MGMT5701 Global Employment Relations - 2023

Subject Code
MGMT5701
Study Level
Postgraduate
Commencing Term
Term 1
Total Units of Credit (UOC)
6
Delivery Mode
On Campus and Online
School
Management & Governance
This course outline is provided in advance of offering to guide student course selection. Please note that while accurate at time of publication, changes may be required prior to the start of the teaching session. You should always access the current online version of the outline when the Term commences.

1. Course Details

Summary of Course

This course extends our understanding of the world of work, the nature of employment - and its regulation, patterns of labour management as well as of international business and management. It provides a thematic and strategic understanding of national systems of employment relations (ER) in selected, advanced industrialised countries across Europe, North America, East Asia and Australasia. The course seeks to expose students to a variety of institutional and regulatory frameworks that shape employment relations in various national contexts. This broadens awareness that quite different employment relations possibilities can emerge beyond those that we may be familiar with. The course also introduces contemporary developments in ER that flow from the effects of ‘globalisation’, ‘neo-liberal’ ideology and technological disruptions, including trends towards convergence and/or divergence across national systems. As well, students will have the opportunity to analyse how global institutions like the International Labour Organisation affect employment relations.

Teaching Times and Locations

Please note that teaching times and locations are subject to change. Students are strongly advised to refer to the Class Timetable website for the most up-to-date teaching times and locations.

View course timetable

Course Policies & Support

Course Aims and Relationship to Other Courses

For HR specialisations, this course is a requirement for Australian Human Resource Institute (AHRI) accreditation.  It is an elective for Masters of International Business students.

2. Staff Contact Details

Position Title Name Email Location Phone Consultation Times
Lecturer-in-chargeProfPeter Sheldon Business School building - Ref E12
Please contact me via email to arrange a time.
TutorDrKristin van Barneveld
Please contact me via email

​You will meet your class tutor in your first tutorial.  Contact details for the full teaching team will be published on Moodle.

3. Learning and Teaching Activities

Use of your Webcam and Digital Devices: If you enrol in an online class, or the online stream of a hybrid class, teaching and associated activities will be conducted using Teams, Zoom, or similar a technology. Using a webcam is optional, but highly encouraged, as this will facilitate interaction with your peers and instructors. If you are worried about your personal space being observed during a class, we encourage you to blur your background or make use of a virtual background. Please contact the Lecturer-in-Charge if you have any questions or concerns.

Some courses may involve undertaking online exams for which your own computer or digital devices will be required. Monitoring of online examinations will be conducted directly by University staff and is bound by the University's privacy and security requirements. Any data collected will be handled accordance with UNSW policies and standards for data governance. For more information on how the University manages personal information please refer to the UNSW Student Privacy Statement and the UNSW Privacy Policy.

Approach to Learning and Teaching in the Course

The delivery of learning in this course proceeds through lectures, tutorials and assessment work as well as additional student reading. Lectures introduce the relevant theoretical content and contexts and provide analysis of both concepts and applied materials. Tutorials, whether face-to-face or via on-line platforms, are strongly oriented towards 'application of knowledge' through interactive discussion of the readings, cases and other materials. Assessment tasks call on students to deepen and broaden their knowledge (learning journal, quizzes, research briefing and take-home exam) and also to apply it to specific cases (research briefing and take-home final exam).

Learning Activities and Teaching Strategies

​Lectures will cover most of the conceptual content of the course. Lectures also provide an opportunity for student involvement in considering key concepts and emerging issues.

The LIC will deliver weekly lectures in person (on campus) at the scheduled time. Each lecture will also be streamed synchronously.

Tutorials, whether the in-person or online streamed tutorials, run synchronously. You will be expected to come at your appointed time. I understand that not everyone enrolled for the online tutorials has access to high-speed internet. Please contact the LIC separately via email if you are going to have ongoing technological problems and we may be able work out a way that you will be able to continue in the course.

Tutorials provide an opportunity for students to critically engage with employment relations ideas and to acquire both practical understanding and critical knowledge of practice in other national contexts. Tutorials provide each person the opportunity to contribute and learn via active participation. In particular, tutorial questions include a requirement for students to consider the main, practical content of lectures and readings, as well as engage with ‘thinking’ questions that address institutional and employment relations variety and globalisation processes.

You should also follow advice on tutorial preparation in the Course Schedule (below). Tutorial content may change ahead of classes but the LIC will inform you of this via Moodle.


5. Course Resources

Textbook:

Bamber GJ, Cooke FL, Doellgast V and Wright CF (eds) (2021) International & Comparative Employment Relations Global Crises & Institutional Responses 7th Edition, Sage, London.

UNSW Bookshop can supply digital copies of the textbook: https://unswbookshop.vitalsource.com/products/-v9781529756067

Earlier editions of this book, particularly the 6th edition are also useful.

Supporting textbooks:

Frege C and Kelly J (eds) (2020) Comparative Employment Relations in the Global Economy, Second Edition, Routledge, New York.

Wilkinson A, Dundon T, Donaghey J and Colvin AJS (eds) (2018) The Routledge Companion to Employment Relations, Routledge Abingdon UK

Some relevant international reports and data sources:

ILO (2019) Rules of the Game: An introduction to the standards-related work of the International Labour Organization: Centenary Edition, International Labour Office Geneva, https://www.ilo.org/wcmsp5/groups/public/---ed_norm/---normes/documents/publication/wcms_672549.pdf

ILO (2023) Working Time and Work-Life Balance Around the World, International Labour Office, Geneva, https://www.ilo.org/global/publications/books/WCMS_864222/lang--en/index.htm

ILO (2023) World Employment and Social Outlook: Trends 2023, International Labour Office, Geneva, https://www.ilo.org/global/research/global-reports/weso/WCMS_865332/lang--en/index.htm

OECD and AIAS (2021) Institutional Characteristics of Trade Unions, Wage Setting, State Intervention and Social Pacts, OECD Publishing, Paris, www.oecd.org/employment/ictwss-database.htm

Please refer to the class Moodle site for further details regarding weekly readings.

6. Course Evaluation & Development

Feedback is regularly sought from students and continual improvements are made based on this feedback. At the end of this course, you will be asked to complete the myExperience survey, which provides a key source of student evaluative feedback. Your input into this quality enhancement process is extremely valuable in assisting us to meet the needs of our students and provide an effective and enriching learning experience. The results of all surveys are carefully considered and do lead to action towards enhancing educational quality.

This course has been developed out of extensive research on global employment relations and reflects leading, contemporary, research-based developments in the field. It also takes advantage of ongoing developments in understanding of adult learning and teaching as well as UNSW’s own previous courses in industrial relations.

Each year, feedback is sought from students about the courses offered in the School and continual improvements are made based on this feedback. For example, tutorial activities have been updated while maintaining a focus on weekly learning journals and end of term reflection through the take-home exam.

In this course, we seek your feedback through regular communications with the Lecturer-in-Charge and, formally, through UNSW's myExperience survey at the end of the term.


7. Course Schedule

Note: for more information on the UNSW academic calendar and key dates including study period, exam, supplementary exam and result release, please visit: https://student.unsw.edu.au/new-calendar-dates
Week Activity Topic Assessment/Other
Week 1: 14 FebruaryLecture

1. Course introduction: course organisation and assessment.

2. Employment Relations and ER systems

a. Understanding core concepts: the world of work; the employment relationship; employment relations (ER) and ER systems

b. The main actors in ER systems: employees; employers, unions, employer associations; and the state

c. Models of ER systems: unitarism, pluralism, corporatism/tripartism, statism

Tutorial

Brief discussion of course, assessment and roles and expectations of students and tutor in tutorials.

Tutorial preparation.

You should prepare very brief answers to the questions below, ahead of class, and then share them in pairs (or trios) during in-class discussion. You may share some of these answers with different class partners:

Q1. What experiences have you had of any of the following types of work: unpaid, paid casual, paid part-time, paid full-time? Please provide very brief examples.

Q2. If you have had more than one work experience, was it mostly as an employee or something else e.g. business partner, owner-operator, self-employed, individual contractor? Please provide examples.

Were you aware of any differences in your rights as a worker across these different experiences?

Q3. Have you ever had ‘gig platform’ work? How was this organised? What rights as a worker did you feel you had?

Q4. Have you worked in more than one country? (and, if so, which ones?) If so, what differences did you notice from those experiences?

Q6. Were you aware of any protections or minimum standards – e.g. regarding pay, hours of work, workplace health and safety and working conditions – relevant to your work experiences? If so, where did you get your information from?

See Moodle for tutorial details.

Core Reading

~ Budd, JW and Have DP (2019) The Employment Relationship, ch. 3 in Wilkinson A, Bacon N, Lepak D and Snell S (eds), The Sage Handbook of Human Resource Management. Second Edition, Sage, Los Angeles: 41-64.

Week 2: 21 FebruaryLecture

A. UNSW Library presentation: research tools. THIS WILL HELP YOU WITH YOUR LEARNING JOURNAL, RESEARCH PROJECT and FINAL TAKE-HOME EXAM

B. Examining employment systems in international comparison

1. Institutions of representation, voice and regulation: Trade unions and employer associations:

2. Avenues of regulation and democracy: collective bargaining; works councils

3. Forms of state regulation of individual and collective rights

4. The ILO, human rights at work and international labour standards

 

Learning journal summary, Wednesday by 4 pm (Sydney time),

Tutorial

1. Discussion of employment relations

Tutorial preparation. You should prepare for the questions below.

Q1. Find a recent (in the last 2 weeks) news media article about employment relations. What are the key issues? Is there an international or global aspect to the story? (Please have a copy of the article available to share with another student in the class.)

Q2. Discuss in pairs/small groups the most important things you think you learnt in preparing your Learning Journal summary for this week (either on Doherty, 2018; Fairbrother, 2014; or Sheldon, 2018).

Q3. How should we understand the commonalities and differences between industrial relations (IR) and human resource management (HRM)?

Q4. How can we understand the differences between these perspectives: pluralism, unitarism, corporatism/tripartism, and state-led ER?

Core Reading

~ Doherty M (2018) Employment Relations and the Law, ch. 4 in Wilkinson A, Dundon T, Donaghey J and Colvin AJS (eds) The Routledge Companion to Employment Relations, Routledge Abingdon UK: 52-68

~ Fairbrother P (2014) Unions: Practices and Prospects, ch. 28 in Wilkinson A, Wood G and Deeg R (eds) The Oxford Handbook of Employment Relations, Oxford University Press, Oxford: 637-654.

~ Sheldon P (2018) Employers, Managers and Employment Relations, ch. 13 in Wilkinson A, Dundon T, Donaghey J and Colvin AJS (eds) The Routledge Companion to Employment Relations, Routledge Abingdon UK: 199-215

Week 3: 28 FebruaryLecture

1. ER systems and their contexts. An example of an explanatory framework: Business systems theory.

2. Globalisation, technological disruptions and ER.

Examples: global value/supply chains and networks; off-shoring; transfer pricing.

3. Employment relations systems as arenas for ideological contest: ‘New Deal labor relations’, social democracy; ‘neo-liberalism’.

Learning journal summary, Wednesday by 4 pm (Sydney time).

Possibility of an in-lecture quizz (5 marks)

Tutorial

Tutorial preparation. You should prepare for the questions below, ready to discuss in small groups.

Q1. Find a recent (in the last 2 weeks) news media article about the effects of globalisation or technological change on employment relations. What are the key issues? Can you identify the assumptions of the author of the article regarding employment relations? (Please have a copy of the article available to share with another student in the class.)

Q2. Discuss in pairs/small groups the most important things you think you learnt in preparing your Learning Journal summary for this week (Frenkel, 2018).

Q3. What is the role of the ILO? Why was it established? In briefly looking at its website (ahead of class), what do you think its main priorities are currently?

Q4. (if there is time) Which are the main ways that your own country has been shaped by or has shaped globalisation?

Core reading

~ Frenkel, S (2018) Globalisation and Work, ch. 20 in Wilkinson A, Dundon T, Donaghey J and Colvin AJS (eds) The Routledge Companion to Employment Relations, Routledge Abingdon UK: 321-341.

Week 4: 7 MarchLecture

1. Employment relations in the United Kingdom (UK)

2. Employment relations in the European Union; Brexit

Learning journal summary, Wednesday by 4 pm (Sydney time).

Possibility of an in-lecture quizz (5 marks)

Tutorial

Q1. Discuss in pairs/small groups the most important things you think you learnt in preparing your Learning Journal summary for this week on the UK (Johnstone and Dobbins, 2021)

Q2. Why has the UK employment relations system been described as ‘voluntarist’. Is the UK still voluntarist? Why/not?

Q3. Find a recent (in the last 3 weeks) two news media articles about the effects of ‘Brexit’ on likely changes to employment relations in the UK. What does it suggest? What are the implications for people in the UK? Do you think the author is in favour or against Brexit?

Core reading

~ Johnstone S and Dobbins T (2021) Employment Relations in the United Kingdom, ch. 2 in Bamber GJ, Cooke FL, Doellgast V and Wright CF (eds) International and Comparative Employment Relations Global Crises and Institutional Responses 7th Edition, Sage, London.

Week 5: 14 MarchLecture

1. Employment relations in the United States of America (USA)

2. Employment relations in Australia

Learning journal summary, Wednesday by 4 pm (Sydney time).

Possibility of an in-lecture quiz (5 marks)

Tutorial

Q1. Discuss in pairs/small groups the most important things you think you learnt in preparing your Learning Journal summary for this week on either the USA (Katz and Colvin, 2021) or Australia (Wright and Kaine, 2021).

Q2. A few students who wrote on ER in the USA should briefly present to the class on the main lessons learnt from the lecture, their Learning Journal summaries and what they have heard from other students.

Q3. A few students who wrote on ER in Australia should briefly present to the class on the main lessons learnt from the lecture, their Learning Journal summaries and what they have heard from other students.

Q4. Open class discussion: How can and should we compare ER in the USA and in Australia? What are the most important similarities and differences between the two countries’ ER systems? How might we compare outcomes?

Core reading

~ Katz HC and Colvin AJS (2021) Employment Relations in the United States, ch. 3 in Bamber GJ, Cooke FL, Doellgast V and Wright CF (eds) International & Comparative Employment Relations Global Crises & Institutional Responses 7th Edition, Sage, London.

~ Wright CF and Kaine S (2021) Employment Relations in Australia ch. 5 in Bamber GJ, Cooke FL, Doellgast V and Wright CF (eds) International & Comparative Employment Relations Global Crises and Institutional Responses 7th Edition, Sage, London.

Week 6: 21 MarchLecture

1. Employment relations in Germany

Learning journal summary, Wednesday by 4 pm (Sydney time).

Possibility of an in-lecture quiz (5 marks)

Tutorial

Q1. Discuss in pairs/small groups the most important things you think you learnt in preparing your Learning Journal summary for this week on Germany (Keller and Kirsch, 2021).

Q2. What aspects mark out German ER as very different to employment relations in some of the ‘anglophone’ countries we have looked at?

Q3. What do you think are the main sources of those differences and of Germany’s particular ER system?

Q4. What factors have contributed to ER in Germany’s manufacturing industries better weathering the effects of globalization and technological change?

Core reading

~ Keller BJK and Kirsch A (2021) Employment Relations in Germany, ch. 8 in Bamber GJ, Cooke FL, Doellgast V and Wright CF (eds) International and Comparative Employment Relations Global Crises & Institutional Responses 7th Edition, Sage, London.

Week 7: 28 MarchLecture

1. Employment relations in Italy

Learning journal summary, Wednesday by 4 pm (Sydney time).

Possibility of an in-lecture quiz (5 marks)

Research briefing (40 marks) due by 4 pm Friday 31 March 2023 (Sydney time)

Tutorial

Q1. Discuss in pairs/small groups the most important things you think you learnt in preparing your Learning Journal summary for this week on Italy (Dorigatti and Pedersini, 2021).

Q2. What aspects mark out ER in Italy from a. ER in Germany? Or b. from the anglophone countries we have studied?

Q3. What do you think are the main sources of those differences and of Italy’s particular ER system?

Q4. How does Italy’s ER system interact with an economy marked by a preponderance of family-owned SMEs?

Core reading

~ Dorigatti L and Pedersini R (2021) Employment Relations in Italy, ch. 6 in Bamber GJ, Cooke FL, Doellgast V and Wright CF (eds) International and Comparative Employment Relations Global Crises and Institutional Responses 7th Edition, Sage, London.

Week 8: 4 AprilLecture

1. Employment relations in Japan

2. Employment relations in South Korea

Learning journal summary, Wednesday by 4 pm (Sydney time).

Possibility of an in-lecture quiz (5 marks)

Tutorial

Q1. Discuss in pairs/small groups the most important things you think you learnt in preparing your Learning Journal summary for this week on either Japan (Kubo and Ogura, 2021)) or South Korea (Lee, 2021).

Q2. A few students who wrote on ER in Japan should briefly present to the class on the main lessons learnt from the lecture, their Learning Journal summaries and what they have heard from other students.

Q3. A few students who wrote on ER in South Korea should briefly present to the class on the main lessons learnt from the lecture, their Learning Journal summaries and what they have heard from other students.

QA4. Bringing together answers to Q2 and Q3, how are ER in Japan similar to ER in South Korea? How are they different? If we tried to explain those similarities and differences, what aspects would we be looking at?

Q5. (if there is time) How are ER in these north-east Asian countries similar and/or different to those in countries in the EU we have studied?

Core reading

~ Kubo K and Ogura K (2021) Employment Relations in Japan, ch.10 in Bamber GJ, Cooke FL, Doellgast V and Wright CF (eds) International and Comparative Employment Relations Global Crises and Institutional Responses 7th Edition, Sage, London.

~ Lee B-H (2021) Employment Relations in South Korea, ch.11 in Bamber GJ, Cooke FL, Doellgast V and Wright CF (eds) International and Comparative Employment Relations Global Crises and Institutional Responses 7th Edition, Sage, London.

Week 9: 11 AprilLecture

1. Employment relations in China

Learning journal summary, Wednesday by 4 pm (Sydney time).

Possibility of an in-lecture quiz (5 marks)

Tutorial

Q1. Discuss in pairs/small groups the most important things you think you learnt in preparing your Learning Journal summary for this week on China (Cooke, 2021).

Q2. Is it possible to speak about a single Chinese employment relations system? If so, why? If not, why not?

Q3. Find recent (in the last 4 weeks) two (2) news media articles about employment relations in China. What does it suggest? What are the implications? How does globalisation influence the stories portrayed?

Q4. How has China’s dominant role in the globalisation of manufacturing affected ER policy debate and legislation in China?

Q5. How similar and/or different are ER in China compared to ER in Japan and South Korea? What are the main sources of those similarities and differences?

Q6. Can we see ER in China converging, in any way, with ER in other countries wed have studied? If so, in which ways? And what might be the main factors influencing such changes? If not, what might be the main factors at work?

Core reading

~ Cooke FL (2021) Employment Relations in China, ch.12 in Bamber GJ, Cooke FL, Doellgast V and Wright CF (eds) International and Comparative Employment Relations Global Crises and Institutional Responses 7th Edition, Sage, London.

Week 10: 18 AprilLecture

1. Cross-national employment relations

2. The Covid-19 era and employment relations

3. Conclusion: Global employment relations

Learning journal summary, Wednesday by 4 pm (Sydney time).

Possibility of an in-lecture quiz (5 marks)

Tutorial

Q1. Discuss in pairs/small groups the most important things you think you learnt in preparing your Learning Journal summary for this week (Doellgast et al., 2021).

Q2. Does globalisation mean the end of national diversity in employment relations systems? In which ways, has globalisation contributed to cross-national convergence?

Q3. How might we explain evidence of continuing or even greater divergence across national ER systems?

Q4. What might be the major effects of the Covid-19 pandemic on ER patterns? Are these likely to persist, change or disappear?

Final summary of course and discussion of take-home exam.

Core reading

~ Doellgast V, Wright CF, Cooke FL and Bamber GJ (2021) Conclusions: globalization, crises and institutional responses, ch. 15 in Bamber GJ, Cooke FL, Doellgast V and Wright CF (eds) International and Comparative Employment Relations Global Crises and Institutional Responses 7th Edition, Sage, London: 363-368.

8. Policies and Support

Information about UNSW Business School program learning outcomes, academic integrity, student responsibilities and student support services. For information regarding special consideration, supplementary exams and viewing final exam scripts, please go to the key policies and support page.

Program Learning Outcomes

The Business School places knowledge and capabilities at the core of its curriculum via seven Program Learning Outcomes (PLOs). These PLOs are systematically embedded and developed across the duration of all coursework programs in the Business School.

PLOs embody the knowledge, skills and capabilities that are taught, practised and assessed within each Business School program. They articulate what you should know and be able to do upon successful completion of your degree.

Upon graduation, you should have a high level of specialised business knowledge and capacity for responsible business thinking, underpinned by ethical professional practice. You should be able to harness, manage and communicate business information effectively and work collaboratively with others. You should be an experienced problem-solver and critical thinker, with a global perspective, cultural competence and the potential for innovative leadership.

All UNSW programs and courses are designed to assess the attainment of program and/or course level learning outcomes, as required by the UNSW Assessment Design Procedure. It is important that you become familiar with the Business School PLOs, as they constitute the framework which informs and shapes the components and assessments of the courses within your program of study.

PLO 1: Business knowledge

Students will make informed and effective selection and application of knowledge in a discipline or profession, in the contexts of local and global business.

PLO 2: Problem solving

Students will define and address business problems, and propose effective evidence-based solutions, through the application of rigorous analysis and critical thinking.

PLO 3: Business communication

Students will harness, manage and communicate business information effectively using multiple forms of communication across different channels.

PLO 4: Teamwork

Students will interact and collaborate effectively with others to achieve a common business purpose or fulfil a common business project, and reflect critically on the process and the outcomes.

PLO 5: Responsible business practice

Students will develop and be committed to responsible business thinking and approaches, which are underpinned by ethical professional practice and sustainability considerations.

PLO 6: Global and cultural competence

Students will be aware of business systems in the wider world and actively committed to recognise and respect the cultural norms, beliefs and values of others, and will apply this knowledge to interact, communicate and work effectively in diverse environments.

PLO 7: Leadership development

Students will develop the capacity to take initiative, encourage forward thinking and bring about innovation, while effectively influencing others to achieve desired results.


These PLOs relate to undergraduate and postgraduate coursework programs.  For PG Research PLOs, including Master of Pre-Doctoral Business Studies, please refer to the UNSW HDR Learning Outcomes

Business School course outlines provide detailed information for students on how the course learning outcomes, learning activities, and assessment/s contribute to the development of Program Learning Outcomes.

UNSW Graduate Capabilities

The Business School PLOs also incorporate UNSW graduate capabilities, a set of generic abilities and skills that all students are expected to achieve by graduation. These capabilities articulate the University’s institutional values, as well as future employer expectations.

UNSW Graduate CapabilitiesBusiness School PLOs
Scholars capable of independent and collaborative enquiry, rigorous in their analysis, critique and reflection, and able to innovate by applying their knowledge and skills to the solution of novel as well as routine problems.
  • PLO 1: Business knowledge
  • PLO 2: Problem solving
  • PLO 3: Business communication
  • PLO 4: Teamwork
  • PLO 7: Leadership development

Entrepreneurial leaders capable of initiating and embracing innovation and change, as well as engaging and enabling others to contribute to change
  • PLO 1: Business knowledge
  • PLO 2: Problem solving
  • PLO 3: Business communication
  • PLO 4: Teamwork
  • PLO 6: Global and cultural competence
  • PLO 7: Leadership development

Professionals capable of ethical, self-directed practice and independent lifelong learning
  • PLO 1: Business knowledge
  • PLO 2: Problem solving
  • PLO 3: Business communication
  • PLO 5: Responsible business practice

Global citizens who are culturally adept and capable of respecting diversity and acting in a socially just and responsible way.
  • PLO 1: Business knowledge
  • PLO 2: Problem solving
  • PLO 3: Business communication
  • PLO 4: Teamwork
  • PLO 5: Responsible business practice
  • PLO 6: Global and cultural competence

While our programs are designed to provide coverage of all PLOs and graduate capabilities, they also provide you with a great deal of choice and flexibility.  The Business School strongly advises you to choose a range of courses that assist your development against the seven PLOs and four graduate capabilities, and to keep a record of your achievements as part of your portfolio. You can use a portfolio as evidence in employment applications as well as a reference for work or further study. For support with selecting your courses contact the UNSW Business School Student Services team.





Academic Integrity and Plagiarism

Academic Integrity is honest and responsible scholarship. This form of ethical scholarship is highly valued at UNSW. Terms like Academic Integrity, misconduct, referencing, conventions, plagiarism, academic practices, citations and evidence based learning are all considered basic concepts that successful university students understand. Learning how to communicate original ideas, refer sources, work independently, and report results accurately and honestly are skills that you will be able to carry beyond your studies.

The definition of academic misconduct is broad. It covers practices such as cheating, copying and using another person’s work without appropriate acknowledgement. Incidents of academic misconduct may have serious consequences for students.

Plagiarism

UNSW regards plagiarism as a form of academic misconduct. UNSW has very strict rules regarding plagiarism. Plagiarism at UNSW is using the words or ideas of others and passing them off as your own. All Schools in the Business School have a Student Ethics Officer who will investigate incidents of plagiarism and may result in a student’s name being placed on the Plagiarism and Student Misconduct Registers.

Below are examples of plagiarism including self-plagiarism:

Copying: Using the same or very similar words to the original text or idea without acknowledging the source or using quotation marks. This includes copying materials, ideas or concepts from a book, article, report or other written document, presentation, composition, artwork, design, drawing, circuitry, computer program or software, website, internet, other electronic resource, or another person's assignment, without appropriate acknowledgement of authorship.

Inappropriate Paraphrasing: Changing a few words and phrases while mostly retaining the original structure and/or progression of ideas of the original, and information without acknowledgement. This also applies in presentations where someone paraphrases another’s ideas or words without credit and to piecing together quotes and paraphrases into a new whole, without appropriate referencing.

Collusion: Presenting work as independent work when it has been produced in whole or part in collusion with other people. Collusion includes:

  • Students providing their work to another student before the due date, or for the purpose of them plagiarising at any time
  • Paying another person to perform an academic task and passing it off as your own
  • Stealing or acquiring another person’s academic work and copying it
  • Offering to complete another person’s work or seeking payment for completing academic work

Collusion should not be confused with academic collaboration (i.e., shared contribution towards a group task).

Inappropriate Citation: Citing sources which have not been read, without acknowledging the 'secondary' source from which knowledge of them has been obtained.

Self-Plagiarism: ‘Self-plagiarism’ occurs where an author republishes their own previously written work and presents it as new findings without referencing the earlier work, either in its entirety or partially. Self-plagiarism is also referred to as 'recycling', 'duplication', or 'multiple submissions of research findings' without disclosure. In the student context, self-plagiarism includes re-using parts of, or all of, a body of work that has already been submitted for assessment without proper citation.

To see if you understand plagiarism, do this short quiz: https://student.unsw.edu.au/plagiarism-quiz

Cheating

The University also regards cheating as a form of academic misconduct. Cheating is knowingly submitting the work of others as their own and includes contract cheating (work produced by an external agent or third party that is submitted under the pretences of being a student’s original piece of work). Cheating is not acceptable at UNSW.

If you need to revise or clarify any terms associated with academic integrity you should explore the 'Working with Academic Integrity' self-paced lessons available at: https://student.unsw.edu.au/aim.

For UNSW policies, penalties, and information to help you avoid plagiarism see: https://student.unsw.edu.au/plagiarism as well as the guidelines in the online ELISE tutorials for all new UNSW students: http://subjectguides.library.unsw.edu.au/elise. For information on student conduct see: https://student.unsw.edu.au/conduct.

For information on how to acknowledge your sources and reference correctly, see: https://student.unsw.edu.au/referencing. If you are unsure what referencing style to use in this course, you should ask the lecturer in charge.



Student Responsibilities and Conduct

​Students are expected to be familiar with and adhere to university policies in relation to class attendance and general conduct and behaviour, including maintaining a safe, respectful environment; and to understand their obligations in relation to workload, assessment and keeping informed.

Information and policies on these topics can be found on the 'Managing your Program' website.

Workload

It is expected that you will spend at least ten to twelve hours per week studying for a course except for Summer Term courses which have a minimum weekly workload of twenty to twenty four hours. This time should be made up of reading, research, working on exercises and problems, online activities and attending classes. In periods where you need to complete assignments or prepare for examinations, the workload may be greater. Over-commitment has been a cause of failure for many students. You should take the required workload into account when planning how to balance study with employment and other activities.

We strongly encourage you to connect with your Moodle course websites in the first week of semester. Local and international research indicates that students who engage early and often with their course website are more likely to pass their course.

View more information on expected workload

Attendance and Engagement

Your regular attendance and active engagement in all scheduled classes and online learning activities is expected in this course. Failure to attend / engage in assessment tasks that are integrated into learning activities (e.g. class discussion, presentations) will be reflected in the marks for these assessable activities. The Business School may refuse final assessment to those students who attend less than 80% of scheduled classes where attendance and participation is required as part of the learning process (e.g. tutorials, flipped classroom sessions, seminars, labs, etc.). If you are not able to regularly attend classes, you should consult the relevant Course Authority.

View more information on attendance

General Conduct and Behaviour

You are expected to conduct yourself with consideration and respect for the needs of your fellow students and teaching staff. Conduct which unduly disrupts or interferes with a class, such as ringing or talking on mobile phones, is not acceptable and students may be asked to leave the class.

View more information on student conduct

Health and Safety

UNSW Policy requires each person to work safely and responsibly, in order to avoid personal injury and to protect the safety of others.

View more information on Health and Safety

Keeping Informed

You should take note of all announcements made in lectures, tutorials or on the course web site. From time to time, the University will send important announcements to your university e-mail address without providing you with a paper copy. You will be deemed to have received this information. It is also your responsibility to keep the University informed of all changes to your contact details.




Student Support and Resources

The University and the Business School provide a wide range of support services and resources for students, including:

Business School Learning Support Tools
Business School provides support a wide range of free resources and services to help students in-class and out-of-class, as well as online. These include:

  • Academic Communication Essentials – A range of academic communication workshops, modules and resources to assist you in developing your academic communication skills.
  • Learning consultations – Meet learning consultants who have expertise in business studies, literacy, numeracy and statistics, writing, referencing, and researching at university level.
  • PASS classes – Study sessions facilitated by students who have previously and successfully completed the course.
  • Educational Resource Access Scheme – To support the inclusion and success of students from equity groups enrolled at UNSW Sydney in first year undergraduate Business programs.

The Nucleus - Business School Student Services team
The Nucleus Student Services team provides advice and direction on all aspects of enrolment and graduation. Level 2, Main Library, Kensington 02 8936 7005 / https://nucleus.unsw.edu.au/en/contact-us

Business School Equity, Diversity and Inclusion
The Business School Equity, Diversity and Inclusion Committee strives to ensure that every student is empowered to have equal access to education. The Business School provides a vibrant, safe, and equitable environment for education, research, and engagement that embraces diversity and treats all people with dignity and respect. BUSEDI@unsw.edu.au

UNSW Academic Skills
Resources and support – including workshops, individual consultations and a range of online resources – to help you develop and refine your academic skills. See their website for details.
academicskills@unsw.edu.au

Student Support Advisors
Student Support Advisors work with all students to promote the development of skills needed to succeed at university, whilst also providing personal support throughout the process.
John Goodsell Building, Ground Floor.
advisors@unsw.edu.au
02 9385 4734

International Student Support
The International Student Experience Unit (ISEU) is the first point of contact for international students. ISEU staff are always here to help with personalised advice and information about all aspects of university life and life in Australia.
Advisors can support you with your student visa, health and wellbeing, making friends, accommodation and academic performance.
International.student@unsw.edu.au
02 9385 4734

Equitable Learning Services
Equitable Learning Services (formerly Disability Support Services) is a free and confidential service that provides practical support to ensure that your health condition doesn't adversely affect your studies. Register with the service to receive educational adjustments.
Ground Floor, John Goodsell Building.
els@unsw.edu.au
02 9385 4734

UNSW Counselling and Psychological Services
Provides support and services if you need help with your personal life, getting your academic life back on track or just want to know how to stay safe, including free, confidential counselling.
Level 2, East Wing, Quadrangle Building.
counselling@unsw.edu.au
02 9385 5418

Library services and facilities for students
The UNSW Library offers a range of collections, services and facilities both on-campus and online.
Main Library, F21.
02 9065 9444

Moodle eLearning Support
Moodle is the University’s learning management system. You should ensure that you log into Moodle regularly.
externalteltsupport@unsw.edu.au
02 9385 3331

UNSW IT
UNSW IT provides support and services for students such as password access, email services, wireless services and technical support.
UNSW Library Annexe (Ground floor).
02 9385 1333



Support for Studying Online

The Business School and UNSW provide a wide range of tools, support and advice to help students achieve their online learning goals. 

The UNSW Guide to Online Study page provides guidance for students on how to make the most of online study.

We recognise that completing quizzes and exams online can be challenging for a number of reasons, including the possibility of technical glitches or lack of reliable internet. We recommend you review the Online Exam Preparation Checklist of things to prepare when sitting an online exam.

MGMT5701