Hrm strategy/BUHRM5912 Human Resource ManagementPaper Details
Also as discussed, the essay can be approached in a number of ways. We discussed two ways in class: a micro (strategic HR functions) and macro (linking with organisation structure and culture) approach; and an internal (organisation focus) and external (e.g. industry context) approach. Another possible way is to focus on the debate between universal approaches to HRM (best practice models) and compare this with the contingency (best fit) approach, which links HR practices specifically to business strategy.

Any of these approaches is acceptable. The key is to focus on developing a consistent overall argument to answer the question and to organise your answer around this argument.
Course Description
(Higher Education)
CRICOS Provider No. 00103D Page 1 of 17
School: Federation Business School
Course Title: Human Resource Management
Course Code: BUHRM 5912
Teaching Location: Mt Helen
Credit Points: 15
Semester, Year: 1, 2016
Prerequisite(s): Nil
Corequisite(s): Nil
Exclusion(s): Nil
ASCED Code: 080301
Program Level:
Level of course
in Program
AQF Level(s) of Program
5 6 7 8 9 10
Introductory X
Intermediate
Advanced
Course Description:
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Organisation:
Staff
Prescribed Text
This course will be conducted on the presumption that students have a copy of:
Stone, R.J. (2013). Managing Human Resources (4th ed.). Milton, QLD: John Wiley & Sons (Australia), Ltd. ISBN 978
0 730 30255 1
This is also available as a Wiley E-Text.
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/continuingstudents/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 5 meetings 36 hours
Reading 4 hours per meeting 20 hours
Preparation of weekly HR Simulation decisions, preparation
of the HR Simulation report, and preparation for the HR
Simulation Presentation
2 hours for the simulation practice
rounds, 2 hours for each weekly
decision, 24 hours on the report
and 4 hours on the presentation
46 hours
Preparation of assignment 24 hours
Study and revision for test and end of semester examination 24 hours
TOTAL 150 hours
Lecturer Details Tutor Details
(if relevant)
Name Dennis Mortimer
Email Contact [email protected]
Office Location &
Campus Mt Helen
Phone Contact 0404799992
Consultation Hours By appointment with lecturer
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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/ch0
1.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:
X APA Australian MLA Chicago
Other (please specify)
Course Description:
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The link to the library website for more information is: FedUni Library – Referencing
Learning Outcomes:
Knowledge
K1 Outline the human resource management process within an organisation in order to determine the role of
human resource management (HRM) in strategic planning
K2 Differentiate between different human resource management strategies
K3 Evaluate the effectiveness of human resource management functions
K4 Appraise the principal elements of human resource management and assess their relationship to the
strategic and operational management of organisations
K5 Examine human resource management principles and theories and judge their generalisation to both
domestic and global organisations
Skills
S1 Critique existing and relevant literature and evaluate HRM theories’ impact upon human resource
management
S2 Interpret HRM needs and benefits and determine the most appropriate HRM method(s) for management
S3 Prepare a report for management which communicates the development of strategies to improve HRM
practices within the organisation
Application of knowledge and skills
A1 Transfer and apply HRM concepts in new and varied situations
A2 Use independent judgement in developing a solution to an HRM problem in a new situation
Course Description:
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Course Content:
The topics that may be covered are:
• Introducing HRM
• The management of human resources in the firm.
• The scope, objectives and strategic aims of HRM;
• Human resource planning and information systems;
• Job analysis, design and evaluation;
• Recruitment and selection
• Managing employee retention and turnover;
• Human resource development;
• Reward and compensation systems, performance related pay;
• Performance management;
• Evaluating human resource management
• Industrial relations
• Workplace issues and themes such as equal opportunity, quality management and global perspectives
of HRM
Values:
• Appreciate the important role human resource management plays in the workplace
• Believe in the need for organisations to utilise effective human resource management strategies
• Want to contribute to the effective human resource management of staff in an organisation
• Support the role that effective human resource management can play in improving the quality of work life
for individuals and in improving organisational effectiveness
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.
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Learning
outcomes
assessed
Assessment Task Assessment
Type
Weighting Week Due
1. K1, K2, K3
S1
A1
Students are required to assess
influences on the effectiveness of HRM
practices in an organisation and how
outcomes may be improved.
Individual
Essay
20% Friday 1 April
(5.00 p.m.)
2. K2, K4, K5
S1, S2, S3
A2
Students need to analyse how best to
manage a HR department and work
cooperatively and productively in a
group to apply HRM principles to
ensuring improved HR outcomes. They
will need to engage in research and
enquiry to provide support for their
solution.
HR On Line
Simulation –
Report,
Presentation,
and
performance
ranking
40%
(20% report,
10%
presentation,
10%
performance
ranking)
Report:
Monday 30th
May (5.00
p.m.)
Presentation:
Monday 6th
June (at
allocated
time in class)
Performance
ranking is
based on
cumulative
weekly
performance
in the on line
simulation
over the 8
rounds
3. K1, K2, K3, K4
A1
The exam requires students to have a
critical understanding of principal
elements of HRM and their
relationships to the strategic and
operational management of
organisations
Exam 40% Take home
exam, due
on 9th June
(5.00 p.m.)
Assessment Task 1: Essay
1) Assessment Details
Answer the question which will be distributed separately.
2) Criteria used to grade this task
The criteria for assessment of this task are set out in the Appendix.
3) Task Assessor
Lecturer
4) Suggested time to devote to this task
20 hours
5) Submission details
Essays are due on Friday 1 April. Essays are to be submitted via Moodle.
6) Feedback and return of work.
Marked essays will be returned on day 3 of the teaching schedule.
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Assessment Task 2: HR Simulation (Group – Performance Rank, Report and Class
Presentation)
1) Assessment Details;
This is a group based assessment that consists of three parts:
1. Group performance ranking at the completion of the HR on line simulation
2. Group report on the group’s learning from the simulation
3. Group class presentation based on the group’s learning from the simulation
General Background:
This assessment involves students participating in an on line Human Resource Management simulation. Students
will be allocated to teams in the first class.
Each team is assigned to manage the HR department of a simulated company (a 4.5 star hotel) for a simulated
period of two years.
Each team manages a different company, and each team competes with the other teams in the class to produce the
best overall HR outcomes.
Each team must make decisions each week on a range of HR areas and submit these on the simulation website.
For Part 1, each group must make weekly decisions, in accordance with the schedule below, covering the following
areas:
Wages, workforce demographics, recruitment and selection, training and development, other programs/policies you
could implement and productivity.
Full details are set out in the Student Manual for the HR Simulation. Students should be fully familiar with the contents
of the manual prior to the commencement of the competitive rounds of the simulation. In addition, students will be able
to complete two practice rounds of the simulation before the competitive rounds commence.
For Part 2, each group must submit a report based on its learning experiences in the simulation. The report must
answer the following question:
Compare your group’s intended strategy and tactics at the start of the simulation with your overall results
and explain what happened and why. In this context, discuss and reflect on the overall strengths and
weaknesses of your HR department at the end of the simulation and what changes, if any, you would
make in the future on the basis of your learning.
The questions require groups to reflect on both their performance and their learning experiences from the simulation.
As such, the report should include a discussion and reflection of learning on the following:
• Group processes
• Learning experiences
• Interface between theory and practice
The report is NOT to be simply a narrative of what happened, it is a reflective critique. Answers to the questions
should include a mixture of objective information drawn from your group’s results in the simulation, together with
reflection on the event or situation, and its implications (So what? What now?) How should our group manage the
event or situation in the future? What is the justification for that? What connections can be made beyond what
happened?)
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Significant emphasis should be given to the ‘Reflection’ component of each question. In preparing your reflections,
groups may draw attention to a wide range of issues, ideas or matters that bear on their own attitudes, performance
or experiences of some relevance to professional practice, or on broader impressions of professional HR practices
and processes; and this can incorporate students’ prior learning in other units of study in HRM.
For Part 3, each group is required to present their key findings of their Simulation Report and learning experiences
from the simulation to the full class in a presentation of 20-30 minutes, including questions. Presentations will be
evaluated on the basis of both their content, and the effectiveness of their presentation in explaining the issues and
engaging with the audience.
2) Criteria used to grade this task.
The criteria used to asses each of the three elements of this task are set out in the Appendix.
3) Task Assessor
Lecturer
4) Suggested time to devote to this task;
18 hours for Part 1, 24 hours for Part 2, and 4 hours for Part 3 (although content for the presentation is also included
in the suggested time allocated for Parts 1 and 2)
5) Submission details
For Part 1 (performance ranking), each group is to submit its weekly decisions on the Simulation website according
to the following schedule:
Decision Date Time
Round 1
Complete all required decisions,
including the special incident
Thursday 24 March 11:30pm
Round 2
Complete all required decisions,
including the special incident
Thursday 31 March 11:30pm
Round 3
Complete all required decisions,
including the special incident
Thursday 7 April 11:30pm
Round 4
Complete all required decisions,
including the special incident
Thursday 14 April 11:30pm
Round 5
Complete all required decisions,
including the special incident
Thursday 21 April 11:30pm
Round 6
Complete all required decisions,
including the special incident
Thursday 28 April 11:30pm
Round 7 Thursday 5 May 11:30pm
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Complete all required decisions,
including the special incident
Round 8
Complete all required decisions,
including the special incident
Thursday 12 May 11:30pm
For Part 2 (report), each group leader must submit the group report by Monday 30th May (5.00 p.m.), via Moodle.
For Part 3 (class presentation), each group will present in the final class (Monday 6th June) at their allocated time
6) Feedback and return of work.
For Part 1, progressive feedback is available on the simulation website after the completion of each weekly round,
with the final outcome available shortly after he completion of the final round.
For Part 2, marks and comments will be available two weeks after the due date.
For Part 3, marks and feedback will be available at the completion of the final class.
Assessment Task 3: Final Exam
1) Assessment Details;
This is a take home exam using the case study format.
2) Criteria used to grade this task;
The criteria for assessment of this task are set out in the Appendix.
3) Task Assessor
Lecturer
4) Suggested time to devote to this task;
24 hours
5) Submission details
This is a take home exam. Completed papers are to be submitted via Moodle by 5.00 p.m. on 9 June.
6) Feedback and return of work.
Grades will be available following processing of results by the School’s assessment committee.
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.
Course Description:
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DAY 1
MONDAY 7 MARCH 2016
Session 1: 9.00 am – 12.30 pm
Overview of the course
The HRM function
Readings: Chapter 1
Session 2: 1.30 – 4.30 p.m.
The Strategic role of HRM and HRM planning
Case Study: Outsourcing at Oz Airlines, pp 90-91
Overview of the HR Simulation and initial practice –
Computer Lab: 3.30 – 4.30
Readings: Chapter 2
DAY 2
MONDAY 21 MARCH 2016
Session 1: 9 00 am – 12.30 pm
Job analysis & design of work
Case Study: Motivated or
manipulated? Pp 201-202
Readings: Chapter 5
Session 2: 1.30 – 4.30 pm
Recruitment & selection
Class Exercise: Graduate Trainee Positions at Pacific
International Airlines. Pp 288-290
Computer Lab: 4:30 to 5:30 HR Simulation
Readings: Chapters 6 & 7
DAY 3
MONDAY 11 APRIL 2016
Session 1: 9.00 am – 12.30 p.m.
Performance management
Session 2: 1.30 pm – 4.30 pm
Human resource development
Case Study: A matter of costs. p 391
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Case Study: Appraisals at Yarra
Bank. Pp 347-348
Ethical Dilemma: The Stressed
Sales Representative. p 347
Readings: Chapter 8
Ethical Dilemma: Out of hours training at Yarra Bank.
p 390
Computer Lab: 3:30 to 4:30 HR Simulation
Readings: Chapter 9
DAY 4
MONDAY 16 MAY 2016
Session 1: 9.00 am – 12.30 pm
Employee motivation and
remuneration
Case Study: To bonus or not to
bonus. Pp 466-467
Johnson Technology. Pp 473-474
Readings: Chapter 11
Session 2: 1.30 pm – 4.30 p.m.
Industrial Relations
Case Study: No job satisfaction at State General
Hospital. Pp 519-521
Class Exercise: Negotiation Exercise
Computer Lab: 3:30 to 4:30 HR Simulation
Readings: Chapter 12
DAY 5
MONDAY 6TH JUNE 2016
Session 1: 9.00am – 12.30 p.m.
Managing a safe, healthy and
diverse workforce
Case Studies: The toxic boss. Pp
568-569
Bazza’s Outdoor Apparel – A case
for discrimination pp 614-615
Session 2: 1.30 pm – 4.30 pm
Group Presentations
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Readings: Chapters 13 and 14
Additional Resources:
The following list may be used as a guide. Useful sources are likely to include referred journal articles
and text and reference books. The internet can be a useful source for material (but must be used with
caution and discrimination) and journal articles may be located via library databases.
Boxall, P. & J. Purcell (2003). Strategy and Human Resource Management. Houndmills, Basingstoke: Palgrave MacMillan.
Cooper, R. (2009). Forward with Fairness? Industrial Relations under Labor in 2008, Journal of Industrial Relations, Vol.
51, No. 3, pp. 285-296.
De Cieri, H., Kramar, R., Noe, R.A., Hollenbeck, J.R., Gerhart, B. & Wright, P. M. (2005). Australia: Pearson
Dessler, G., Griffiths, J. & Lloyd-Walker, B. (2007). HRM. (3rd Ed.), Australia: Pearson Education Ed.). Houndmills
Hampshire: Macmillan.
Florian, P. (2009). Determinants of Work-life Balance: Shortcomings in the Contemporary Measurement of WLB in Largescale
Surveys. Social Indicators Research, 92( 3) pp. 449-469.
Gomez-Mejia, LR, Balkin, DB & Cardy, RL (2012), Managing human resources, (7th ed. ), Pearson, Upper Saddle River.
Hartel, C.E.J., Fujimoto, Y., Strybosch, V.E., & Fitzpatrick, K (2007). Human Resource Management Transforming Theory
into Innovative Practice. Australia: Pearson
Kramar, R, Bartram, T, De Cieri, H, Noe, R, Hollenbeck, J, Gerhart, B, Wright, P (2010), Human Resource Management
in Australia, 4th edn, McGraw Hill.
McKenna, E. & Beech, N. (2008). Human resource Management A Concise Analysis (2nd Edition). United Kingdom:
Prentice Hall
Mello, J. A. (2011). Strategic HRM 3rd ed. South Western-Cengage Learning, Ohio, USA
Nankervis, A, Compton, R & Baird, M (2011), Human resource management: Strategies & processes, 7th edn, Thomson,
Victoria.
Sappey, R., Burgess, J., Lyons, M. & Buultjens, J. (2009). Industrial Relations in Australia Work and Workplaces 2nd ed.
Australia: Pearson
Shen, J., Chanda, A., D’Netto, B. & Monga, M. (2009). Managing diversity through human resource management: an
international perspective and conceptual framework, The International Journal of Human Resource
Management, Vol. 20, Issue-2, February, pp. 235 – 251.
Takeuchi, N. (2009). How Japanese manufacturing firms align their human resource policies with business strategies:
testing a contingency performance prediction in a Japanese context. The International Journal of Human
Resource Management, Vol. 20, Issue-1, January, pp. 34–56.
Taormina, R. J. & Gao, J. H. (2009) Identifying acceptable performance appraisal criteria: An international perspective. Asia
Pacific Journal of Human Resources, Vol. 47, No.1, pp.102-125.
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Teicher, J., Holland, P., and Gough. R. (Eds.), (2006). Employee Relations Management, Second Edition. Frenchs Forest,
NSW: Prentice-Hall.
NOTE: You should not restrict your reading to the listed texts. To successfully complete this subject you are strongly
encouraged to also read HRM and related peer reviewed journals and peruse selected newspapers and other news
magazine articles for issues relevant to HRM.
Some useful resources: Journals
Asia Pacific Journal of Human Resources
Human Resource Management Journal
International Journal of Employment Studies
Personnel Journal
Personnel Review
The International Journal of Human Resource Management
Web sites:
Australian Human Resources Institute
http://www.ahri.com.au/
Society for Human Resource Management
http://www.shrm.org/
Great place to find articles on HR topics
http://scholar.google.com.au/
The link to the library website for more information is:
http://www.federation.edu.au/current-students/assistance,-support-and-services/academic-support/learning-andstudy/resources/general-guide-for-the-presentation-of-academic-work

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Marking Guides/Rubrics:
Essay (20%)
Student Name: Student No.:
Assessment Criteria HD
80-
100%
D
70-
79%
C
60-
69%
P
50-
59%
MF
40-
49%
F
0-
39%
Mark
Demonstrated understanding of the HRM topic
• demonstrated understanding of the necessary
concepts/theories
Quality and completeness of the analysis and discussion
• interpreted the instruction/question appropriately.
• the introduction is appropriate to the type and format of
response and clearly outlines the focus.
• the body of the response is well structured, with coherent and
logical development of key ideas in appropriate
sections/paragraphs.
• the conclusion is appropriate to type and format of the
response, successfully summarising the key
ideas/issues/findings
Ability to analyse critical incidents and to apply HRM solutions
• demonstrated the ability to analyse critical incidents
• demonstrated ability to apply HRM solutions
Written expression & Correct presentation (format, completed
and signed cover page, word count, line spacing, spell check
etc.), and clarity of expression
• the writing style is appropriate to the task.
• the writing is fluent, exhibiting grammatically correct sentences
that are appropriately punctuated.
• there are no spelling or typing errors and due regard is given to
rules of capitalisation and abbreviation, etc.
• key ideas from the literature are effectively paraphrased and
cited, and direct quotes are appropriately incorporated
• the response conforms to the appropriate style guide advice
and the requirements of the specified format (font, margins etc)
Evidence of appropriate reading & research (academic and
other relevant journals, text and reference books), Use of intext
reference, completion of a full reference list using APA
style.
• used sufficient and appropriate material from relevant and
credible sources to effectively support the key points
• in-text citations and direct quotes follow referencing guide rules
• reference list and/or bibliography appropriately compiled
TOTAL MARKS OBTAINED
Comments:

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Evaluation of HR Simulation Portfolios (20%)
Marking Criteria
Very Poor
Poor
Satisfactory
Good
Very good
Mark & comments
Evidence of critical analysis,
evaluation
and judgment
Evidence of ability to carry out a
detailed analysis of an
organisation’s requirements and
adhere to a budget
Evidence of the ability to apply
knowledge to a practical situation
Evidence of the ability to think
laterally in regard to management
for continuous improvement
Total available marks – 20
Total mark obtained

/20
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Evaluation of HR Simulation Presentations (10%)
Criteria Fail Pass Credit Distinction High
Distinction
Demonstrated
independent
critical thinking
Merely
regurgitated
information
Merely
described the
issue under
examination
Some
evidence of
analytical
skills, but a
dominant
tendency to
describe.
Relatively
good analytical
skills.
Highly
developed
analytical
skills
Structure of
presentation
Disjointed,
poorly
structured.
Argument
poorly
constructed
with some
coherence.
Relatively
coherent but
still difficult to
understand in
some
sections.
A coherent line
of argument
but not
thoroughly
sustained.
A sustained
coherent
and logical
line of
argument.
Engagement
with audience
Very little or
no
engagement;
reads from
slides or
notes
Some
engagement,
but mainly
relies on
notes or
slides
A good
attempt but
sometimes
doesn’t come
off, or
sometimes
misreads
audience, but
at other times
engages
audience with
the issue.
Generally
good audience
engagement
and
involvement;
generally
enhances
audience
appreciation of
the issue.
Consistentl
y engages
and
involves
audience in
a
meaningful
way which
enhances
their
appreciatio
n of the
issue.
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Comments:
Total available marks – 10
Total mark obtained

/10
Criteria for assessing team performance in the competitive rounds, with a mark out of 5 to be
allocated to each team’s performance as at the end of Round 8 (10%)
• Team performance will be assessed on the basis of a balanced scorecard approach
• The factors on which team performance will be assessed will be advised prior to the
commencement of the competitive rounds of the simulation
• Team performance is out of 10
.
• Marks will be allocated on the basis of team scores at the end of Round 8, as follows:
• 90 or more: Mark of 10
• 85-89: Mark of 9
• Between 75-84: Mark of 8
• Between 65-74: Mark of 6
• Between 50 -64: Mark of 4
• Below 50: Mark of 0
BUHRM5912 Human Resource Management
Essay Question
First Semester 2016
‘If HRM is to contribute to the effectiveness of organisations, it needs to be
strategic, and HR strategy needs to be integrated with business strategy.’
Discuss.
General advice:
You should start by becoming familiar with the discussion in chapter 1 of the textbook,
especially from pages 25-40. This reading will give you a basic idea of the issues to be
discussed in the question.
Then undertake additional reading on the issues. One way is to follow up some of the material
referred to in the footnotes in the pages of the text listed above. The full details of the
footnotes can be found at the end of the chapter.
You can also use the Fed Uni library search engine to find other academic references. A useful
way to do this is to type some of the keywords from the question into the search box on the
library website.
Please write in normal essay style. Avoid the use of sub-headings; instead introduce new
material through the use of an introductory sentence, and conclude each section with a
summary sentence that also links to the next section of the essay.
Research and referencing requirements:
You MUST include a minimum of 4-6 academic references in your research. Academic
references are those which have been peer reviewed for quality assurance. These include
articles from academic journals and academic textbooks from reputable publishers.
It is always best to use the library database, or the references from the textbook, to choose
your material. Wikipedia is not peer reviewed, and many other internet sources similarly are
not peer reviewed and cannot be verified. This is why you should only use the library database
or references from the textbook (which you can search using the library database).
Referencing must be in APA format. In-text citations must be included, as well as a full
reference list at the end of the essay.