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200825 Understanding Contemporary Organisations

Quarter 2 2018 | SECTION ONE

1

200825 UNDERSTANDING CONTEMPORARY ORGANISATIONS

Learning Guide Quarter 2 2018

Edition: Quarter 2 2018

© Copyright: Western Sydney University, Quarter 2 2018. No part of this publication may be reproduced or transmitted in any

form or by any means, electronic or mechanical, including photocopying, recording, or by any information storage and

retrieval system, without the prior written permission from the Dean of the School of Business. Copyright for acknowledged

materials reproduced herein is retained by the copyright holder. All readings in this publication are copied under license in

accordance with Part VB of the Copyright Act 1968.

UNIT DETAILS

Unit code 200825 Unit name Understanding Contemporary

Organisations

Credit points 10 Unit level 7

CONTACTS

Unit Coordinator/

Teaching Academic

Dr Robert Perey

Phone: 9685 9801 Email: [email protected]

Consultation arrangements: Please liaise directly with the Unit

Coordinator regarding appropriate consultation times. It is usually best

to make contact with these staff via email.

SCC Unit Convenor

Dr Sunaina Gowan


Consultation arrangements: Please liaise directly with the academic

teaching this unit regarding appropriate consultation times. It is usually

best to make contact with these staff via email.

SCC Program

Convenor

Daniel Townsend


Consultation arrangements: Please liaise directly with the academic

teaching this unit regarding appropriate consultation times. It is usually

best to make contact with these staff via email.

Director, Academic

Program

Dr John McGuire


SCC Administration

team

Academic and Program Services team

255 Elizabeth St, Sydney City campus


SCC Liaison

librarian

Rana El Sankari or Lea Dawson Business Librarian, Sydney City Campus

Phone: 9964 6369 (Rana)

Phone: 9964 6326 (Lea)

Email: [email protected]

Email: [email protected]

Liaison

librarian

Paul Jewell

Business Librarian, Parramatta campus


mailto:[email protected]









Quarter 2 2018 | CONTENTS

1

Contents

Unit information 2

An introduction to this unit 2

Textbook requirements 2

Attendance requirements 2

Special requirements 2

Student feedback 2

Recent actions to improve this unit 2

Assessment information 3

Learning outcomes 3

Assessment summary 3

General assessment requirements 4

Referencing and citation requirements 4

Assignment cover sheet 4

Feedback on assessment 4

Assessment 1(25%) and Assessment 2

(45%) 5

Overview 5

Details 5

Assessment 1 – Essay (25%) 7

Submission requirements 7

Marking criteria and standards 8

Assessment 2 – Essay (45%) 10


Marking criteria and standards – essay 2 11

Assessment 3: Case Study - Research report

(30%) 13

Overview 13

Details 13

Task 13


Marking criteria and standards 14

Learning activities 15

Schedule of activities 15

Learning resources 22

Overview of learning resources 22

Other resources that might help with

university life 24

You and this unit 25

What is expected of you 25

Workload 25

Student responsibilities and conduct 25

What you can expect from the teaching

team 26

Key policies 26

Late submission 26

Extension of due date for submission 27

Special Consideration 27

Academic integrity 27

Raising concerns 27


Quarter 2 2018

2

Unit information

An introduction to this unit

Understanding Contemporary Organisations is an integrative unit designed to introduce students, who have not previously undertaken a business study program, to the theoretical perspectives offered by the disciplines of business and organisation studies. Students will be engaged in a series of learning activities to develop competency in understanding how people construct organisational structures, processes and practices. Specif ically, processes and practices relating to organisational design and structure, marketing, finances and people management will be introduced.

Textbook requirements

Bovee, C & Thill, J 2017, Business in action, Pearson Prentice-Hall, New York.

Series of papers/book chapters as listed in the Schedule of Activities and below as ‘Essential Weekly readings’.

Attendance requirements

It is recommended that students attend all scheduled classes in order to succeed in this unit. Students may be eligible to apply for special consideration if illness, bereavement or any other extenuating circumstances affect participation in scheduled activities (refer to the Special Consideration information on the University website).

Special requirements

There are no special requirements for this unit.

Student feedback

Student feedback plays a vital role in improving the quality and educational effectiveness of Western Sydney University units and in ensuring academic staff keep in touch with student needs. At the end of the session you will be given the opportunity in class to complete a Student Feedback on Unit (SFU) questionnaire to assess the unit. If requested by your unit coordinator, you may also have the opportunity to complete a Student Feedback on Teaching (SFT) questionnaire to provide feedback for individual teaching staff.

For further information on student feedback and to view examples of the questionnaires, go to the University website.

Recent actions to improve this unit

The University values student feedback in order to improve the quality of its educational programs. As a result of student feedback and or a curriculum review process, the following changes and improvements to this unit have recently been made:

An adjustment to the sequencing of the program schedule has been made following student feedback on the sequencing of the introduction of key concepts in the unit : a selection of week 10 content has been moved to week 8; a selection of week 8 content is now in week 9; and a selection of week 9 content is now in week 10.

https://www.westernsydney.edu.au/currentstudents/current_students/services_and_facilities/special_consideration2

https://www.westernsydney.edu.au/currentstudents/current_students/services_and_facilities/special_consideration2

http://www.westernsydney.edu.au/quality_andperformance/oqp/surveys


Quarter 2 2018

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Assessment information

Learning outcomes

The table below outlines the unit learning outcomes (ULOs) for this unit. Upon completion of this unit, students will be able to:

1. Explain contemporary organisational structures and design .

2. Explain contemporary people management practices.

3. Discuss marketing practices in contemporary organisational settings.

4. Explain financial practices in contemporary organisational settings .

5. Develop an integrated analysis of a contemporary organisation .

Assessment summary

Assessments in this unit have been developed to collect evidence of student attainment of learning outcomes. The summary table below shows which assessment tasks are used to assess unit and course-level learning outcomes.

ASSESSMENT

NUMBER

ASSESSMENT ITEM AND DUE DATE LEARNING

OUTCOMES

VALUE

(/100)

1. Essay 1 – Organisational Design: (1,500 words)

Due: Week 5

1 & 2 25%

2. Essay 2 - Value Proposition: (2,000 words)

Due: Week 8

2,3 & 4 45%

3. Essay 3 – Case Study (group) (2,000 words)

Integrated analysis of a contemporary organisation

Due: Week 10

1-5 30%

Note: Before you receive your results for each piece of assessment they may be moderated. Moderation is a process whereby the unit coordinator regulates the marking of individual markers to achieve consistency in the application of unit objectives, performance standards and marking criteria. You should note that, consistent with the Criteria and Standards Based Assessment policy, the final marks for the cohort may be also adjusted if marks are very high or low or there are inconsistencies between teams. Marks for an individual piece of assessment will not be changed after you have your moderated results.

Note: To pass this unit you must:

Complete all assessment items. Achieve an overall mark of at least 50 per cent.

Note: It is required that students attempt all available assessment elements. An automatic Fail Non - Submission grade will be awarded if any assessment task is not submitted/completed as per the details specified.


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General assessment requirements

Referencing and citation requirements

This unit uses Harvard UWS referencing style. Full details and examples are available on the Library website.

Assignment cover sheet

You are to keep a copy of all assessments submitted for marking.

Submission through vUWS and Turnitin indicates your acknowledgement and acceptance of the work being your own. Some assessments may be required to be submitted with an assignment cover sheet (check the submission requirements section for each assessment) . In these instances, links to assignment cover sheets can be located in your vUWS site.

Group assignments are to be submitted with a group assignment cover sheet indicating the names of all group participants. Some units may also require you to submit a peer evaluation of group member participation. This may be conducted online or in hardcopy format. Details will be provided via the vUWS site.

Feedback on assessment

The Assessment Policy provides that assessment feedback is available to students in a timely way. Your lecturer/tutor will normally provide you with your mark and written feedback within two to three weeks of the submission date, given that your assessment is submitted on the due date.

http://library.westernsydney.edu.au/main/sites/default/files/cite_Harvard.pdf

http://library.westernsydney.edu.au/main/guides/referencing-citation


Quarter 2 2018

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Assessment 1(25%) and Assessment 2 (45%)

Overview

Assessment 1 and assessment 2 are intended as a means for students to demonstrate their understanding of theoretical perspectives offered by the disciplines of business and organisation studies. Through an analysis of an organisational business model case (see below - Large Construction Company, Millhouse Construction), students are expected to address a range of key theoretical perspectives on processes and practices that relate to organisational structures, people management, marketing and finance.

Students will draw on the Essential and Recommended Readings as set out in this Learning Guide as well as their own research.

This assessment is designed to foster learning in relation to the first four unit learning outcomes. Through undertaking this task it is expected that you will be able to:

1. Explain contemporary organisational structures and design.

2. Analyse contemporary people management practices.

3. Discuss marketing practices in contemporary organisational settings.

4. Explain financial practices in contemporary organisational settings

Details

Assessment 1 and assessment 2 require you to make use of the information provided in the business model case below – Large Waste Management Company, Waste Gobbler, and demonstrate how your organisational design allows this business model to manage its resources and promote and support its products and services.

Business Model – Large Construction Company Millhouse Construction

Millhouse Construction is a leading, diversified Australian property group born out of a vision

to create a company that could successfully combine the disciplines of construction,

development and investments. We are a publicly listed company on the Austra lian Securities

Exchange, headquartered in Sydney, Australia, currently managing over $15 billion of assets

across the office, retail and industrial sectors.

Millhouse Construction has been involved in a wide variety of development projects nationally,

and boasts a long and distinguished track record of delivering large scale complex

developments of residential, commercial, retail, industrial and mixed -use projects, while

driving long-term value for our securityholders.

Our integrated approach means we harness the expertise in infrastructure, design,

development, investments and management in the creation of quality assets across the entire

lifecycle of a project; from planning through to design, construction and development, leasing,

property management and long-term ownership. Our expertise spans Construction: rail, roads

and bridges, ports, tunnels, hospitals, apartments; Development: retirement living

communities, serviced apartments, retail centres, urban regeneration, property management;

Investment: investment management for pension funds, property funds and asset

management, and commercial leasing.

We look to Maximise the value of our assets and will acquire property where we believe we

have an opportunity to unlock value, through asset management, development, repositioning

or rezoning. Our key point of difference is our unique capability to generate value by creating

high-quality, investment-grade assets, as well as applying our expertise in managing the

assets that we own.


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We manage our balance sheet capital according to the property cycle, and are focused on

leveraging third party capital to maintain an appropriate and diversified capital structure to

grow our business and maximise the value of our integrated model. We maintain an

appropriate and variable cost structure to enable us to remain agile in changing market

conditions.

Combining our core capabilities of Development, Construction and Investments across the

property and infrastructure value chain has allowed Millhouse Construction to offer i nnovative

and integrated solutions for our clients. Our four key principles of Health & Safety (eliminate

incidents and injuries across our sites), Sustainability (giving emphasis to environmental,

social and economic outcomes, now and for the future), Diversity & Inclusion (embracing

difference in thinking, background, culture, sexual orientation, gender, ethnicity and other life

experiences) and Customer Focus (in depth consultation and a collaborative approach) are

differentiators, are non-negotiable across our business, and provide Millhouse Construction

with a competitive advantage.

With 1,300 employees, we strive to be a progressive employer and deliver industry best

practices through the utilisation of innovative methods and the discovery of new opportunities.

We plan to do this by creating a culture underpinned by our values, maintaining a high level of

employee engagement and providing rewarding benefits to employees through: Interesting and

challenging projects; Health and well-being programs; Lifestyle programs; Development

opportunities; A clear organisational strategy; Strong leadership.


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Assessment 1 – Essay (25%)

Based on the detail provided about the company, analyse this business model and create your interpretation of its current organisational design. Use relevant management and organisational theory to support your analysis and explain your reasoning as to why this company would structure its operations in this way. In your answer, include a diagram of your organisational structure.

The essays are due as follows:

ESSAY TOPIC DUE DATE

Essay 1 Understanding contemporary organisational

structures and design.

Due: Week 5

Submission requirements

Assessments must be submitted online before 6pm Friday week 5.

The document only (without coversheet) should be uploaded into Turnitin

Refer to the link in Learning Resources to ‘E-Resources page for Management ’ for independently sourced references.


Quarter 2 2018

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Marking criteria and standards

CRITERIA FAIL PASS CREDIT DISTINCTION HIGH

DISTINCTION

Evidence of identifying an indicative range of theoretical perspectives pertaining to organisational structure and design.

(15%)

No, or very little, evidence of identifying an indicative range of theoretical perspectives pertaining to organisational structure and design.

Minimal evidence of identifying an indicative range of theoretical perspectives pertaining to organisational structures / structure and design.

Moderate evidence of identifying an indicative range of theoretical perspectives pertaining to organisational structure and design.

Comprehensive evidence of identifying an indicative range of theoretical perspectives pertaining to organisational structure and design.

Rich and convincing evidence of identifying an indicative range of theoretical perspectives pertaining to organisational structure and design.

Evidence of

explaining an

indicative

range of

theoretical

perspectives

pertaining to

organisational

structure and

design

(15%)

No, or very

little,

evidence of

explaining an

indicative

range of

theoretical

perspectives

pertaining to

organisational

structure and

design.

Minimal

evidence of

explaining an

indicative

range of

theoretical

perspectives

pertaining to

organisational

structure and

design.

Moderate

evidence of

explaining an

indicative

range of

theoretical

perspectives

pertaining to

organisational

structure and

design.

Comprehensive

evidence of

explaining an

indicative

range of

theoretical

perspectives

pertaining to

organisational

structures /

structure and

design.

Rich and

convincing

evidence of

explaining an

indicative

range of

theoretical

perspectives

pertaining to

organisational

structure and

design.

Utilisation of at least three references sourced from appropriate readings for weeks 1-5.

(20%)

No, or little utilisation of appropriate references demonstrated.

Adequate but superficial utilisation of appropriate references demonstrated.

Some thoughtful utilisation of appropriate references demonstrated.

Excellent and insightful utilisation of appropriate references demonstrated.

Impressive, insightful and original utilisation of appropriate references demonstrated.

Utilisation of at least three appropriate references sourced independently from scholarly journals in the Library Website Resources.

(20%)

No, or little utilisation of independently sourced references.

References not appropriate.

Adequate but superficial utilisation of independently sourced references.

References tangentially appropriate.

Some thoughtful utilisation of independently sourced references.

References appropriate.

Excellent and insightful utilisation of independently sourced references.

References important.

Impressive, insightful and original utilisation of independently sourced references.

References highly significant.

Identification of critical issues relating to processes and practices concerning organisational structure and design.

(15%)

No identification of critical issue relating to organisational structure and design.

Adequate but superficial identification of critical issue relating to organisational structure and design.

Some insightful identification of critical issue relating to organisational structure and design.

Excellent and insightful identification of critical issue relating to organisational structure and design.

Impressive, insightful and original identification of critical issue relating to organisational structure and design.


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DISTINCTION

Structure, clarity of expression (grammar and spelling) and referencing.

(15%)

Poor organisation of argument / ideas; poor expression / poor referencing.

Satisfactory but with difficulties in communicating ideas.

Basically well written.

Very well written with few minor mistakes.

Excellent writing, which demonstrates careful revision so as to avoid minor mistakes.


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10

Assessment 2 – Essay (45%)

Based on your analysis of this business model describe the value proposition of this company and using your understanding of its current organisational design explain how this company promotes the value of its products and services to its internal and external stakeholders. Use relevant management and organisational theory to explain your reasoning and demonstrate how the key aspects of each dimension (structure, people management, marketing, financial management) and their interactions support this value proposition.

The essays are due as follows:

ESSAY TOPIC DUE DATE

Essay 2 Understanding contemporary organisational value

propositions.

Due: Week 8



The document only (without coversheet) should be uploaded into Turnitin

Refer to the link in Learning Resources to ‘E-Resources page for Management ’ for independently sourced references.


Quarter 2 2018

11

Marking criteria and standards – essay 2


DISTINCTION

Evidence of identifying an indicative range of theoretical perspectives pertaining to organisational value proposition.

(15%)

No, or very little, evidence of identifying an indicative range of theoretical perspectives pertaining to organisational value proposition.

Minimal evidence of identifying an indicative range of theoretical perspectives pertaining to organisational value proposition.

Moderate evidence of identifying an indicative range of theoretical perspectives pertaining to organisational value proposition.

Comprehensive evidence of identifying an indicative range of theoretical perspectives pertaining to organisational value proposition.

Rich and convincing evidence of identifying an indicative range of theoretical perspectives pertaining to organisational value proposition.

Evidence of

explaining an

indicative

range of

theoretical

perspectives

pertaining to

organisational

value

proposition

(15%)

No, or very

little,

evidence of

explaining an

indicative

range of

theoretical

perspectives

pertaining to

organisational

value

proposition.

Minimal

evidence of

explaining an

indicative

range of

theoretical

perspectives

pertaining to

organisational

structures /

value

proposition.

Moderate

evidence of

explaining an

indicative

range of

theoretical

perspectives

pertaining to

organisational

value

proposition.

Comprehensive

evidence of

explaining an

indicative

range of

theoretical

perspectives

pertaining to

organisational

structures /

value

proposition.

Rich and

convincing

evidence of

explaining an

indicative

range of

theoretical

perspectives

pertaining to

organisational

value

proposition.

Utilisation of at least six references sourced from appropriate readings for weeks 1-7.

(20%)

No, or little utilisation of appropriate references demonstrated.

Adequate but superficial utilisation of appropriate references demonstrated.

Some thoughtful utilisation of appropriate references demonstrated.

Excellent and insightful utilisation of appropriate references demonstrated.

Impressive, insightful and original utilisation of appropriate references demonstrated.

Utilisation of at least three appropriate references sourced independently from scholarly journals in the Library Website Resources.

(20%)

No, or little utilisation of independently sourced references.

References not appropriate.

Adequate but superficial utilisation of independently sourced references.

References tangentially appropriate.

Some thoughtful utilisation of independently sourced references.

References appropriate.

Excellent and insightful utilisation of independently sourced references.

References important.

Impressive, insightful and original utilisation of independently sourced references.

References highly significant.

Identification of critical issues relating to processes and practices concerning organisational value proposition.

(15%)

No identification of critical issue relating to organisational value proposition.

Adequate but superficial identification of critical issue relating to organisational value proposition.

Some insightful identification of critical issue relating to organisational value proposition.

Excellent and insightful identification of critical issue relating to organisational value proposition.

Impressive, insightful and original identification of critical issue relating to organisational value proposition


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DISTINCTION

Structure, clarity of expression (grammar and spelling) and referencing.

(15%)

Poor organisation of argument / ideas; poor expression / poor referencing.

Satisfactory but with difficulties in communicating ideas.

Basically well written.

Very well written with few minor mistakes.

Excellent writing, which demonstrates careful revision so as to avoid minor mistakes.


Quarter 2 2018

13

Assessment 3: Case Study - Research report (30%)

Overview

The group research report is intended as a vehicle for students to demonstrate their capacity to integrate and utilise the learning of the unit to better appreciate and understand the functioning of a contemporary organisation.

Details

The group research report is designed to assist students to utilise and synthesise thei r learning in the unit so as to meet all of the unit learning outcomes:

1. Describe contemporary organisational structures.

2. Explain contemporary people management practices.

3. Outline marketing practices.

4. Explain financial practices.

5. Develop an integrated analysis of a contemporary organisation.

Task

1. Form a group of 3 2. Select an organisation to research 3. Analyse your selected organisation in terms of its:

a. design and/or structure, b. people management, c. marketing and d. financial practices

4. Synthesise your analysis to demonstrate how your case organisation reflects their integration – how each interacts and what their impacts are on each other

5. Present your group findings in a written report (2,000 words).


Quarter 2 2018

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Due: Week 10.

The group is expected to figure out how best to work together.

It is the responsibility of group members to decide on roles, meeting schedules and all

activities necessary to developing the report.

Each student’s contribution to this assessment task will be peer moderated (see ma rking

criteria and standards rubric). The peer moderation will be conducted in Session 10. The

system for peer moderation will be explained in the preceding weeks.


The document only (without coversheet) should be uploaded into Turnitin only once and

before submission is due.

Make sure that all group members’ names are documented on the cover sheet and the

assessment document. Any names missing will receive zero marks for this assessment.

Please note that only one (1) group member is to upload the submission to Turnitin.

Marking criteria and standards

CRITERIA FAIL PASS CREDIT DISTINCTION HIGH DISTINCTION

Integration of

analysis.

(10%)

Not

demonstrated.

Minimally

demonstrated.

Adequately

demonstrated.

Comprehensively

demonstrated.

Creatively and

comprehensively

demonstrated.

Description of

organisational

structures.

(15%)

Not

appropriate/

inadequate.

Minimal and/or

superficial.

Some insightful

points made.

Comprehensive

and insightful

description.

Creative,

comprehensive

and insightful

description.

Explanation of

people

management

practices.

(15%)

Not

demonstrated.

Minimally

appropriate

explanation.

Adequate and

appropriate

explanation.

Superior and, at

times, critically

appropriate

explanation.

Superior and,

at times,

critically

appropriate

explanation.

Outline of

marketing

practices.

(15%)

No outline. Minimal

outline.

Adequate

outline.

Comprehensive

outline.

Effective and

comprehensive

outline.

Explanation of

financial

practices.

(15%)

Poor

explanation.

Adequate

explanation.

Well-organised

explanation.

Attractively

organised and

effectively clear

explanation.

Excellently

comprehensive

and effectively

clear

explanation.

Organisation

and clarity of

expression of

written report.

(10%)

Unsatisfactory

expression and

organisation of

report unclear.

Satisfactory

but with

difficulties.

Some language

mistakes;

basically well

written.

Very well

written.

Excellent

writing.

Contribution to

group

meetings.

(10%)

Not adequate.

Adequate.

Very useful.

Highly valued.

Crucial and

highly valued.

Preparation of

quality work for

submission.

(10%)

Not adequate. Adequate. Comprehensive. Highly valued. Crucially

important and

highly valued.


Quarter 2 2018

15

Learning activities Quarter 2 teaching begins on Monday, 2 April 2018.

There are three public holidays this teaching session which may affect classes. Easter Monday falls on Monday, 2 April 2018 (Week 1), Anzac Day falls on Wednesday 25 April 2018 (Week 4) and Queen’s Birthday falls on Monday 11 June 2018 (Week 11). Alternat ive teaching arrangements for any classes affected by this public holiday will be posted on the vUWS website.

Schedule of activities

WEEK TOPICS READINGS CLASS ACTIVITIES

1.

2-8 April

Understanding

contemporary

organizations: developing

a business mindset and

life long learning

Learning guide and unit

outline.

Bovee, C & Thill, J 2017

‘Chapter 1 Developing a

Business Mindset’ in

Business in Action,

Pearson, New York.

Fineman, S, Gabriel, Y &

Sims, D 2010, ‘Chapter 3

Lifelong learning’ in

Organizing and

organizations, SAGE, Los

Angeles.

Kuhn, L 2009, ‘Chapter 1

Introduction’ in Adventures

in complexity, Triarchy

Press, Axminster.

Introductions.

Discussion of content,

processes and

assessments.

Lecture/discussion:

Introduction to a

complexity approach.

Lecture/discussion:

Introduction to the adult

learning principles guiding

the approach and structure

of this unit.

2.

9-15 April

Evolving organisations and

evolving understandings.


‘Chapter 4 Business Ethics

and Corporate Social

Responsibility’’ in

Business in Action,

Pearson, New York.

Grey, C 2005, ‘Conclusion:

Why should studying

organizations matter to

you?’ in A very short, fairly

interesting and reasonably

cheap book about studying

organizations, SAGE,

London.

Montuori, A 2012,

‘Complexity, epistemology

and the challenge of the

future’ in Complexity in

organization studies, vol.

2, SAGE, London, pp. 31-

42

Introduction and small

group discussions.

Lecture/discussion on key

issues relating to the

evolution of organisations,

environments and

understandings.

Student led discussions of

set readings.

Critical reflection of

session and approach to

learning and teaching.


Quarter 2 2018

16


3.

16-22

April

Understanding

contemporary

organisational structures.

Ali, S, Naqvi, SJ, Tabouk,

YS & Al-Jahwari, NK 2012,

'Development of inter-

organizational structure for

e commerce: A

contemporary approach',

International Journal of

Business & Public

Administration, vol. 9, no.

2, pp.1-10.

http://bit.ly/15dBtNX


‘Chapter 5 ‘Forms of

Ownership’ in Business in

Action, Pearson, New

York.


‘Chapter 8 ‘Organization

and teamwork’ in Business

in Action, Pearson, New

York.

Naqshbandi, MM & Kaur, S

2011, 'A study of

organizational citizenship

behaviours, organizational

structures and open

innovation', International

Journal of Business &

Social Science, vol. 2, no.

6, pp. 182-93.

http://bit.ly/19VPbqu


group discussions.


themes and issues (1).


set readings.

Lecture/discussion of key


Discussion of Assessment

1.


session




Quarter 2 2018

17


4.

23-29

April

Understanding

contemporary people

management practices

Armstrong, M., Brown, D.

and Reilly, P. (2011)

‘Increasing the

effectiveness of reward

management: an evidence-

based approach’ in

Employee Relations, Vol

33,(2)pp.106-120


‘Chapter 7 ‘Management

Roles, Functions, and

Skills’ in Business in

Action, Pearson, New

York.


‘Chapter 11 ‘Human

Resources Management’

in Business in Action,

Pearson, New York.

Wright, P. and Kehoe, R.

(2011) ‘Human resource

practices and

organizational

commitment: A deeper

examination’ in Asia

Pacific Journal of Human

Resources 46(1).


group discussions.




set readings.




session.


Quarter 2 2018

18


5.

30 April-

6 May

Analysing contemporary

organisations (1).


Sims 2010, ‘Chapter 1

Introduction: organization

and organizing’ in

Organizing and


Angeles.


Organizations and

complexity’ in Adventures

in complexity, Triarchy

Press, Axminster.

Wenger, E 2004,

‘Communities of practice

and social learning

systems’, in Starkey,

Tempest & McKinley, How

organizations learn,

Thomson, London

Karen Smits, Alfons Van

Marrewijk and Marcel

Veenswijk 2015 "Chapter 4

The Collabyrinth of Cross-

cultural Collaboration in

the Panama Canal

Megaproject", in Alfons

Van Marrewijk (ed) Inside

Megaprojects:

Understanding Cultural

Practices in Project

Management, Advances in

Organization Studies,

Stewart R, Clegg (Series

Editor), CBS Press,

Denmark.


group discussions.




set readings.




session.

Due: Assessment 1.


Quarter 2 2018

19


6.

7-13 May

Understanding

contemporary marketing

practices.

Aremu, MA & Bamiduro,

JA 2012, 'Marketing mix

practice as a determinant

of entrepreneurial

business performance',

International Journal of

Business & Management,

vol. 7, no. 1, pp. 205-13.

http://bit.ly/14EQiH0

Batory, SS, William, N &

Heineman, A 2005, 'Ethical

marketing practices: An

investigation of

antecedents,

innovativeness and

business performance',

Journal of American

Academy of Business,

Cambridge, vol. 6, no. 2,

pp.135-42.

http://bit.ly/15l9RzE


‘Chapter 13 ‘The Art and

Science of Marketing’ in

Business in Action,

Pearson, New York.


‘Chapter 16 ‘Customer

Communication’ in

Business in Action,

Pearson, New York.


group discussions.




set readings.



Discussion of Assessment

1.


session.




Quarter 2 2018

20


7.

14-20 May

Understanding

contemporary financial

practices


Chapters 17 and 18 in

Business in Action,

Pearson, New York.

Gittens, D. & Pilgrim, S.

(2013) ‘Foreign direct

investment and human

capital: A dynamic paradox

for developing countries’ in

Journal of Finance,

Accounting and

Management, 4(2) pp. 26-

49

Reddy, K, Locke, S &

Scrimgeour, F 2010, 'The

efficacy of principle-based

corporate governance

practices and firm financial

performance', International

Journal of Managerial

Finance, vol. 6, no. 3, pp.

190-219.

http://bit.ly/19OA8eD

Tilley, C 2012,

'Organisations must make

the most of their finance

functions', Financial

Management (14719185),

p. 65 - http://bit.ly/1dRB84k


group discussions.




set readings.




session and approach to

learning and teaching.

8.

21-27 May

Putting it all together:

Developing an integrated

case of a contemporary

Jaffee, D 2001, ‘Chapter

11 The future of

organization and

postmodern analysis’ in

Organization theory,

McGraw-Hill, New York

Introduction

Lecture/discussion:

developing an integrated

case.


main points of set

readings.

Workshop to assist

students with their

development of

Assessment 2.


session.

Due: Assessment 2.


http://bit.ly/1dRB84k


Quarter 2 2018

21


9.

28 May-

3 June

Understanding context:

business and society.


Chapters 2 and 3 in

Business in Action,

Pearson, New York.

Leeson, P 2007, ‘An-arrgh-

chy: The law and

economics of pirate

organization’, Journal of

Political Economy, vol.

115, no. 6, pp. 1049-1094.

Weick, K 1995, ‘Chapter 3

Sensemaking in

Organizations’ in

Sensemaking in

organizations, SAGE,

London.

Hint:Write draft outline

for Assessment 2.

Introduction

Lecture/discussion:

developing an integrated

case.


main points of set

readings.

Workshop to assist

students with their

development of

Assessment 2.


session.

10.

4-10 June

Demonstrating

competency in

understanding how people

construct organisational

structures, processes and

practices.

Summary, critical

reflection, debriefing and

conclusions.

Complete SFU survey in

class.


Sims 2010, ‘Chapter 23

‘Learning and Organizing

in Uncertain Times’ in

Organizing and


Angeles.


‘Organising at the Edge of

Chaos’ in Adventures in

complexity, Triarchy

Press, Axminster

Hint: Elaborate draft

outline of Assessment 2

and identify areas

requiring clarification.

Group presentations

(collective learning and

feedback).

Individual assistance and

work towards Assessment

2.

Critical discussion that

summarises learning and

critically reflects on the

unit

Due: Assessment 3.


Quarter 2 2018

22

Learning resources

Overview of learning resources

Prescribed

Textbook

Bovee, C & Thill, J 2017, Business in action, Pearson Prentice-Hall, New York.

Series of papers/book chapters as listed in the Schedule of Activities and below

as ‘Essential Weekly readings’.

Essential

readings

Refer to Readings & Resources link in vUWS.

Recommended

readings

Week 1

Bovee, C & Thill, J 2017, ‘Chapter 1 Developing a Business Mindset’ in Business in Action, Pearson, Boston.

Fineman, S, Gabriel, Y & Sims, D 2010, ‘Chapter 3 Lifelong Learning’ in Organizing and Organizations, Los Angeles, SAGE.

Kuhn, L 2009, ‘Chapter 1 Introduction ’ in Adventures in Complexity. Axminster:

Triarchy Press.

Week 2

Bovee, C & Thill, J 2017, ‘Chapter 4 Business Ethics and Corporate Social Responsibility’’ in Business in Action, Pearson, New York.

Grey, C 2005, ‘Conclusion: Why should studying organizations matter to you?’ in A very short, fairly interesting and reasonably cheap book about studying organizations, SAGE, London.

Montuori, A 2012, ‘Complexity, epistemology and the challenge of the future’ in

Complexity in organization studies, vol. 2, SAGE, London, pp. 31-42

Week 3

Ali, S, Naqvi, SJ, Tabouk, YS & Al-Jahwari, NK 2012, 'Development of inter-organizational structure for e commerce: A contemporary approach', International Journal of Business & Public Administration , vol. 9, no. 2, pp.1-10. http://bit.ly/15dBtNX

Bovee, C. & Thill, J. (2013) ‘Chapter 5 ‘Forms of Ownership’ in Business in Action, Pearson, New York.

Bovee, C. & Thill, J. (2017) ‘Chapter 8 ‘Organization and teamwork’ in Business in Action, Pearson, New York.

Naqshbandi, MM & Kaur, S 2011, 'A study of organizational citizenship

behaviours, organizational structures and open innovation', International

Journal of Business & Social Science , vol. 2, no. 6, pp. 182-93.


Week 4

Armstrong, M., Brown, D. and Reilly, P. (2011) ‘Increasing the effectiveness of reward management: an evidence-based approach’ in Employee Relations, Vol 33,(2) pp.106-120

Bovee, C & Thill, J 2017, ‘Chapter 7 ‘Management Roles, Functions, and Skills’ in Business in Action, Pearson, New York.

Bovee, C & Thill, J 2017, ‘Chapter 11 ‘Human Resources Management’ in Business in Action, Pearson, New York.

Wright, P. and Kehoe, R. (2011) ‘Human resource practices and organizational

commitment: A deeper examination’ in Asia Pacific Journal of Human

Resources 46(1).




Quarter 2 2018

23

Week 5

Fineman, S, Gabriel, Y & Sims 2010, ‘Chapter 1 Introduction: organization and organizing’ in Organizing and organizations, SAGE, Los Angeles.

Kuhn, L 2009, ‘Chapter 2 Organizations and complexity’ in Adventures in complexity, Triarchy Press, Axminster.

Wenger, E 2004, ‘Communities of practice and social learning systems’, in

Starkey, Tempest & McKinley, How organizations learn, Thomson, London

Karen Smits, Alfons Van Marrewijk and Marcel Veenswijk 2015 "Chapter 4 The Collabyrinth of Cross-cultural Collaboration in the Panama Canal Megaproject", in Alfons Van Marrewijk (ed) Inside Megaprojects: Understanding Cultural Practices in Project Management, Advances in Organization Studies, Stewart R, Clegg (Series Editor), CBS Press, Denmark.

Week 6

Aremu, MA & Bamiduro, JA 2012, 'Marketing mix practice as a determinant of entrepreneurial business performance', International Journal of Business & Management, vol. 7, no. 1, pp. 205-13. http://bit.ly/14EQiH0

Batory, SS, William, N & Heineman, A 2005, 'Ethical marketing practices: An investigation of antecedents, innovativeness and business performance', Journal of American Academy of Business, Cambridge , vol. 6, no. 2, pp.135-42. http://bit.ly/15l9RzE

Bovee, C & Thill, J 2017, ‘Chapter 13 ‘The Art and Science of Marketing’ in Business in Action, Pearson, New York.

Bovee, C & Thill, J 2017, ‘Chapter 16 ‘Customer Communication’ in Business in

Action, Pearson, New York.

Week 7

Bovee, C & Thill, J 2017, ‘Chapters 17 and 18 in Business in Action, Pearson, New York.

Gittens, D & Pilgrim, S 2013, ‘Foreign direct investment and human capital: A dynamic paradox for developing countries’ in Journal of Finance, Accounting and Management, 4(2) pp. 26-49

Reddy, K, Locke, S & Scrimgeour, F 2010, 'The efficacy of principle -based corporate governance practices and firm financial per formance', International Journal of Managerial Finance , vol. 6, no. 3, pp. 190-219. http://bit.ly/19OA8eD

Tilley, C 2012, '’Organisations must make the most of their finance functions’,

Financial Management (14719185) , pp. 65. http://bit.ly/1dRB84k

Week 8

Jaffee, D 2001, ‘Chapter 11 The future of organization and postmodern analysis’ in Organization Theory New York: McGraw-Hill.

Week 9

Bovee, C. & Thill, J. (2017) ‘Chapter 2 ‘Understanding Basic Economics’ in Business in Action, Pearson, New York.

Bovee, C. & Thill, J. (2017) ‘Chapter 3 ‘The Global Marketplace’ in Business in Action, Pearson, New York.

Leeson, P 2007, ‘An-arrgh-chy: The law and economics of pirate organization’, Journal of Political Economy, vol. 115, no. 6, pp. 1049-1094.

Weick, K 1995, ‘Chapter 3 Sensemaking in Organizations’ in Sensemaking in

organizations, SAGE, London.

Week 10

Fineman, S, Gabriel, Y & Sims 2010, ‘Chapter 23 ‘Learning and Organizing in Uncertain Times’ in Organizing and organizations, SAGE, Los Angeles.

Kuhn, L 2009, ‘Chapter 5 ‘Organising at the Edge of Chaos’ in Adventures in complexity, Triarchy Press, Axminster




http://bit.ly/1dRB84k


Quarter 2 2018

24

Other resources that might help with university life

University life Find out about life outside the lecture theatre – news and events, services and

facilities, career information and more!

vUWS Check your vUWS sites regularly for unit announcements, updates to learning

materials and to keep up to date with any learning activities.

Disability

Service

Students with a disability or chronic health condition should contact the

Disability Service team. You may also be eligible for assistance if you have a

temporary injury such as a broken limb.

Study Smart The Library Study Smart service can assist you in three ways:

Study Smart Advisors are available on all campus libraries for assistance with

your academic writing skills.

The Study Smart website provides you with access to self -help resources for

academic writing and reading, critical thinking, academic integrity, exams,

numeracy and using technology.

You will be automatically enrolled in the Library Study Smart vUWS site. Here

you will be able to undertake exclusive self -assessment tests to identify skills

development needs as well as interactive and challenging activities to improve

your academic literacies.

Turnitin The Turnitin plagiarism prevention system is a software product that reports on

similarities between your paper and other documents. There is a great deal of

information regarding Turnitin including an instruction video on the Library

website.

Turnitin is used by over 30 universities in Australia and is increasingly seen as

an industry standard. It is an important tool to assist students with their

academic writing by promoting awareness of plagiarism.

http://www.westernsydney.edu.au/currentstudents/current_students/services_and_facilities/

https://vuws.westernsydney.edu.au/

http://www.westernsydney.edu.au/currentstudents/current_students/services_and_facilities/disability_service

http://www.westernsydney.edu.au/currentstudents/current_students/services_and_facilities/disability_service

http://www.westernsydney.edu.au/studysmart/home

http://library.westernsydney.edu.au/main/guides/turnitin


Quarter 2 2018

25

You and this unit

What is expected of you

Workload

This unit will require your full attention to maintain the highest possible grades. It is expected that you will spend an average of 10 hours per week on learning activities in this unit. Some weeks you will spend more time on learning activities and assessments than in other weeks where the workload will be somewhat less. It is essential that you keep up with the weekly learning activities and come prepared to each session so that you can actively participate in the in-class activities and interact with your peers and instructor.

Student responsibilit ies and conduct

Student

responsibilities

Familiarise yourself with University policies on assessment and examinations.

Ensure that you understand the requirements, including timetables, for

examinations and other assessments tasks.

Ensure you read and understand the assessment requirements and note the

submission dates, and seek assistance from the lecturer and/or unit

coordinator when needed.

Notify relevant staff (e.g. lecturer, unit coordinator, disability ad viser) as soon

as possible prior to, or at the beginning of, the semester to accommodate

special requirements.

Submit individual and unassisted assessment work, except as otherwise

permitted. Cheating, plagiarism, fabrication or falsification of data will be

severely dealt with.

Behave ethically and appropriately, avoiding any action or behaviour which

would unfairly disadvantage or advantage another student. Where group work

is assigned, ensure that every group member has the opportunity to contribute

in a meaningful way.

Student

conduct and

behaviour

Attend all lectures and tutorials – failure to attend is often the main cause for

low final grades.

Respect the needs of other students who are participating in any class

activities.

Pay attention in lectures and tutorials – these provide key information for all

examinable material.

Do not use mobile phones during the lecture and tutorials and do not have

ongoing conversations with fellow students during the lecture or if another

student is presenting work in the tutorials.

Please use electronic devices for taking notes only, not surfing the net or

checking email.

Use vUWS discussion boards constructively – they are there for interaction

between the students and between teaching staff and the students.

Unfounded criticisms will be removed from the relevant discussion board.

If issues arise with other students, or teaching staff, please see the unit

coordinator in the first instance rather than broadcasting your concerns in a

public forum.


Quarter 2 2018

26

What you can expect from the teaching team

Academic staff carry out their teaching responsibilities under the authority of the Dean of the School of Business.

Staff

responsibilities

Assess students’ work fairly, objectively and consistently and when in doubt

consult with the unit coordinator or Director of Academic Program.

Provide students with appropriate, helpful and explanatory feedback on all

work submitted for assessment.

Make reasonable accommodation (e.g. length of time to complete) in

assessment tasks and examinations for students with special requirements

and to seek assistance from the Disability Advisor and Counsellor where

appropriate and needed.

Ensure deadlines for the submission of examination papers to the Academic

Registrar are met.

Immediately report to the unit coordinator any instances of student cheating,

collusion and/or plagiarism.

Staff code of

conduct

Act in good faith and with honesty, integrity, transparency and impartiality .

Act with diligence and responsiveness and treat other University members

with fairness, respect and courtesy and without discrimination or harassment.

Foster and protect the reputation of the University .

Carry out duties as best you can within your delegated authority, constantly

enhancing your professional knowledge.

Be accountable for all actions and decisions, providing documentation and

sound reasons for them.

Not act in a manner that inhibits another person from fulfilling the

requirements of their position.

Respect the confidentiality of entrusted information .

Be alert to issues of conflict of interest and take action to declare and avoid

them.

Use University resources properly and in accordance with work health and

safety obligations.

Report all fraud and corrupt conduct.

Key policies

All policies that apply to you as a Western Sydney University student can be located online at policies.westernsydney.edu.au/.

In particular it is essential that you are familiar with assessment policies and procedures as well as the student misconduct rule and how to avoid misconduct of any type. Breaches of this policy can have very serious consequences.

Late submission

A student who submits a late assessment will be penalised by 10 per cent per day up to 10 days i.e. marks equal to 10 per cent of the assignment’s worth will be deducted as a “flat rate” from the mark awarded. For example, for an assignment with a possible highest mark of 50, the student’s awarded mark will have five marks deducted per late day. Saturday and Sunday count as one day each. Assessments will not be accepted after the marked assessment task has been returned to students who submitted the task on time except where compulsory items of assessment must be submitted.

http://policies.westernsydney.edu.au/


Quarter 2 2018

27

An assessment submitted at any time after the due time on the due date will be deemed to be a late submission and late submission penalties will accrue immediately from the due time and date.

Extension of due date for submission

Requests for extensions, with evidence of extenuating circumstances, may be submitted before, on or up to two days after (by 5.00pm) the due date of an assessment. A student may apply for an extension of the due date for an assessment task if extenuating circumstances outside their control, and sufficiently grave in nature or duration, cause significant disruption to their capacity to study effectively. Applications should be submitted with supporting documentation, to the Unit Coordinator or other designated staff member (with a copy to the lecturer). If a late application is not approved the late penalty will apply from the due date.

Request for Extension Form

Special Consideration

Special Consideration may be given to students whose performance during the teaching session, in an assignment or in an exam has been affected by serious misadven ture, accident or extenuating circumstances beyond their control. Applying for and receiving special consideration means that those circumstances are taken into account when we calculate your grade. Students can apply for all types of Special Consideration online using the Special Consideration & Deferred Exam eForm. All applications for Special Consideration must contain appropriate supporting documentation to substantiate the circumstances that are impacting on your studies. Applications without supporting documentation will not be considered.

Special Consideration form

Special Consideration policy

Academic integrity

Academic integrity describes thoughts and actions which demonstrate respect and honesty toward your fellow learners and scholars. The acknowledgement of sources and a commitment to open, ethical conduct are the foundation of research, learning and teaching in higher education and beyond.

The University is committed to academic integrity, honesty and the promotion of ethical scholarship. Under the University's Student Code of Conduct, you are expected to:

act honestly and ethically in the production of all academic work and assessment

tasks;

give recognition to any direct quotes used from other authors or to those authors

whose work has made an intellectual contribution to the contents of your work;

acknowledge shared ownership of ideas in group projects or assessment tasks.

If you do not behave with academic integrity, you are likely to face allegations of academic misconduct. The University’s Student Misconduct Rule defines academic misconduct as “conduct by a student that in any way undermines or otherwise puts at risk the academic integrity of any course, unit of study or assessment (including examinations) or the University's academic reputation”.

Raising concerns

If you have a concern about this unit please contact your lecturer or tutor in the first instance. If the matter is not resolved, then you may contact the unit coordinator. If you would prefer to speak to someone else, you are advised to contact the Director of Postgraduate Education. Please note the Director may refer your concern to a delegate to investigate and to respond to you.The University also has a Complaints Resolution Unit. Staff in that unit can provide you with advice on addressing your concerns within the School and, in some circumstances, they may undertake an investigation. Concerns must be raised with the Complaints Resolution Unit within a six month timeframe.

http://www.westernsydney.edu.au/__data/assets/pdf_file/0004/118273/00205_0916_Request_for_Extension-Web.pdf

http://www.westernsydney.edu.au/currentstudents/current_students/services_and_facilities/special_consideration2

http://policies.uws.edu.au/view.current.php?id=00205

https://policies.westernsydney.edu.au/document/view.current.php?id=258

https://policies.westernsydney.edu.au/document/view.current.php?id=30

http://www.westernsydney.edu.au/complaints/complaints_management_and_resolution

200825 understanding contemporary organisations …€¦ · best to make contact with these staff...

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