HRMinIOC2017

Glasgow School for Business and Society Department of Business Management MODULE HANDBOOK HRM in International Contexts MODULE CODE (MMN624099) Trimester A (2017-18)MODULE LEADERPauline MunroMODULE TUTORSDr. K. Halcro, A Sharp, E. Thomson

CONTENTS Page NumberPrinciples for Responsible Management Education 3Staff Details 5Lecture/ Seminar Details 7Module Introduction 8Teaching and Learning Strategy8 19Assessment, Assessment Criteria and Feedback10Learning and Assessment Guidance and Support

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STAFF DETAILSStaff are available for module specific academic guidance throughoutthe year, please use the following details to make contact with theteaching teamStaff Member Room Phone EmailPauline Munro W716 0141 331 [email protected] 8430Pauline Munro is a lecturer in the Department of management (Human Resource Managementand Development) at both undergraduate and postgraduate level. She has a BA (Hons) HumanResource Management and a MSc. qualification in Human Resource Development. She is also aFellow of the Chartered Institute of Personnel and Development. Pauline teaches on a range ofModules and was the programme leader for MSc Mgt and IBMgt. She has extensiveexperience in HRM organisational consultancy within a wide variety of public and privatesectors.Specialisms and Interests• Human Resource Management practices in the voluntary sector. This hasencompassed a significant variety of projects, ranging from training evaluation tomotivations of volunteers.• Managing change in social enterprise organisations• Managing Change in the NHS• HRM and social mediaModule TutorsDr. Keith Halcro W226b 0141 331 [email protected] 8527Keith Halcro is suite leader of BA Management (BA Management, BA Management Technology& Enterprise, BA International Tourism & Hospitality Enterprise and BA International Tourism &Hospitality Enterprise). He has been involved in developing and leading undergraduate andpostgraduate programmes within the UK, as well as a visiting lecturer at universities inAzerbaijan, Germany, Poland and Taiwan.Keith lectures on strategic management and innovation to postgraduate and undergraduatestudents at GCU. He researches and consults in the areas of strategy and SMEs.Keith is a Member of Chartered Management Institute, a Member of Higher Education Academyand a Member of Institute of Small Business and Entrepreneurship. 5

Module Tutors B103 0141 331 [email protected] W615 8371 [email protected] Thompson 0141 331Andy Sharp 3405 6

WORKSHOP SESSION DETAILSWorkshop Times:Monday 2-5pm CEE1Theme 1: Financial Data Interpretation Interpretation of key financial information, understanding key1 -3 indicators of organisational performanceTheme 2: HRM and the Environment Globalisation - the impact on organisational strategy, stakeholders and4 - 9 the role of the HR professional, frameworks for environmental analysis, Contemporary societal trends and their implications for HRM, CSR and ethics - key concepts and process, corporate governance and the role of the HR professionalTheme 3: Introduction to Business Strategy10-12 Business strategy - key concepts, analysis, formulation, implementation and evaluation. The creation, development and evaluation of HRM strategyTuesday 1-4pm CEE1Wednesday 9 -12pm CEE7 & 9-12pm W009 7

HRM in International ContextsMODULE INTRODUCTIONOn completion of this module you will be able to: 1. Critically assess business and human resource strategy formulation, analysing links between theory and practice 2. Critically analyse and discuss the role of the HR function in terms of the organisational response to competitive markets and the impact of globalisation using environmental analysis 3. Critically examine and identify the impact and features of significant social, demographic, legal, political and technological trends on HRM policies and practices 4. Critically explore the role and importance of CSR and ethical decision making within organisational contexts 5. Critically assess and interpret key financial information to determine organisational performanceTEACHING AND LEARNING STRATEGYREADINGIt is essential that you complete the weekly reading indicated in the reading listand/or issued within lectures in order to participate fully in classes. This can also besupplemented by web based resources and by following current events as presentedin various news media. Core texts:Farnham. D.(2010) Human Resource Management in context. Strategy, insightsand solutions 3rd Ed, London, CIPDKew,J., and Stedwick,J. (2013) Human Resource Management in a business context2nd Ed LondonHowever this in itself is not sufficient and key readings for each topic are outlined inthe week by week schedule/GCULearn 8

Please note that where journal articles are indicated as part of key reading they canbe accessed through Emerald on the Library website. A number of digitised readingswill also be made available via GCULearn.You can also contact the librarian directly on 0141 273 1000ELECTRONIC ACCESS TO COURSE MATERIALSLecture material can be accessed by means of GCULearn, the university’s virtuallearning environment resource. The material will be available on a week to weekbasis to assist you in the preparation for classes.Extensive use will be made of the GCULearn. This will be primarily used to houselecture material but will also provide electronic media such as appropriate videoclips and podcasts. These materials will be used to supplement the taught materialand strengthen the bridge between theory and practice. GCULearn will also detailthe coursework requirements for each module.It is your responsibility to continuously check GCULearn for module and programmeannouncements and to comply with instructions provided during the duration ofmodules and the re-sit period if applicable.Remember that it is your responsibility to access this material, and inform yourmodule tutor if you are having difficulties in using the system. You must ensure youhave access to GCULearn and seek help from The Base urgently should you haveaccess issues. 9

ASSESSMENT, ASSESSMENT CRITERIA AND FEEDBACKThe assessment for this module comprises two elements, both of which arecompulsory: 1. Group Presentation 2. 2 hr unseen exam1. PresentationThe presentation date for this coursework is fixed and an extension cannot begranted without good cause. If you have any difficulty in completing the assignmentplease inform the Module Leader, Pauline Munro before the deadline to discuss thepossibility of an extension. Week 8 is the scheduled week for the presentations.Please note that the pass mark for the module is 50%.Full details of the presentation will be found on GCU Learn2. 2hr unseen examinationYou will be required to answer two unseen questions under exam conditions. Thiswill take place within the Jan assessment period.Any student who fails the module is permitted to resubmit at the resit diet.Coursework GuidancePlease note that while we endeavour to provide you with guidance on thecoursework module teams will not do a review of full draft coursework. Full reviewsof pre-submitted drafts will not be considered or commented on by the moduleteam.You are encouraged to use the guidelines given with the coursework and attend anyassessment clinics and support sessions that are provided by the module team. Earlycontact with the University Learning Support teams is also advised.Module Leaders and tutors may review a document that contains short / initial /early stage assessment plans or outlines of material to be covered – you are advisedto check the arrangements in place with the Module Leader or tutor at the start ofteaching. Where allowed, review requests must be made within a reasonabletimescale and should allow a minimum of 3 working days for response. 10

In the event that a student has a resubmission, coursework feedback and furtherguidance will be given in assessment clinics after the exam board. Details will beprovided with result letters.Attendance and Non – Submission of CourseworkIn order to perform well in the assessment regular attendance is essential.Attendance will be monitored throughout the course of this module. If there are anycircumstances that you feel will affect your attendance or your ability to submitcoursework/attend an examination, you are advised to contact your module leaderimmediately.Assessment Criteria and Feedback InformationThe generic assessment criteria for the module can be found on GCU Learn.You will receive feedback for your coursework, including overall comment(s) madeby your tutor, which will elaborate on any particular point(s) from the marking ofyour work. Generic feedback will also be available on GCULearn – this will provide asummary of the cohort performance and average pass marks. You are invited todiscuss any element of your assessment feedback with your individual moduletutors.All electronic material is processed through TURNITIN software in GCULearn toascertain whether or not there is a suspicion of plagiarism. Plagiarism is defined bythe university as the deliberate and substantial unacknowledged incorporation instudents' work of material derived from the work (published or unpublished) ofanother. It is considered by the University to be a very serious offence and canresult in severe penalties. The regulations concerning this area are complex and youare strongly advised to study the University Assessment Regulations which you canaccess at: http://www.gcu.ac.uk/registry/secretariat/AssessmentRegulations.htmlIf plagiarism is suspected, Module Leaders will follow the plagiarism Regulations asthey are set out at the URL above.Also read the following:http://www.gcu.ac.uk/gaq/appealscomplaintsstudentconduct/Extensions are generally only granted for 3 reasons; • medical reasons supported by doctor’s certificate • extenuating personal circumstances • extraordinary work commitments supported by letter from employerIf you require an extension you must request one in advance of the hand-in date inwriting. The request should be sent to the Module Leader and copied to theProgramme Administrator and Programme Leader. Extensions are not grantedautomatically and are normally only given if students meet one of the criteriaoutlined above.If the module leader believes that the students cannot successfully complete thenecessary work in the available time, even with an extension, they will advise thestudent to submit a Mitigating Circumstances Form. 11

Students who do not submit either for the submission date or for an extendeddeadline without prior agreement with the module leader/ nominee will be deemedto have failed that submission and will be required to resubmit if another attempt isavailable to the student. Normally students are entitled to two attempts at passingany piece of coursework.In submitting your work online your electronic material will be processed throughTURNITIN software in GCULearn to ascertain whether or not there is a suspicion ofplagiarism. Plagiarism is defined by the university as the deliberate and substantialunacknowledged incorporation in students' work of material derived from the work(published or unpublished) of another. It is considered by the University to be a veryserious offence and can result in severe penalties. The regulations concerning thisarea are complex and you are strongly advised to study the University AssessmentRegulations which you can access at:http://www.gcu.ac.uk/gaq/regulationsandpolicies/assessmentregulationsandassocia tedpolicies/If plagiarism is suspected, Module Leaders will follow the plagiarism Regulations asthey are set out at the URL above.You should also email the Module Leader and the HRM Programme Administrator assoon as possible to notify them of your issues and any action you are taking torectify. Please remember that it is your responsibility to ensure you retain access toGCULearn throughout your studies and seek help from the Base should you haveaccess issues.External ExaminersThe University attaches great importance to the role of External Examiners as a keymeans of assuring that academic standards are at an appropriate level, comparableto those of other higher education institutions and that assessment processes arerigorous and fair. External examiners also make a valuable contribution to theenhancement of programmes. The module external is Dr. Ali Rostron, Lecturer inManagement, University of Liverpool.Please note that External Examiners have a specified term of office which meansthey are subject to change within the duration of your studies. The details of theexternal examiner are for information only. It is inappropriate for students to makedirect contact with external examiners, in particular regarding their individualperformance in assessments. If you have a concern about your performance, pleasenote the policies relating to Mitigating Circumstances, Appeals and Complaints. 12

Department of Business Management HRM subject group Avoiding academic irregularity: plagiarism/ghost-writing checklist - coursework submission cover sheetBefore you submit coursework, in accordance with University regulations, you should beable to confirm that the coursework that you are submitting is your own original work andthat you have:• read and understood the guidance on academic irregularity and plagiarism in the module handbook;• clearly referenced, both within the text and on the end reference page/s, all sources used in the work;• based your work on academic sources from academic search engines such as the American Business Index (ABI). Student sources should not be used;• used inverted commas and the full reference details (including page numbers) for all text quoted from books, journals, web-based other sources;• provided the sources for all data in tables and figures that are not your own work;• not made use of the work of any other student(s) past or present without acknowledgement. This includes any of your own work that has been previously, or concurrently, submitted for assessment, either at this or any other educational institution, including school;• not sought or used the services of any professional agencies such as ghost writers or other individuals, to produce this work;• retained all the material collected in the process of developing your coursework; and• in addition, you understand that any false claim in respect of this work may result in disciplinary action in accordance with University regulations.Remember, the Learning Development Centre offers advice on academic writing.Please tick to confirm that you have observed the points above in your coursework andsubmit a signed copy of this complete form (2 pages) with your coursework submission. 13

NameStudent ID NumberDegree ProgrammeModule TitleModule/Seminar TutorDateWord Count(MUST BE STATED) This is my own original work; it has not been submitted elsewhere in fulfilment of the requirements of this or any other award. I agree that tutors can make this work (either original or on-line version) available to future student cohorts as an exemplar of this assignment, on the understanding it will be anonymised with no reference to myself or any case study organisation utilised. Signed ……………………………………………………………………………… 14

Indicative Guide to Assessment C Students’ final marks will normally have the majo Characteristics Distinction Level Very Good Pass SaIntroduction/ (70% and >) (60-69%)ContextualFramework Demonstrates Demonstrates a very Demo excellent ability to good ability to place HR accep place HR topic/ topic/ question within a to plac question within a wide wide organisational and within organisational and contextual framework. organi contextual framework. contexScope of Displays exceptional Displays very good Displaknowledge, breadth of knowledge, breadth of knowledge, compunderstanding & understanding & understanding & knowleapplication application of all application in most, but & app aspects of the HR not all aspects of the HR not all topic/ question. Has topic/ question. Has topic/ critical awareness of comprehensive, but not satisfa current published always ‘critical’ aware research in both highly awareness of current curren research based and published research in in both applied articles/ both highly research based reports. based and applied report articles/ reports, however reliant some reliance on above textbooks is evident. be sup occas omiss mistak demon relianc

Criteria for Masters Level Modulesority of the characteristics in the final mark rangeatisfactory Pass Marginal Fail Clear Fail(50-59%) (45-49%) (< 45%)onstrates an Demonstrates difficulty in Inability to place the HRptable level of ability placing the HR topic/ topic/ question within ace HR topic/ question question within a wide wide organisational anda wide organisational and contextual framework.isational and contextual framework (e.g.xtual framework. fails to identify context and/ or omissions are apparent).ays broadly Displays simplistic and Displays wholly simplisticpetent breadth of rather superficial breadth and superficial breadth ofedge, understanding of knowledge, knowledge, understandingplication in most, but understanding & & application in mostl aspects of the HR application in most, but not aspects of the HR topic/question. Has all aspects of the HR topic/ question. Relies on lowactory level of question. Has limited level level sources (if any) andeness of some of of awareness of some of demonstrates a definitent published research current published research unfamiliarity with topic thath highly research in both highly research doesn’t meet requiredd and applied articles/ based and applied articles/ standards.ts however at times is reports, possibly with somet on one source glaring errors.e other. Answer can Demonstrates heavyperficial at times with reliance on textbooks assional factual source.sion(s) and/ orke(s). Maynstrate an overce on textbooks. 15

Characteristics Distinction Level Very Good Pass Sa (70% and >) (60-69%)Depth and linkages Develo(where relevant) Demonstrates Demonstrates very good and (wCritical analysis, outstanding depth, depth, and (where alludesynthesis and and (where relevant), relevant), some integraevaluation integrative links across integrative links across variou the various areas of the the various areas of the organi organisation(s) and HR organisation(s) and HR subjec subject area. subject area. Does Critically analyses, Very good analysis, analys synthesises and synthesis and evalua evaluates a range of evaluation of most of the possib relevant information possible range of inform such as specialised relevant information such specia theories, principles and as specialised theories, princip concepts, utilising principles and concepts. model where appropriate, Utilises as appropriate, Relativ models and models and frameworks eviden frameworks into an into an evidence-based and so evidence-based argument however some remain arguement. issues remain unexplored.Critical reflection on Clear evidence of Some evidence of Somecurrent work critical reflection. reflection but not always reflecexperience/ Application of theory to critical on the application on theapplication current work of theory to current work to curr experience/ practice is experience/ practice. work e excellent.

atisfactory Pass Marginal Fail Clear Fail (50-59%) (45-49%) (< 45%) Evidence of ops adequate depth, Little evidence of real misunderstanding, where relevant) depth in understanding, personal prejudices/es to possible with no attempt to refer opinions that are not ative links across the (where relevant) to justified/ related to reading.us areas of the possible integrative links Does not identify (where isation(s) and HR across the various areas of relevant) possible ct area. the organisation(s) and HR integrative links across the attempt basic subject area. various areas of the sis, synthesis and Relies largely on organisation(s) and HR ation of some of the description but does subject area. ble range of relevant attempt to refer to a limited Descriptive, superficial/mation such as range of relevant anecdotal in nature. No alised theories, information (such as attempt to refer to relevant ples, concepts, specialised theories, specialised theories, ls and frameworks. principles, concepts, principles, concepts, vely rare use of models and frameworks). models and frameworks. A nce-based argument A significant number of large number of issues are ome issues do issues remain unexplored not referred to / explored. n unexplored. and there is little/ no No attempt is made to attempt to develop/ argue develop/ argue a casee limited evidence of a case.ction (but not critical) Limited/ no attempt toe application of theory Attempts reflection but is reflect or apply theory to rent and/ or prior unconvincing. Very current and/ or prior work experience/ practice. limited ability to apply experience/ practice. theory to current and/ or prior work experience/ practice. 16

Characteristics Distinction Level Very Good Pass S (70% and >) (60-69%)Marshalling of Compdata and Marshalls data and Marshalls data and data astructure structures it appropriately structures it appropriately at time to develop (from to develop (from entirel introduction to introduction to genera conclusion) a clearly conclusion) a mostly a good logical flow with excellent logical flow with generally sectio cohesion between good cohesion between Does sections. sections. conclu Draws appropriate Draws apposite, largely but no logically derived and fully logical and justified logica justified conclusions and conclusions and Recom inferences. inferences. sense Recommendations are Recommendations are releva focused, relevant and for the most part, convincing. focused, relevant and convincing.Academic style Observes academic Observes academic Readaand presentation. style. Excellent style. Very good always referencing and cross referencing and cross style. referencing with no referencing with few refere errors. Spelling and errors. Very few spelling refere grammar are exemplary. and grammar errors. errors spellin Adapted from ABS Benchmarks for Masters Business and Manageme

Satisfactory Pass Marginal Fail Clear Fail (50-59%) (45-49%) (< 45%)petent marshalling of Endeavours to marshal Evident difficulty inand structure although data and structure but structure, flow andes this may not be overall effect is cohesion betweenly satisfactory. Does unsatisfactory. Some sections.ally flow but not always difficulties in terms of Relies on unjustifiedd cohesion between flow and cohesion assertions which meanons. between sections. that conclusions and/ordraw some appropriate Attempts to draw some inferences are invalid/usions and inferences appropriate conclusions irrelevant. Does notot all are fully justified/ and inferences but they generateally derived. are generally not recommendations, ormmendations make justified/ logically where attempt is made,e but are not always derived. resorts to simplisticant/ practical. Recommendations, if recipies for action that are present, seem like ‘wish- naïve. lists’ with little clear idea about implications for organisation/ link toable, but doesn’t issue(s) identified.s observe academic Presentation is generally Presentation is poor with poor and doesn’t follow no attempt to follow anSatisfactory academic style. Minimal academic style. Noencing and cross referencing and cross referencing and crossencing with a number of referencing with errors referencing apparent buts apparent. Some apparent. Regular where found, is incorrect.ng and grammar errors. evidence of spelling and Reader unfriendly, with grammatical errors. serious errors in spelling and grammar.ent, QAA Framework for HE qualifications; CIPD 2010; SHEFC 2010 17

Learning and Assessment Guidance and SupportLearning Development CentreEach School in the University has a Learning Development Centre (LDC) whichprovides academic writing support for home and international students, ICT support,advice on study skills and other academic support and guidance.Students are welcome to visit the Centre to seek assistance related to their studies.The Centre provides face-to-face and online academic support; through acombination of workshops, small group sessions, one-to-one appointments andtailored teaching within modules. The support available to students is provided in aprofessional and supportive environment enabling them to develop the skillsrequired to succeed at university.Workshops are delivered throughout the trimester, small group and one-to-onesessions can be arranged by appointment and regular weekly drop-in sessions areoffered. Access to the Learning Development Centre is not restricted, it is open lateon some evenings during the week to ensure that part-time students and studentsout on placement can access face to face support when required and benefit fromthe services available.For more information connect to the LDC webpages on:http://www.gcu.ac.uk/gsbs/ldc/Contact details:Room: W508, Hamish Wood BuildingTelephone: 0141 331 3300Email: [email protected] the libraryThe library is an important source of information both in hard copy and via the vastsupply of electronic resources. Full details of the library services can be found at: http://www.gcu.ac.uk/library/Specific pages for our HRM modules and programmes can be found at: http://www.gcu.ac.uk/library/subjecthelp/subjectguides/The library team are there to support your learning by: • helping you find information for coursework and dissertations • showing you which databases to use and how to use them • showing you how to use electronic journals and books • tell you about library servicesYou can contact your subject librarian directly by calling 0141 273 1000 or email: • Glasgow School for Business and Society [email protected] • London Campus - [email protected]

Using Turnitin to improve your workPlagiarism is defined in the University Assessment Regulations as \"the deliberate andsubstantial unacknowledged incorporation in a student’s work of material derivedfrom the work (published or unpublished) of another”. In other words it meanspassing someone else’s work off as your own. This includes material from books,journals and the web, as well as from your friends.As already stated your coursework should contain a statement saying “This piece ofcoursework is my own original work and has not been submitted elsewhere infulfillment of the requirement of this or any other award”Other forms of academic malpractice are collusion and false data. Collusion is whenyou try to pass off as all your own work something that someone else has worked onwith you, or when you let someone copy your work and try to pass it off as theirs.Also, there’s putting false data in your lab work, reports and so on - and any otherform of dishonest practice.(Source: http://www.gcu.ac.uk/student/coursework/regulations/plagiarism/)The HRM subject group utilises the Turnitin software in GCULearn to ascertainwhether or not there is a suspicion of plagiarism for all assignments. However wealso set the system to allow you to use the Turnitin software prior to submitting yourwork. In doing so we hope this will help develop your academic writing andreferencing skills as you progress your studies.To utilise the system you simply upload your work to the “draft submission” sectionand the system will provide you with a report which highlights any matches to thework of others. You should then interrogate this report and utilise the results toimprove your work.Here are some points to note when interrogating your report: • Look beyond the overall % score – you need to look at the composition of the score, is it made up of many small matches or a few high matches. E.g. an 8% match with another student’s or your own previously submitted work may not present a high overall % score but when interrogated as an individual match is high. • Look at the structure of the of the highlighted matches: o Is it merely the author and year that is highlighted or have you used the authors words without quotation marks? o Small phrases which are highlighted can be acceptable but large sections of text e.g. sentences/paragraphs are unacceptable. • Where there are matches such as those outlined above you should either paraphrase (rewrite in your own words) or use quotation marks and reference correctly. 19

Further details on the use of Turnitin are given during the IPASS sessions and we alsosuggest that you use PLATO (http://plato.gcal.ac.uk/) to learn more about themeaning of plagiarism and the need for appropriate academic referencing. TheLearning Development Centre can also provide help and advice.Mitigating CircumstancesThe University acknowledges that from time to time there may be circumstancesthat impact your ability to complete assessments or that impact your performance inan assessment. In such circumstances students are advised to complete a MitigatingCircumstances Form. These forms require full completion with evidence. Studentsare advised to seek guidance on Mitigating Circumstances and RetrospectiveMitigating Circumstances process by referring to Appendix 6 of the UniversityAssessment Regulations on the Exams Home Page at: http://www.gcu.ac.uk/student/exams/ 20

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