MGMT5701 Global Employment Relations

Subject Code

MGMT5701

Study Level

Postgraduate

Commencing Term

Term 1

Total Units of Credit (UOC)

Delivery Mode

On Campus and Online

School

Management & Governance

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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

The Business School expects that you are familiar with the contents of this course outline and the UNSW and Business School learning expectations, rules, policies and support services as listed below:

Program Learning Outcomes
Academic Integrity and Plagiarism
Student Responsibilities and Conduct
Special Consideration
Protocol for Viewing Final Exam Scripts
Student Learning Support Services

Further information is provided in the Assessment and Policies and Support sections.

Students may not circulate or post online any course materials such as handouts, exams, syllabi or similar resources from their courses without the written permission of their instructor.

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.

Student Learning Outcomes

The Course Learning Outcomes (CLOs) are what you should be able to demonstrate by the end of this course, if you participate fully in learning activities and successfully complete the assessment items.

CLOs also contribute to your achievement of the Program Learning Outcomes (PLOs), which are developed across the duration of a program. PLOs are, in turn, directly linked to UNSW graduate capabilities. More information on Coursework PLOs is available under Policies and Support. For PG Research PLOs, including MPDBS, please refer to the UNSW HDR Learning Outcomes.

The following table shows how the CLOs for this course relate to the overall PLOs and indicates where each CLO and PLO is assessed:

Course Learning Outcomes	Program Learning Outcomes	Course Assessment Item
On successful completion of the course, you should be able to:	This course helps you to develop the following Program Learning Outcomes:	This learning outcome will be assessed in the following items:
Demonstrate understanding of the important ways in which their contexts vary and influence national employment relations systems	PLO 6: Global and cultural competence	Learning journal In-lecture quizzes Research briefing Take-home exam
Identify how globalisation affects national employment relations frameworks and processes	PLO 2: Problem solving PLO 3: Business communication PLO 6: Global and cultural competence	Learning journal In-lecture quizzes Research briefing Take-home exam
Compare and contrast various national employment relations systems and explain their sources of commonality and difference	PLO 3: Business communication PLO 6: Global and cultural competence	Learning journal In-lecture quizzes Research briefing Take-home exam
Identify and explain the main forms of employee and employer representation in modern employment relations systems, and the challenges they face	PLO 5: Responsible business practice	Learning journal In-lecture quizzes Research briefing Take-home exam
Identify and explain the main sources and forms of individual and collective labour rights in modern employment relations systems, including those produced by international institutions.	PLO 1: Business knowledge PLO 2: Problem solving PLO 3: Business communication PLO 5: Responsible business practice PLO 6: Global and cultural competence	Learning journal In-lecture quizzes Research briefing Take-home exam

2. Staff Contact Details

Position	Title	Name	Location	Phone	Consultation Times
Lecturer-in-charge	Prof	Peter Sheldon	Business School building - Ref E12	–	Please contact me via email to arrange a time.
Tutor	Dr	Kristin van Barneveld	–	–	Please contact me via email
Tutor	Dr	David Morgan	–	–	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.

4. Assessment

Formal Requirements

In order to pass this course, you must:

achieve a composite mark of at least 50 out of 100;
meet any additional requirements described in the Assessment Summary section.

You are expected to attempt all assessment requirements in the course.

Assessment Structure

Assessment Task	Weighting	Length	Due Date
Learning Journal	20%	100-150 words each. See below and Assessment Guide on Moodle for more detail.	Each Wednesday by 4 pm (Sydney time), for Weeks 3 to 10 inclusive.
In-lecture quizzes	10%	2 multiple choice quizzes worth 5% each.	Conducted in lectures, without prior announcement, after week 4.
Research briefing	40%	2,100 to 2,300 words (excluding references). See below and Assessment Guide on Moodle for more detail	4 pm Friday 31 March 2023 (Sydney time) (Week 7)
Take-home exam	30%	2,000 to 2,200 words (excluding references). See below and Assessment Guide on Moodle for more detail	4pm Tuesday 2 May 2023 (Sydney time)
Total	100%	–	–

Assessment Summary

Further details of all assessment items including marking rubrics will be provided on Moodle.

Learning Journal (20%)

Your learning journal consists of eight (8) weekly summaries, one each from Week 3 to Week 10 (inclusive). Each summary will be between 100 and 150 words, excluding referencing of each reading used. For each summary, you will need to read the weekly core reading (or, if there are multiple core readings, one of them) and summarise what you understand to be the main aspects of that reading.

To save words, you may use point-form notes but your writing needs to be clear and grammatically correct.

Your tutor will read and provide feedback on two (2) of your weekly summaries from Weeks 3 to 5 as guidance for the remainder of the course. Each summary you produce, by following these guidelines, will be worth two (2) marks: total 16 marks. Your tutor will allocate the remaining four marks to indicate his/her evaluation of the quality for the two summaries for which we will provide feedback.

Please note, the summaries can and should form the basis of your take-home exam (see below) so you have an additional incentive to do good work throughout the course.

In-Lecture Quizzes (10%)

Two (2) multiple-choice quizzes will be held – unannounced – in two of the lectures after Week 4. The quiz questions will be based on lecture material and the core readings in the course outline.

Research briefing (40%) 2,100 to 2,300 words. By Friday 31 March 2023.

Answer one of the following two questions. In doing so, you must use and cite at least six (6) different sources. You should write this as a research report, not an essay. However, please note, your tutors value clear and grammatically correct writing and clear and consistent referencing.

1. You are the local policy officer of an overseas-based non-government organisation (NGO) that focuses on workforce equity and inclusion. Your local director has asked you to produce a report that will be used to develop the NGO’s local policy platform. Your director would like you to report on the following matters:

Do international labour standards on equality of opportunity and treatment in employment (e.g., ILO conventions; European Union directives) apply in your country? If so, which ones? Do you think these standards operate effectively in your country? Why/not? If your country has not adopted any international labour standards on equality of opportunity and treatment, is there any relevant national legislation?

Compare the situation in your country with that in two of the following countries: Brazil; Canada; Singapore; Sweden.

In compiling your report, which sources would you look to for finding relevant information and for making your judgements? Briefly discuss your choice of sources in terms of reliability, comprehensiveness, independence, depth and recency.

2. You are the local policy officer of an overseas-based non-government organisation (NGO) that focuses on workers’ rights.

Do international labour standards on freedom of association (e.g., ILO conventions) apply in your country? If so, which ones? Do you think these standards operate effectively in your country? Why/not? If your country has not adopted any international labour standards on freedom of association, is there any national legislation or other regulation protecting (or hindering) access to this fundamental labour right?

Compare the situation in your country with that in one of the following countries: Brazil; Canada; Singapore; Sweden.

Take-home exam (40%) 2,000 to 2,200 words. By 4pm Tuesday 2 May 2023.

Using the weekly summaries in your Learning Journal plus further reading, respond to the following study case. In doing this, you must use and cite at least six (6) different sources, which must include at least two beyond those used in your Learning Journal.

You should write this as a research report, not an essay. However, please note, your tutors value clear and grammatically correct writing and clear and consistent referencing. Your tutor values clear and informative writing and clear and consistent referencing.

You are the Director of Human Resources for a company based in an advanced, industrialised democracy. The board recently decided that the organisation would set up, for the first time, a wholly-owned subsidiary in another country, yet to be decided. A part of your strategic remit here is to lead planning and eventual implementation of that decision in relation to employment relations. To help with this, you have called in an external global HR consultant to help you understand the broad employment relations implications of any location choice.

The consultant advises you that, to achieve effective employment relations performance, the main factor to consider are differences in national cultures between your country and the host country for the subsidiary. The consultant offers to provide (an expensive) suite of published materials, seminars, experiential workshops, on-line simulations, coaching and off-shore on-boarding services that would align your subsidiary’s culture with that of the host country.

You are not convinced by this advice and resolve to do some in-depth reading of your own. By chance, a friend, who is studying MGMT570

Assignment Submission Procedure

All assessment items are to be uploaded into Turnitin via Moodle by the due date/time with the relevant cover sheet attached.

Assessment Feedback

Feedback on student performance from formative and summative assessment tasks will be provided to students in a timely manner. Assessment tasks completed within the teaching period of a course, other than a final assessment, will be assessed and students provided with feedback, with or without a provisional result, within 10 working days of submission, under normal circumstances. Feedback on continuous assessment tasks (e.g. laboratory and studio-based, workplace-based, weekly quizzes) will be provided prior to the midpoint of the course.

Special Consideration

You can apply for special consideration when illness or other circumstances beyond your control interfere with your performance in a specific assessment task or tasks, including online exams. Students studying remotely who have exams scheduled between 10pm and 7am local time, are also able to apply for special consideration to sit a supplementary exam at a time outside of these hours.

Special consideration is primarily intended to provide you with an extra opportunity to demonstrate the level of performance of which you are capable. To apply, and for further information, see Special Consideration on the UNSW Current Students page.

Special consideration applications will be assessed centrally by the Case Review Team, who will update the online application with the outcome and add any relevant comments. The change to the status of the application immediately sends an email to the student and to the assessor with the outcome of the application.

Please note the following:

Applications can only be made through Online Services in myUNSW. Applications will not be accepted by teaching staff. The lecturer-in-charge/course coordinator will be automatically notified when your application is processed.
Applying for special consideration does not automatically mean that you will be granted a supplementary exam or other concession.
If you experience illness or misadventure in the lead up to an exam or assessment, you must submit an application for special consideration, either prior to the examination taking place, or prior to the assessment submission deadline, except where illness or misadventure prevent you from doing so.
If your circumstances stop you from applying before your exam or assessment due date, you must apply within 3 working days of the assessment or the period covered by your supporting documentation.
Under the UNSW Fit To Sit/Submit rule, if you sit the exam/submit an assignment, you are declaring yourself well enough to do so and are cannot subsequently apply for special consideration.
If you become unwell on the day of – or during – an exam, you must stop working on your exam, advise your course coordinator or tutor and provide a medical certificate dated within 24 hours of the exam, with your special consideration application. For online exams, you must contact your course coordinator or tutor immediately via email, Moodle or chat and advise them you are unwell and submit screenshots of your conversation along with your medical certificate and application.
Special consideration requests do not allow the awarding of additional marks to students.

Further information on Business School policy and procedure can be found under “Special Consideration” on the Policies and Support page.

Late Submission Penalties

For assessments other than examinations, late submission will incur a penalty of 5% per day or part thereof (including weekends) from the due date and time. An assessment will not be accepted after 5 days (120 hours) of the original deadline unless special consideration has been approved. An assignment is considered late if the requested format, such as hard copy or electronic copy, has not been submitted on time or where the ‘wrong’ assignment has been submitted.

For assessments which account for 10% or less of the overall course grade, and where answers are immediately discussed or debriefed, the LIC may stipulate a different penalty. Details of such late penalties will be available on the course Moodle page.

Protocol for Viewing Final Exam Scripts

UNSW students have the right to view their final exam scripts, subject to a small number of very specific exemptions. The UNSW Business School has set a protocol under which students may view their final exam script. Individual schools within the Faculty may also set up a local process for viewing final exam scripts, so it is important that you check with your School. Further school-specific information may be included below.

Quality Assurance

The Business School is actively monitoring student learning and quality of the student experience in all its programs. A random selection of completed assessment tasks may be used for quality assurance, such as to determine the extent to which program learning goals are being achieved. The information is required for accreditation purposes, and aggregated findings will be used to inform changes aimed at improving the quality of Business School programs. All material used for such processes will be treated as confidential.

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: 13 February	Lecture	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. · Frege C and Kelly J (2020) Theoretical perspectives on comparative employment relations, ch. 2 in Frege C and Kelly J (eds) Comparative Employment Relations in the Global Economy, Second Edition, Routledge, New York: 9-28. Townsend K, McDermott AM, Cafferkey K and Dundon T (2019) Theories used in employment relations and human resource management, ch. 1 in Townsend K, Cafferkey K,
Week 2: 20 February	Lecture	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. How should we understand the commonalities and differences between industrial relations (IR) and human resource management (HRM)? Q3. How can we understand the differences between these perspectives: pluralism, unitarism, corporatism/tripartism, and state-led ER? Q4. (Only if there is enough time) Have you ever held the role of employer, manager or supervisor? In considering the perspectives in Q4, how did you understand that role in relation to employment relations? Where/how did you receive relevant advice or information? Q5. (Only if there is enough time) Have you ever held the role of union official, workplace representative/delegate or works council member? In considering the perspectives in Q4, how did you understand that role in relation to employment relations? Where/how did you receive relevant advice or information?	–
	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. AND/OR ~ 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 · Estlund C (2020) Individual employee rights at work, ch. 10 in Frege C and Kelly J (eds) Comparative Employment Relations in the Global Economy, Second Edition, Routledge, New York: 191-214. · Hyman R and Gumbrell-McCormick R (2020) Collective representation at work, ch. 11 in Frege C and Kelly J (eds)) Comparative Employment Relations in the Global Economy, Second Edition, Routledge, New York: 215-238. · Meardi G (2014) The State and Employment Relations, ch 27 in Wilkinson A, Wood G and Deeg R (eds) The Oxford Handbook of Employment Relations, Oxford University Press, Oxford: 616-636. · Sheldon P, Bamber GJ, Land-Kazlauskas C and Kochan TA (2019) Industrial Relations: Changing trends across theory, policy and practice, ch. 18 in Wilkinson A, Bacon N, Lepak D and Snell S (eds), The Sage Handbook of Human Resource Management. Second Edition, Sage, Los Angeles, 317-35. · Sheldon P, Gan B. and Bamber GJ (2014) Collective Bargaining: Globalizing economies and diverse outcomes, ch. 21 in R, Blanpain (ed.) Comparative Labour Law and Industrial Relations in Industrialized Market Economies, 11th edn, Kluwer Law International: 681-731.
Week 3: 27 February	Lecture	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: 6 March	Lecture	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	Please prepare for the questions below, ready for discussion. 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: 29-53.
Week 5: 13 March	Lecture	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	Please prepare for the questions below, ready for discussion. 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 1) the USA and 2) 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. Q3. Open[PS1] 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: 55-79. ~ 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 & Institutional Responses 7th Edition, Sage, London: 105-129 Clark PF (2018) Unions, ch. 12 in Wilkinson A, Dundon T, Donaghey J and Colvin AJS (eds) The Routledge Companion to Employment Relations, Routledge Abingdon UK:175-198. Friedman G and Godard J (2020) The United States, ch. 14 in Frege C and Kelly J (eds) Comparative Employment Relations in the Global Economy, Second Edition, Routledge, New York: 285-298 Sheldon P and Thornthwaite L (2022) Employers’ Associations in Australia, ch. 8 in Gooberman L and Hauptmeier M (eds) Contemporary Employers’ Organizations: Adaptation and Resilience, Routledge New York/Oxford: 139-158
Week 6: 20 March	Lecture	1. Employment relations in Germany	Learning journal summary, Wednesday by 4 pm (Sydney time). Possibility of an in-lecture quiz (5 marks)
	Tutorial	Please prepare for the questions below, ready for discussion. 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 & Comparative Employment Relations Global Crises & Institutional Responses 7th Edition, Sage, London: 183-211 Behrens M (2020) Germany, ch. 17 in Frege C and Kelly J (eds) Comparative Employment Relations in the Global Economy, Second Edition, Routledge, New York: 339-362. Behrens M (2022) German Employers’ Associations and their Strategy of Deliberate Neglect, ch. 9 in Gooberman L and Hauptmeier M (eds) Contemporary Employers’ Organizations: Adaptation and Resilience, Routledge New York/Oxford: 159-175.
Week 7: 27 March	Lecture	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	Please prepare for the questions below, ready for discussion. 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: 131- 157
Week 8: 3 April	Lecture	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	Please prepare for the questions below, ready for discussion. 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 (1) ER in Japan or (2) 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. Q3. 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? Q4. (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: 239-261. ~ 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: 263-289.
Week 9: 10 April	Lecture	1. Employment relations in China	Learning journal summary, Wednesday by 4 pm (Sydney time). Possibility of an in-lecture quiz (5 marks)
	Tutorial	Please prepare for the questions below, ready for discussion. 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 & Comparative Employment Relations Global Crises & Institutional Responses 7th Edition, Sage, London: 291-313. Chan CK-C and He Y (2018) The Transformation of Employment Relations in Contemporary China, ch, 25 in Wilkinson A, Dundon T, Donaghey J and Colvin AJS (eds) The Routledge Companion to Employment Relations, Routledge Abingdon UK: 402-417.
Week 10: 17 April	Lecture	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	Please prepare for the questions below, ready for discussion. 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 Capabilities	Business 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.

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Accreditation

MGMT5701 Global Employment Relations - 2023

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1. Course Details

Summary of Course

Teaching Times and Locations

Course Policies & Support

Course Aims and Relationship to Other Courses

Student Learning Outcomes

2. Staff Contact Details

3. Learning and Teaching Activities

Approach to Learning and Teaching in the Course

Learning Activities and Teaching Strategies

4. Assessment

Formal Requirements

Assessment Structure

Assessment Summary

Assignment Submission Procedure

Assessment Feedback

Special Consideration

Protocol for Viewing Final Exam Scripts

Quality Assurance

5. Course Resources

6. Course Evaluation & Development

7. Course Schedule

8. Policies and Support

UNSW Graduate Capabilities

Plagiarism

Cheating

Workload

Attendance and Engagement

General Conduct and Behaviour

Health and Safety

Keeping Informed

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