edu.au/student-tools/myvu-student-portal) provides detailed information on a range of student services that you may find helpful. More information is also available in your unit site under ‘Support and Resources’. Providing feedback: Student Evaluation System (SES) Your feedback on your experiences within this unit is important, because it assists VU to improve the learning experience of units and courses for future students. We encourage you to provide informal feedback directly to your unit and course co-ordinators. The University also collects your anonymous feedback systematically through the Student Evaluation Survey (SES), which is comprised of two student evaluation instruments: the Student Evaluation of Unit (SEU) and the Student Evaluation of Teaching (SET). Students are asked to complete the SEU and SET near the end of each unit. SEU and SET results are anonymous, and are not made available to the teaching staff in the unit until after the University has released your final grades. Examples of actions taken recently to improve this unit, that were based on or influenced by student or other feedback Introducing the Business Ethics Dilemma: Organisation as a Leader – not just focussing on sustainability Consolidation of submission/assessments to one place: VU Collaborate Provisions of templates/structures/outlines for assessments as appropriate Reduction on the number of assessments and giving a good balance to individual and group component. Student complaints resolution Victoria University has a Student Complaints Resolution Policy to guide you through the steps you can take to resolve issues related to your time at the University. You can find more information on this process at: vu.edu.au/student-life/getting-help/student-complaints-resolution. Unit Guide Version Number: Jan 2016 Last Validation Date: 02.02.2017