RECENT ASSIGNMENT

School: Federation Business School
Course Title: Principles of Responsible Business
Course Code: BUGEN 1530
Teaching Location: Partner institutions
Credit Points: 15
Semester, Year: S1 2015
Prerequisite(s): Nil
Corequisite(s): Nil
Exclusion(s): Nil.
ASCED Code: 080399
Program Level:
Level of course in Program AQF Level(s) of Program
5 6 7 8 9 10
Introductory X
Intermediate
Advanced

Organisation:
Please note this course is taught by Dr Winter and Dr Moyeen
Staff
Course Coordinator and Lecturer Lecturer
Name
Email Contact
Office Location & Campus
Phone Contact
Consultation Hours
Prescribed Text
This course will be conducted on the presumption that students have a copy of:
Crane, A & Matten, D (2010) Business ethics: managing corporate citizenship and sustainability in the age of globalization (3rd ed.) Oxford: Oxford University Press ISBN 978-0-19-956433-0
Student Responsibility
It is the responsibility of every student to be aware of the requirements for this course, and understand the specific details included in this document.
For full details of programs and school procedures, please refer to the Federation Business School Programs Handbook available at http://federation.edu.au/faculties-and-schools/federation-business-school/student-resources/continuing-students/timetables
Students should be aware of the content of the handbook, particularly:
• Special Consideration process and forms
• Assignment Coversheet
• Submission of tasks and assignments
• Grading codes
• Appeal process
• Unsatisfactory progress - Early Intervention
It is emphasised that this course requires a significant commitment outside of formal class contact. The learning tasks in this course may include classes (lectures, tutorials or seminars), required reading, the preparation of answers to set questions, exercises and problems, and self-study. In addition, students may be required to complete an assignment, test or examination.
The table below is an example of the suggested time allocations for this course.
Classes 3 hours per topic 36 hours
Reading 2 hours per topic 24 hours
Preparation of set questions, exercises and problems 4 hours per topic 48 hours
Preparation of assignment 20 hours
Study and revision for test and end of semester examination 22 hours
TOTAL 150 hours
Attendance and Participation
It is in students’ interest to make every effort to attend all the classes for this course and to complete all preparatory and assessment tasks. It is our experience that those students who do not attend class or carry out the associated activities are more likely to do poorly or to fail the course completely.
Late Submission
Assessment tasks submitted after the due date, without prior approval/arrangement, will be penalised at 10% of the available marks per day. Requests for extension of time must be made with the lecturer concerned and based on Special Consideration guidelines http://policy.federation.edu.au/student_services_and_administration/enrolment/special_consideration/ch01.php
Moderation of Results
Moderation refers to the practice of quality assurance of assessable tasks and marking carried out at any of the School’s Partner Providers’ locations. Moderation addresses the interests of students, staff, the School’s partners and external stakeholders. Moderation seeks to ensure that:
• Good practice in assessment is being applied consistently across the institution and its programs;
• Student performance is being properly, fairly and consistently judged for all students undertaking the same course of study; and
• Standards expected of, and achieved by, students are appropriate, reliable and comparable to good practice at the University and nationally.
Standardisation of assessment may result in a student’s mark being amended. This is your guarantee that your results are comparable to Federation University results in all locations.
Course Evaluation
We welcome feedback as one way to keep improving this course. Students are encouraged to provide course feedback through eVALUate, the University’s online student feedback system. eVALUate will be available to students during Weeks 10 and 11 by the Student Survey dashboard system using FedUni student user names and passwords.
Moodle
Moodle is used to host course resources for all courses. Students can download lecture and tutorial notes to support class participation. Students login to Moodle at https://moodle.federation.edu.au/login/index.php
Generally, assessments are submitted online through Moodle. Should you need assistance, please use the available resources and support through the drop-down menus in Moodle.
Plagiarism:
Plagiarism is the presentation of the expressed thought or work of another person as though it is one's own without properly acknowledging that person.
Students must not allow other students to copy their work and must take care to safeguard against this happening. In cases of copying, normally all students involved will be penalised equally; an exception will be if the student can demonstrate the work is their own and they took reasonable care to safeguard against copying.
Plagiarism is a serious offence. Please refer to the following documents:
• Statute 6.1: Student Discipline
• Regulation 6.1: Student Discipline
• Regulation 6.1.1: Plagiarism
Adopted Reference Style:
1 APA
The link to the library website for more information is: FedUni Library - Referencing

Learning Outcomes:
Knowledge
K1. Recognise the interdependence of ‘people, planet and profits’ and the challenges this poses to business
K2. Explain key concepts of sustainability
K3. Distinguish between different worldviews and ethical decision making styles
K4. Identify ethical dilemmas faced by individuals in the context of business decision making
K5. Contrast different perspectives on business social responsibility
Skills
S1. Identify business practices that integrate social and environmental commitment with economic performance
S2. Engage with systems thinking and complexity
S3. Engage in self-reflection, exploration and transformation
S4. Develop independent research, oral and written expression skills
S5. Develop active listening skills and recognise alternative views
S6. Develop critical thinking skills including a critical awareness of bias
Application of knowledge and skills
A1. Use critical thinking, written and oral communication skills to evaluate challenges and propose solutions
A2. Confidently construct and deliver responses to conflict in a business environment
A3. Work co-operatively, demonstrating intercultural awareness and understanding
A4. Integrate social, environmental and economic perspectives into business practice
Course Content:
? Engaging with the terms ethics, sustainability, social responsibility - what do we mean?
? Concepts of systems thinking – inter-relatedness of environmental, economic and social systems
? Ethics - identifying ethical dilemmas and models for ethical decision making.
? Personal values – identifying, developing and practicing personal values in business contexts
? The role of business in the 21st century - business structures, models and environments
? Integrity within supply chains - sustainable procurement, fair trade, labour standards
? Creating value through corporate and business social responsibility – reputation, economic benefits, measuring success beyond profits, the triple bottom line
? Sustainability as a business imperative?
Values:
• Further develop personal ethical standards
• Appreciate the interdependence of environment, society and economy
• Appreciate the effect of individuals’ decisions and actions on others
• Value reflective, adaptive and collaborative learning
• Value creative and integrative thinking
• Appreciate the importance and influence of business in creating positive change
Learning Tasks and Assessment:
At the University a PASS is usually achieved at 50%. For courses listed below, a mark of at least 40% in the examination must additionally be achieved.
BUACC1506, BUACC1507, BUACC1521, BUEBU1501, BUECO1507, BUECO1508, BUENT1531, BUHRM1501, BULAW1502, BULAW1503, BUMGT1501, BUMKT1501, BUMKT1503, BUTSM1501, BUTSM1502, BUACC5901, BUACC5930, BUACC5937, BUECO5903, BUHRM5912, BULAW5911, BULAW5914, BULAW5915, BUMGT5921, BUMKT5901, BUMKT5922.
Students are strongly advised to attempt ALL assessment tasks. Students who do not submit a task(s) or fail a task(s) in the semester will be identified as a ‘student at risk’ of unsatisfactory academic progress (outlined in the School Handbooks) and will be directed to the School’s Intervention Program. Students who encounter difficulties or who are otherwise concerned regarding their progress should consult their lecturer.
Assessment criteria set out the details by which performance in each task will be judged. This information will give a clear and explicit understanding of the expected standards to be achieved relative to the marks awarded.
TASK
NUMBER Learning outcomes assessed
Assessment Task Assessment Type Weighting
TASK 1
TASK 3
K1, K2, K5,
S2, S3, S4, S6, A1, A4 Recount how learning evolves during the course. INDIVIDUAL REFLECTIVE JOURNAL
TASK 1 = 10%
TASK 3 = 10%
Reflective writing

20%
TASK 2 K1, K3, K4,
S1, S3, S5, A1, A2, A3 Group task with individual contribution required TASK 2
INDIVIDUAL ACTION PLAN = 10%
GROUP PRESENTATION = 20%
Individual verbal and written contribution to group written script and report.
Presentation and role play
30%
EXAM K1, K2, K3, K4, K5,
S2, S4, S6,
A1, A3 Reviewing, demonstrating knowledge of key concepts,
analysis
EXAM
50%
ASSESSMENT TASK 1: Individual Reflective Journal
DUE DATE: end of week 4 MARKS: 10%

Assessment Details
You are required to reflect on the materials presented in weeks 1, 2 and 3, relating to sustainability.
Your task is to write about your ‘reflections’ in a journal.

You may choose to reflect on one or more of the themes or ideas that really made an impact on you, or with which you could identify. In this assessment task, you must demonstrate your understanding of the chosen themes, and that you have considered the implications of these at a personal level. Critical thinking should also be demonstrated in these reflections.
The criteria used to grade this task is on page 15.
For information on the style of writing required, please refer to the guides provided on the course Moodle page.
Information about reflective journals is also on the Moodle page.
Word Limit
650-750 words - (assignments exceeding the word limit may not be marked and may be returned to the student for re-writing; assignments less than the required length will risk not covering the topic adequately and may result in a fail). Do not include synopsis or references in the word count.
Note: While a Reflective Journal will mainly comprise of your own thoughts and reflections written in ‘your own words’, Federation University Australia rules relating to referencing, citation and acknowledgement must be complied with for any content from other sources.

ASSESSMENT TASK 2: Individual action plan and group presentation
DUE DATE: Presentations during Week 8
INDIVIDUAL ACTION PLAN = 10%
GROUP PRESENTATION = 20%
TOTAL MARKS: 30%
The task requires you to work both individually and as part of a group in applying the Giving Voice to Values framework to a given scenario.
You need to complete both the individual and the group requirements to pass this assessment.
Groups and Scenario allocation
Your lecturer will let you know which group of students you will work with for this assessment task. Your lecturer will assign each group a scenario.
Group Presentation dates
Group presentations will take place in Week 8 - your lecturer will inform you of the date and time for your group’s presentation.
INDIVIDUAL ACTION PLAN
Your task is to prepare a written action plan.
You must submit this to the lecturer before your group presentation.
1. Read either “Ways of thinking about our Values”, “Giving Voice to Values: A brief introduction” – or both – which are available on the Moodle page.
2. Read the scenario your group has been assigned.
Place yourself in the position of the person in your assigned scenario: what should you say, to whom, when and how?
In order to answer these questions consider the following:
• What are the main arguments you are trying to counter? That is, what are the reasons and rationalizations you need to address?
• What is at stake for the key parties (including those who disagree with you)?
• What levers/arguments could you use to influence those with whom you disagree?
• What is your most powerful and persuasive response to the reasons and rationalizations you need to address? To whom should the arguments be made? When and in what context?
GROUP PRESENTATION
1. Contact other members of your group and arrange some times to meet for group work. Your lecturer may suggest that group work takes place during scheduled lecture or tutorial times.
2. During group meetings discuss the scenario your group has been assigned.
3. During group meetings each student will briefly discuss their individually prepared action plan with other members of the group and the other members of the group will verbally give feedback.
4. As a group you will then work together to write a group script, and to allocate roles for your group presentation of the script including how you would work through the dilemmas arising from the scenario.
5. Again, place yourself in the position of the person in your assigned scenario: what should you say, to whom, when and how? Refer to the bullet points above for questions to consider.
On the presentation date.
On the date allocated for your group presentation, members of your group will role play the scenario using the script prepared by the group.
Your lecturer will ask three students (from other groups) to complete a peer report during your presentation, which will be collected by your lecturer at the end of your group presentation.
A Peer Report form is at the end of this guide.
Please submit the group script to the lecturer at the end of your presentation for assessment.
You must include a cover page with every group member’s name and student number – and the name of your group’s allocated scenario.

REQUIREMENTS AND FORMS FOR ASSESSMENT
INDIVIDUAL 10%
Action Plan
Refer to: Individual Assessment Criteria Sheet Page 16
GROUP 20%
Group script, presentation content, presentation form
Refer to: Group Assessment Criteria sheet Page 17
PEER REPORT
Please note that the Peer Report will not be allocated marks, but is designed to be a part of your learning experience in this course. It will also be used as a guide by the lecturer.

ASSESSMENT TASK 3: Individual Reflective Journal
DUE DATE: end of week 11 MARKS: 10%
Assessment Details
This task requires you to write a reflective journal as you did for Task 1 but in this task, you should focus on material coved in Weeks 8, 9 and 10.
Your task is to write about your ‘reflections’ in a journal.

You may choose to reflect on one or more of the themes or ideas that really made an impact on you, or with which you could identify. In this assessment task, you must demonstrate your understanding of the chosen themes, and that you have considered the implications of these at a personal level.
Critical thinking should also be demonstrated in these reflections.
The criteria used to grade this task is on page 15.
For information on the style of writing required, please refer to the guides provided on the course Moodle page.
Information about reflective journals is also on the Moodle page.
Word Limit
650-750 words - (assignments exceeding the word limit may not be marked and may be returned to the student for re-writing; assignments less than the required length will risk not covering the topic adequately and may result in a fail). Do not include synopsis or references in the word count.
Note: While a Reflective Journal will mainly comprise of your own thoughts and reflections written in ‘your own words’, Federation University Australia rules relating to referencing, citation and acknowledgement must be complied with for any content from other sources.

EXAM
DUE DATE: During exam period MARKS: 50%
In the exam, you will be required to demonstrate your understanding of key concepts and analysis.
Information about the exam will be provided to you before the exam during class and on the Moodle site.
Information will also be provided to guide your preparation and study for the exam.

Sequence:
As semesters and contact hours vary between teaching locations, delivery is usually scheduled across three hours a week for 12 weeks. As the University offers many programs in a variety of formats please contact local lecturers for further information about the schedule. Please note that the sequence and content of lectures and tutorials may need to be changed and the following information should be used as a guide only.
WEEK
Topic Readings
Week 1
Introduction to Principles of Responsible Business

Week 2
Sustainability,
Calculating Footprints
Moodle

Week 3
Forms of Capital
Systems thinking Moodle

Week 4 Case studies Moodle

Week 5
Introduction to ethics and values
Brief background theory and history Moodle

Week 6
Giving Voice to Values #1 Moodle

Week 7
Giving Voice to Values #2 Moodle

Week 8
Corporate Social Responsibility (CSR), including philanthropy
Ch 2, Ch. 6
Week 9
CSR
Business aspects: Employees
Ch 7
Week 10 CSR
Business aspects: Consumers Ch 8

Week 11 CSR
Business aspects: Suppliers, Competitors Ch 9

Week 12
Revision and summary
SWOT VAC

EXAMS

Additional Resources:
On Moodle there are links to lectures, interviews, animations and discussions. The following may also be useful references:
Blowfield, M & Murray, A. (2011) Corporate responsibility (2nd ed.) Oxford: Oxford University Press
Carson, R., Darling, L & Darling, I. (1962) Silent Spring. Cambridge, Mass: Riverside Press
Crane, A & Matten, D (2010) Business ethics: managing corporate citizenship and sustainability in the age of globalization (3rd ed.) Oxford: Oxford University Press
Friedman, M. (1962) Capitalism and Freedom. Chicago: University of Chicago Press
Galbraith, J.K. (1967) The new industrial state. Boston: Houghton Mifflin
Harding, S (2009) Animate earth (2nd ed.) Totnes, Devon: Green Books Ltd
Hawken, P. (1993) The ecology of commerce: a declaration of sustainability. New York: Harper Collins
Hawken, P. Lovins, A.B, Lovins, L.H. (2000) Natural Capitalism: creating the next industrial revolution. London. Earthscan
McDonough, W & Braungart, M (2002) Cradle to Cradle: Remaking the way we make things. New York, North Point Press
McKibben, B (2010). Eaarth: Making a life on a tough new planet. Melbourne, VIC: Black Inc
Meadows, D.H., Meadows, D.L. Randers, J. and Brehrens W.W. (1972) The Limits to Growth: A Report for the Club of Rome’s Project on the Predicament of Mankind. New York: Universe Books
Meadows, D.H., Meadows, D.L. Randers, J. (1992) Beyond the Limits: Global Collapse or a Sustainable Future. London: Earthscan Publications
Patel, R (2009). Stuffed & Starved: markets, power & the hidden battle for the world food system. Melbourne, VIC: Black Inc
Patel, R (2009). The Value of Nothing: How to reshape market society and redefine democracy. Melbourne, VIC: Black Inc
Porritt, J (2005) Capitalism: as if the world matters. London:Earthscan
Rand, A. (1966) Capitalism: the unknown ideal New York: New American Library
Stead, JG & Stead WE (2009) Management for a Small Planet (3rd ed.) Greenleaf Publishing e-
Stern, N. H. (2009). A Blueprint for a Safer Planet: how to manage climate change and create a new era of progress and prosperity. London: Bodley Head
Stern, N. (2010). A Blueprint for a Safer Planet: London, Vintage
http://www.unprme.org
http://unep.org/greeneconomy
http://www.oecd.org/environment/indicators-modelling-outlooks/oecdenvironmentaloutlookto2050theconsequencesofinaction.html
http://www.unpri.org/
http://www.undp.org/
http://www.csiro.au/files/files/plje.pdf
http://earthtrends.wri.org/
http://www.corporateregister.com/
http://www.corpwatch.org/
http://www.eldis.org/
http://www.transparency.org/
http://www.socialfunds.com/
The link to the library website for more information is:
http://www.federation.edu.au/current-students/assistance,-support-and-services/academic-support/learning-and-study/resources/general-guide-for-the-presentation-of-academic-work
MARKING SHEET TASKS 1 AND 3: INDIVIDUAL REFLECTIVE JOURNAL
Reflective Journal - Guide Point Value
Critical Thinking:
• application, analysis and evaluation of the ideas presented and the implications
• Arguments are clear and show insight into theoretical issues and how they are applied
• May include unusual insights. Arguments are well supported by reference to materials covered in course (or through research). Demonstrates clear and concise critical thinking and the ability to apply concepts to ‘real life’ situations and/or own experiences 30
Demonstrates some critical thinking , but the application of the concepts to ‘real life’ is less clear 20
Details fewer concepts and ideas, and/or no application of these to ‘real life’. 10
Critical thinking – total possible 30
Reflection:
• Well-developed connections between content and thoughts, ideas, feelings, opinions , reactions and details, which shows evidence of personal reflection
• Describes personal application and responses to concepts discussed
• Provides comment on the personal implications (including for future business roles) Well-developed reflection; new ideas introduced and a good grasp of concepts presented. Shows the application of learning to connect new ideas to existing experience - to what was already known. 30
Shows some evidence of reflection, but not well-developed;
Some grasp of concepts presented and some application of learning to connect these ideas to personal experiences. 20
Not much thought or detail; shows little connection between concepts and personal impacts;
Little or no evidence of reflection or grasp of concepts; no new ideas given little application of learning to connect new ideas to existing experience 10
Reflection - total possible 30
Presentation
Well written, clear organization, uses standard English grammar, well referenced where required 20
Inadequate due to lack of organization, grammar, and/or major spelling errors, incorrect or inadequate referencing 10
Presentation – total possible 20
Relevance
Reflections are clearly relevant, and limited, to chosen themes 20
Reflection covers one or more themes, but connections to the chosen themes are less clearly illustrated 10
Reflection is general and/or vague or does not refer to themes from course 0
Timeliness – total possible 20
OVERALL TOTAL POSSIBLE FOR REFLECTIVE JOURNAL 100
MARKING SHEET TASK 2: INDIVIDUAL ASSESSMENT CRITERIA
SCENARIO (CASE)
TIME AND DATE
NAME
Criteria Marks
Student identified the types of dilemma raised in the scenario
2
Student demonstrated recognition of the reasons and rationalizations
2
Student identified appropriate arguments to be used to counter reasons and rationalizations.
2
Student’s proposed use of ‘what, to whom, when and how’ was evident in the action plan
2
Action plan follows a logical structure with appropriate use of headings and minimal reliance on bullet points rather than complete sentences.
2
Total marks
10
OTHER COMMENTS

MARKING SHEET FOR TASK 2
GROUP ASSESSMENT CRITERIA
SCENARIO (CASE)
TIME AND DATE
GROUP
GROUP MEMBERS
SCRIPT CONTENT
Students identified the types of dilemma raised in the scenario
2
Students demonstrated recognition of the reasons and rationalizations
2
Students identified appropriate arguments to be used to counter reasons and rationalizations
2
Students proposed use of ‘what, to whom, when and how’ was evident in the script
2
Sub total 8
PRESENTATION CONTENT
Students demonstrated a recognition of the types of dilemmas raised in the scenario
2
Students demonstrated recognition of the reasons and rationalizations, and used persuasive counter arguments where appropriate
2
Overall, students used GVV skills effectively
2
Sub total 6
PRESENTATION FORM
The presentation was engaging and challenged others to engage thoughtfully with the issues
2
The presentation form was inclusive of the majority of the group members
2
Students used time effectively
2
Sub total 6

GRAND TOTAL
20
OTHER COMMENTS
PEER REPORT
SCENARIO (CASE)
TIME AND DATE
Three randomly selected peers will complete this form, and it will be used to assist your lecturer in determining the overall group assessment.
Please rate the statements in the table below according to the following scale:
1. Strongly disagree
2. Disagree
3. Somewhat agree
4. Agree
5. Strongly agree
I felt each type of dilemma arising from the scenario was recognised and considered
I felt reasons and rationalizations were recognised and considered
I felt the group was effective in using persuasion and logic when appropriate
The presentation challenged me to engage thoughtfully with the issues
I felt the presentation demonstrated an understanding of the GVV skills
OTHER COMMENTS