International School of Business

INTEGRATED BUSINESS EXPERIENCE

Quarter 1 2023

Learning Guide
Dr. Lam Nguyen
Dr. Loan Pham

February – 2023
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HOW TO USE THIS LEARNING GUIDE

ICON KEY

 Activity This learning guide supplements the unit outline and is designed to help you
navigate through the unit. It will help you focus on what you need to do for
 Checklist classes and the various assessment tasks. You should consult the relevant
 Deadline section of the learning guide as you plan your study – it will highlight the main
things that you should be gettin g out of the resources available and provide
 Handout guidance on teaching activities and class preparation.
 Hint The learning guide also offers some study tips to assist you in developing the
 Important skills and techniques of an effective learner at university level. In additio n to
informatio acquiring information and skills relevant to this unit, you should also focus on
n developing the habits and tools of a successful university student. As an adult
learner you need to take control of your own learning and ensure your own
 Online success. This learning guide is specifically designed to help you achieve this.
activity
A standard set of icons is used throughout the learning guide to make
 Reading navigation easier. Use the icons to quickly identify important information,
 Toolkit things you need to do and hints for doing them .

 Warning

© Copyright: Western Sydney University, 2022. 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. A ll readings in this
publication are copied under licence in accordance with Part VB of the Copyright Act 1968.

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Unit information
Contacts
Below is a list of contacts for this unit. Please liaise directly with your facilitator or unit
coordinator regarding appropriate consultation times. It is usually best to contact these staff
via email.

Dr. Lam Nguyen

Email: nguyenld2006@yahoo.com
Dr. Loan Pham
Lecturer
Email: loanphammkt@gmail.com
Depending on the course, Co-lecturer/Tutor could be assigned if
necessary.
Ms. Vy Nguyen
Student Advisor 41-43 Vo Van Tan street, District 3, Ho Chi Minh City
Phone: 0906 351 346 Email: vy.nguyen@isb.edu.vn

Consultation arrangements
Please liaise directly with the facilitator of this unit regarding appropriate consultation times. It
is usually best to make contact with these staff via email.

An introduction to this unit

Successful professionals must be able to view organizational issues from multiple perspectives
(range of stakeholders) and levels (from local to international), then be able to utilize a range of
different skills to make appropriate decisions. This unit takes this multi -faceted approach by
utilizing the knowledge gained in earlier units and applying it to case st udies. Building on the
units previously taken, an international focus provides participants with the opportunity to
consider issues on a broader scale. Students will be expected to work with a group simulation to
solve common issues facing organizations and policy makers using critical, integrative, and
creative thinking.

Credit points
10

Textbook requirements
Thompson, A., Peteraf, M., Gamble, J. E., & Strickland, A. J. (2022 ). Crafting and executing
strategy: The quest for competitive advantage - Concepts and cases (23 rd ed.). New York, NY.
The McGraw-Hill.

Capstone Business Simulation

Special requirements
No legislative pre-requisites or essential equipment pertain to this unit.

Student feedback
Student feedback plays a vital role in improving the quality and educational effectiveness of
Western Sydney units and in ensuring academic staff keep in touch with student needs. On the

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end date of the unit, you will be given the opportunity to complete a Student Feedback on
Teaching and Unit questionnaire to provide feedback for individual teaching staff and to assess
the unit.

Assessment information
Learning outcomes
The table below outlines the learning outcomes for this unit. Upon completion of this unit,
students will be able to:
Examine both the theoretical and practical frameworks used to identify and
1
resolve strategic issues confronting enterprises.
Create strategies for enterprises to gain competitive advantage, integrateing
2
interdisciplinary and stakeholder considerations.
Devise managerial action blueprints for strategy execution across changing
3
business situations.
Reconcile competing organisational performance imperatives in the creation
4
and execution of strategy.

Assessment summary
Assessment Assessment Item Learning Value
Number Due Date Outcomes %

1 Discussion and Participation (team/individual) 1-4 20%

Tutorial, Rehearsal and Quizzes (individual)

2 1-4 10%
Due: Mar. 5 at 6 p.m
Business Strategy Game Simulation (team/individual)
3 1-4 30%
Due: See “A Must-Read Note” for specific due dates
COMP-XM Exam (individual)
4 1-4 10%
Due: Apr. 2 at 9 a.m. (Self-paced)
Case Study (team/individual)
5 1-4 30%
Due: Apr. 2 at 9 a.m.

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. Marks for an individual piece of assessmen t will not be
changed after you have your mark or grade. You should note that, consistent with the
Criteria and Standards Based Assessment policy, the final marks for the cohort may be
also adjusted if results are very high or low or there are inconsistenc ies between groups.

Note: To successfully complete this unit, students must:

 Achieve a minimum of 50 marks.
 Complete all assessment items (including making a satisfactory contribution to group
work)

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Assessment 1: Class discussion and participation (20%)

Type of collaboration: Individual and Group

Class discussion and participation will provide opportunities for peer learning, strengthening
students’ ability to actively argue their decisions regarding the strategic management issues at
hand, developing an understanding for alternative approaches and providing an opportunity for
reflective learning. This is designed to make sure we have a rich and stimulating case discussion.

Your participation includes the responsibility to share unde rstanding and judgment with the class
in order to advance the group's collective skills and knowledge. You are expected to make
thoughtful and constructive contributions to class discussion to make the class a rewarding
experience for everyone. Read the materials assigned for every class, thoroughly prepare cases
and simulation’s round analyses and decisions, take part in pertinent discussions, listen to others
with respect, and generally take part and you will be rewarded. You need to come to tutorials
and class prepared to discuss readings, cases and exercises. The purpose of participation is to
give you an opportunity to engage in discussion and share your thoughts; help you articulate
and communicate a point of view; also, in discussing your findings in class, you will be assisting
your fellow classmates to gain a better understanding of the topic area.

Marking criteria

Criterion Weighting

Evidence of preparation (e.g. simulation analyses and debriefs, advance 50

reading of the related materials, such as book chapter, journal article or
case) and ability to discuss/debate the issues.
Quality of expression and presentation of arguments 30
Quality of contribution during the class and group discussion (e.g. using
theory to explain real world phenomena, using theory to propose a 20
solution or identify a problem)
Total 100

Students are expected to thoroughly read any case discussion materials, textbook chapters,
simulation materials, or handout materials prior to the lecture and actively participate in
discussions. For each session, students will be discussing topics related to strategic
management through case study, simulation, and other approaches . Active participation refers
to making intelligent comments and providing arguments related to the discussion topic. You are
also required to respond to the lecturer’s questions as much as you can during the class.
Additionally, students should respond to the responses of others in the group.

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Assessment 2: Tutorial, Rehearsal and Quizzes (10%)

Overview

 Due: Mar. 5 at 6 p.m

 Submit: www.capsim.com
 Grading: Students will be assessed individually.

Details
 The purpose of this assessment is to help students be familiar with the Capstone Business.
 Each student needs to complete the Rehearsal Tutorial (Quiz/Decision Results) and the Online Situation
Analysis. Each also needs to complete the Foundation tutorials and the associated tutorial quizzes:
Introductory Lesson, Human Resources, and TQM Initiatives.
 How to complete the Assessment 2:

I. For the Rehearsal and Quiz:

- Log in www.capsim.com
- Getting started

- Click on “Rehearsal Tutorial”

- Click on
- To complete the Rehearsal, follow these steps:
1. During the tutorial you are making decisions for Round 1. Work through all six
tactics.
2. Take the quiz.
3. Process Round 1. Look at the results in the Capstone Courier.
4. Optionally, Replay Round 1, this time making whatever decisions you like.
5. Optionally, Advance to Rounds 2, 3, and 4.

Make sure you "process" all the way to the end.

II. For the Introductory, Labor, HR, and TQM quizzes:

- Click on Help & Support
- Click on Tutorials & Demos
- Complete the Labor, HR, and TQM quizzes

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Assessment 3: Capstone Business Simulation (30%)

Overview

 Due: See “A Must-Read Note” for specific due dates.

 Submit: www.capsim.com
 Grading: Team grade will be based on Balanced Score Card rating.
1 st Place: 30% 2 nd Place: 27% 3 rd Place: 24%
4 th Place: 21% 5 th Place: 18% 6th Place: 15%

Details

 Capstone Business Simulation is an online simulation exercise. This game will bring together the various
concepts you have learned throughout your MBA program, and give you a chance to “run” a $100
million dollar company. Teams will be assigned, and each team will be in charge of an organization
making electronic sensors. The other teams in our class are your competitors. Each week/class, your
management team will make several business decisions that span the functional areas of running a
company, i.e., production, R&D, finance, marketing, human resources, etc. Your company will fight it
out with the other companies for customers, profit, ROA, ROE, Stock Price, etc.
 In addition to making decisions, each team will be required to conduct a SWOT analysis on other teams
for each round. More instructions will follow.
 Capstone® Grading: Your team grade will be based on your Balanced Score Card rating. For more
information on what you need to do to run the Capstone Strategy Simulation go to capsim.com.
 Please Note: The Capstone® simulation is a TEAM activity and each member must actively participate
in the decision-making process. Failure to do so may result in a reduced grade for this activity.

Assessment 4: COMP-XM Exam (10%)

Overview

 Due: Apr. 2 at 9 a.m. (Self-paced)

 Submit: www.capsim.com
 Grade: Students will be assessed individually based on the results of the four COMP-XM
rounds and how well the student did in correctly answering the Board Queries for the rounds.

Details
 This portion of the course requires individual decision -making in a simulation very similar to
the team-driven Capstone® simulation used earlier in the course. Each student will make
decisions for a Biometric Sensor market. There are four rounds (years), after each round
(year) the student will answer a series of questions (Board Queries) which address the results
of that particular round (year). After round (year) four’s queries have been answered the
student will take a comprehensive (wrap up) exam. This exam is in addition to the final exam
found in the Assessment area.
 Because in Comp-XM® students work individually all successes will be attributed to their
individual efforts. This is the student’s chance to show their strategic vision, tactical abilities
and business knowledge.
 This portion of the class is self-paced but must be completed no later than the 9 a.m. Sunday,
Dec. 11.
 Note: You are highly recommended to review the Comp-XM Student Introductory Video. Here
is the link: http://www.msimediaplayer.com/comp-xm/compxm_intro.html

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Assessment 5: Comprehensive Case Study (30%)

Overview

 Due: Apr. 2 at 9 a.m.

 Submit: Written paper in Word Doc file, Slides in a PowerPoint file, and analytics in an
Excel file
 Grading: Students will be graded on both the presentation and the written paper .

Details

 As the nature of the case analysis is comprehensive, student teams need to apply the entire business
strategic planning process to a particular organization. Each team will complete a 20-page minimum
case analysis (double-spaced, standard format, plus exhibits if desired). The papers must apply multiple
concepts from the course to help better explain the strategies, actions and performance of a given
company or group of companies. In addition, each team must lead a 30-minute Zoom presentation that
provides an overview of the key insights and lessons learned from its project, followed by a 15-minute
question-and-answer session. These final presentations will be conducted in the last class session.
 It is expected that all team members will contribute equally to the team project and presentation, and
that all members will receive the same grade. Peer evaluations may be administered at the conclusion
of the course, however, and if there is consistent evidence of some team members contributing either
substantially more or less to the team project, then individual grades will be adjusted accordingly.
Anyone who makes no contribution to his or her team project will receive a failing grade for this project.
 You may choose one case from the following cases:

Case Title
Domino Pizza
Netflix
Tesla
Lyft
Spotify
Ford

Case Analysis Guide

To analyze a case, you need to apply what you've learned in the class to each of these areas.

1. Identify the strategic issues in the case and state briefly the purpose of this paper (1-paragraph
abstract).

2. Describe the company's history, development, and growth. A convenient way to investigate
how a company's past strategy and structure affect it in the present is to chart the critical
incidents in its history - that is, the events that were the most unusual or the most essential for
its development into the company it is today. Some of the events have to do with its founding, its
initial products, how it makes new-product market decisions, and how it developed and chose
functional competencies to pursue. Its entry into new businesses and shifts in i ts main lines of
business are also important milestones to consider.

3. Analyze the general environment that may affect the industry and firm. The general
environment is composed of segments that are external to the firm. It includes the demographic

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segment, the economic segment, the sociocultural segment, legal/political segment, physical
segment, technological segment, and the global segment.

4. Analyze the industry environment that may affect the firm using Porter’s 5 Forces Model.
Given the analysis, is the industry attractive or unattractive? The Five Forces Model is as follows:
1. Threat of Entry
2. Bargaining Power of Suppliers
3. Bargaining Power of Buyers
4. Threat of Substitute Products
5. Rivalry

5. Analyze key competitors: future objectives, current strategy, assumptions, capabilities, and
responses.

6. Analyze the internal factors (resources, capabilities, and core competencies) of the company.
Financial analysis should be included.

7. Identify and discuss the SWOT of the company

8. Analyze corporate-level strategy. To analyze a company's corporate-level strategy, you

first need to define the company's mission and goals. Sometimes the mission and goals are
stated explicitly in the case; at other times you will have to infer them from available
information. The information you need to collect to find out the company's corporate strategy
includes such factors as its line(s) of business and the nature of its subsidiaries and
acquisitions. It is important to analyze the relationship among the company's b usinesses.

9. Analyze business-level strategy. Once you know the company's corporate -level strategy
and have done the SWOT analysis, the next step is to identify the company's business -level
strategy. If the company is a single-business company, its business-level strategy is identical
to its corporate-level strategy. If the company is in many businesses, each business will have
its own business-level strategy.

10. Make recommendations. The last part of the case analysis process involves making
recommendations based on your analysis. Obviously, the quality of your recommendations is a
direct result of the thoroughness with which you prepared the case analysis. The work you put
into the case analysis will be obvious to the professors from the nature of your recommendations.

Recommendations are directed at solving whatever strategic problem the company is facing and
at increasing its future performance. Your recommendations should be in line with your analysis;
that is, they should follow logically from the previous discussion. For example, your
recommendation generally will center on the specific ways of changing business and corporate
strategies and organizational structure and control to improve business performance. You should
use quantitative analysis to support strategic analysis and recommendations.

11. The epilogue (approximately 1 page) of your case analysis should include the most recent
information available on the company to bring your analysis up to date.

12. References. Follow APA reference format.

After following all these stages, you will have performed a thorough analysis of the case and will
be in a position to present your ideas to the class. Remember that you must tailor your analysis
to suit the specific issue discussed in your case.

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General assessment requirements

Assignment cover sheet

All assignments, apart from the presentation, are to be submitted in hardcopy and online with an
Assignment Cover sheet required. Students should be aware that in submitting their work via
Elearning, they are confirming that their submission is their own w ork. Any incidents of academic
misconduct will be based on the acceptance of this condition.

Note: Assignment cover sheets can be located on E-learning site (https://learn.pso.edu.vn/).

Students are to keep a copy of all assignments submitted for marking.

Group work requirements

Group assignments are to be submitted with a Group Assignment Cover Sheet as well as a
Student Evaluation of Group Member Participation Form. Non -contributing team members can
sometimes be an issue with group-work structured assessment. Individual student group work
scores may be adjusted as a result of peer dissatisfaction with a particular student’s contribution
to group work assignments, as reflected in submissions of the evaluation form.

Note: Group assignment cover sheets and the evaluation form can be located on E-learning site
(http://elearning.westernsydney.edu.vn). Students are to keep a copy of all assignments
submitted for marking.

Late submission

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

Requests for extensions, with evidence of extenuating circumstances, may be submitted before,
on or up to two days after (by 5.00pm) the due date of an assessment. A student may apply for
an extension of the due date for an assessment task if extenuating circumstances outsid e 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 facilitator). If a late application
is not approved the late penalty will apply from the due date. Guidelines for Students –
Assignment Extensions is available at:
policies.westernsydney.edu.au/view.associated.php?id=00227

Special Consideration

Special Consideration may be given to students whose performance during the teaching session,
in an assignment or in an exam has been affected by serious misadventure, accident or
extenuating circumstances beyond their control. Applying for and receiving special consideration
means that those circumstances are taken into account when we calculate your grade. Students
can apply for all types of Special Consideration online using the Special Consideration & Deferred

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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. The Special Consideration
policy can be found at: policies.westernsydney.edu.au.

Teaching activities
REQUIRED
Session ACTIVITIES
PREPARATION
1. • Self-introduction, Team assignment, and Learning
Sun, 26 Feb. Guide explanation
(09:00 – 12:00)
• Simulation: Introduction and registration
ONLINE*
2.
Sat, 04 Mar. • Simulation: Tutorial, Rehearsal and Quizzes
(18:00 – 21:00) • Simulation: Practice Rounds
ONLINE
3. • Simulation: Practice Rounds
Sun, 05 Mar.
(09:00 – 12:00) • Strategic Management and Competitiveness
ONLINE
4. • Simulation: Practice Rounds
Tue, 07 Mar.
• The External Environment
(18:00 – 21:00)
ONLINE • The Internal Environments
5. • Simulation: Official Rounds
Tue, 14 Mar.
• Business Level Strategies
(18:00 – 21:00)
ONLINE • Competitive Rivalry and Competitive Dynamics
6. • Simulation: Official Rounds
Sat, 18 Mar.
• Corporate Level Strategies
(18:00 – 21:00)
ONLINE • Merger and Acquisition Strategies
7. • Simulation: Official Rounds
Sun, 19 Mar.
• International Strategy
(09:00 – 12:00)
ONLINE • Cooperative Strategy
8. • Simulation: Official Rounds
Tue, 21 Mar.
(18:00 – 21:00) • Corporate Governance
ONLINE • Organizational Structure and Controls
9. • Simulation: Official Rounds
Sat, 01 Apr.
• Strategic Leadership
(18:00 – 21:00)
ONLINE • Strategic Entrepreneurship
• Simulation: Round 8 due/Winner announced
10.
Sun, 02 Apr. • Comp-XM due
(09:00 – 12:00) • Team Case Presentation
ONLINE
• Comprehensive Case Study paper due

*Zoom link:
Join Zoom Meeting
https://zoom.us/j/93458728333?pwd=cTMrTXVkMXdveG42T0h0L0ZLQ1lSdz09

Meeting ID: 934 5872 8333

Passcode: 375976

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Learning resources
Overview of learning resources
Thompson, A., Peteraf, M., Gamble, J. E., & Strickland, A. J. (2022 ). Crafting and
Prescribed
executing strategy: The quest for competitive advantage - Concepts and cases (23 rd
Textbook
ed.). New York, NY. The McGraw-Hill.
Cateora, P. R.& Graham, J. L. (2007). International Marketing , (13 th ed). New York, NY.
The McGraw-Hill.
Cheol, C. S. &Resnick, B. G. (2004). International Financial Management , (3 rd ed). New
York: NY. The McGraw-Hill. ISBN: 0072521279
Davila, T., Epstein, M. J., & Shelton, R. (2006). Making Innovation Work: How to Manage
It, Measure It, and Profit from It, (1 st ed). New York, NY: Pearson Education. ISBN:
0131497863 Author: copyright © 2006 Pearson Education, Inc.
Fuchs, P.H., Mifflin, K.E., Miller, D., & Whitney, J.O. (2000). Strategic integration
competing in the age of capabilities. California Management Review, 42 (3), 118-
147.
Ghemawat, P. (2007). Managing differences: the central challenge of global strategy.
Harvard Business Review, 85 (3), 58-68.
Hesselbein, F. & Cohen, P. M. (1999). Leader to Leader , (1 st ed). New York, NY. John
Wiley & Sons. ISBN: 0787947261
Johnson, M.W., Christensen, C.M., & Kagermann, H. (2008). Reinventing your business
model. Harvard Business Review, 86 (12), 50-59.
Kaplan, R.S., & Norton, D.P. (2007). Using the balanced scorecard as a strategic
management system. Harvard Business Review, 85 (7/8), 150-161.
Kaplan, R.S., & Norton, D.P. (2010). Managing alliances with the balanced scorecard.
Recommended Harvard Business Review, 88 (1/2), 114-120.
readings Kotler, P. & Keller, K. L. (2006). M arketing Management , (12 th ed). New York, NY:
Pearson Education. ISBN: 0131457578.
Kreitner, R. & Kinicki, A. (2004). Organizational Behavior (6 th ed). New York, NY. The
McGraw-Hill. ISBN: 0072535253.
Pearce, J. & Robinson, R. (2004). Strategic Management: Formulation, Implementation,
and Control , (9 th ed). New York, NY. The McGraw-Hill. ISBN: 007289024X.
Porter, M.E., & Kramer, M. R. (2011). Creating shared value. Harvard Business Review,
89 (1/2), 62-77.
Pugel, T. A. (2003). International Economics , (12 th ed). New York, NY. The McGraw-Hill.
ISBN: 0072487488.
Reeves, M., & Deimler, M. (2011). Adaptability: The new competitive advantage .
Harvard Business Review, 89 (7/8), 134-141.
Simchi-Levi, D., Kaminsky, P., & Simchi-Levi, E. (2004). Managing the Supply Chain:
The Definitive Guide for the Business Professional , (1 st ed.) New York, NY. The
McGraw-Hill. ISBN: 0071410317
Williams, J. R., Haka, S. F., & Bettner, M. S. (2005). Financial and Managerial
Accounting: The Basis for Business Decisions , (13 th ed). New York, NY: The
McGraw-Hill. ISBN: 0072856599
Wisner, J. D., Leong, G. K., & Tan, K. C. (2005). Principles of Supply Chain
Management: A Balanced Approach , (1 st ed). New York, NY. South-Western. ISBN:
0324224206.
Additional
The Business Strategy Game: Competing in a Global Marketplace (2021) Simulation
resources or
(https://www.bsg-online.com)
materials

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Online resources
E-library
https://smartlib.ueh.edu.vn/
Username and Password will be the same with your student email account.
Brief instructions HERE
E-learning https://learn.pso.edu.vn/

Referencing and citation requirements

Student assignments are to contain original content created by the students. Assignments will
be rejected if they include plagiarised content or contain excessive amounts of quoted/cited
material and minimal original content. Students will receive a grade of ZERO (0%) for any
assignments rejected for this reason. Written assignments WILL BE RANDOMLY checked by the
facilitator with Turnitin.com, an online plagiarism -checking tool.

Furthermore, your reference to support your statements must be from a reliable source, such as
textbooks, additional reading materials, and reference books. However, many websites are not
reliable sources. Examples are Wikipedia.org, about.com, and ask.com. If you are not sure if a
reference is acceptable or not, please contact the facilitator.

The Publication Manual of the American Psychological Association (APA) 7 th Referencing Style.,
will serve as the primary reference materials for all students. Therefore, all papers must be
submitted in APA format. The mechanics of student papers and work will be evaluated, as well
as the content. It is imperative that guidelines be reviewed before an assignment is begun. It is
also important that the required submission format be followed in compiling the final paper or
assignment.

You and this unit

What is expected of you
Workload

In order to optimise the value of your learning, it is strongly advised that you prepare before each
session, enthusiastically participate in each session, and then reflect on each session. The
amount of time spent out of class will vary for each individual, depending on competencies and
proficiency in any area. An average of 10 hours per week is recommended to gain value in the
completion of your studies. Effective learning requires interaction between you, your facilitator,
and your peers.

The better prepared you are before each session the greater the learning value due to more
focused questions and discussions. In addition, reflecting on what you have learned is an
important process for you to confidently apply your newly learned skills.

Therefore, in order to gain the most learning value from the synergistic relationship between your
support materials and your specific unit material it is highly recommended you follow these steps
for each session:

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Read the support materials, notes and answer any given questions or
problems.
Before each Pre-read your facilitator’s lecture notes for more detailed comprehension.
session Follow any other learning leads from your Facilitator including the Elearning
site.

Enthusiastically participate in the “activities” guided by your facilitator.

Contribute to each session with focused questions and discussions.
During each
Attempt any questions and problems shown in your session.
session
Identify clearly what you know and what you don’t know.
Ask your facilitator about any questions or problems from this or any session.
Attempt any questions and problems advised by your facilitator.
Reflect in action (while doing these questions and problems).
After each Review the worked solutions to questions and problems.
session Reflect on action (after you have done these questions and problems).
Identify clearly what you know and what you don’t know.

Attendance

It is recommended that students attend all scheduled classes in order to succeed in this unit.
UEH-ISB policy requires students to enter electronic finger print before entering the classes.
Class attendance is compulsory and students should provide reasons for the failure to attend the
class on a particular lecture/workshop session. Students are required to attend a minimum of
80% of all classes in order to secure class participation marks. Please let your facilitator and/or
UEH-ISB know if you are unable to attend any session.

Arriving to class late by 15 minutes at the beginning, arriving late by 5 minutes after the break,
or leaving prior to the scheduled end time without the permission of the facilitator will equate to
an absence. Grade reductions for the unit will be asse ssed when final grades are assigned if the
above absence rule is violated during the unit.

Student responsibilities and conduct

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 facilitator and/or unit
coordinator when needed.
Notify relevant staff (e.g. facilitator, unit coordinator, disability adviser) as
Student soon as possible prior to, or at the beginning of, the semester to
responsibilities accommodate special requirements.
Submit individual and unassisted assessment work, except as othe rwise
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.

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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
student is presenting work in the tutorials.
conduct and
Please use electronic devices for taking notes only, not surfing the net or
behaviour
checking email.
Use Elearning 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.

Email etiquette

Your facilitators receive many emails each day. In order to enable them to respond to your emails
appropriately and in a timely fashion, students are asked to follow basic requirements of
professional communication. Firstly, all emails should have a concise and descriptive title,
including the class and name of the unit you are enquiring about as your facilitator may be
teaching more than one unit/class. Students need to be clear about the intention of their emails,
use appropriate tone and language, proof-read what is written in the email before sending it.
Students should also allow 3-4 working days for a response before following up. If the matter is
legitimately urgent, you may indicate this in the email subject header but be sure that the email
does require an immediate response before using this strategy. If your email request is complex
and requires a lengthy response it may be probably best to make an appointment with your
facilitator to meet in person.

Disability support services

Students with disabilities are advised that accommodations and services are available at UEH -
ISB. It is the student's responsibility to contact UEH-ISB office and submit appropriate
documentation prior to receiving such services.

Additional information

This unit guide may be revised at the discretion of the Unit Coordinator with approval from
Program Academic Director and School Academic Committee where appropriate.

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.

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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
Staff assessment tasks and examinations for students with special requirements
responsibilities 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.
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
Staff code of
sound reasons for them.
conduct
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 w ork health and
safety obligations.
Report all fraud and corrupt conduct.

Policy and how it affects you

The University has a number of policies that relate to teaching and learning. It is important that
you understand how these may affect you and your studies. These policies can be located online
at policies.westernsydney.edu.au/.
In particular, it is essential that you are familiar with the student misconduct rule and how to
avoid misconduct of any type. Breaches of this policy can have very serious consequences. Your
facilitators can help you with referencing and academic writing and plagiarism. If you are unsure
about any of your work, you should also ask your tutor or facilitator for advice and feedback.

Raising concerns

If you have a concern about this unit please contact yo ur facilitator or tutor in the first instance.
If the matter is not resolved, then you may contact the Unit Administration (see inside front
cover). If you would prefer to speak to someone else, you are advised to contact the Academic
Program Director to investigate and to respond to you.

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