HRMinIOC2018handbook

Glasgow School for Business and Society
Department of Business Management

MODULE HANDBOOK
HRM in International Contexts

MODULE CODE (MMN624099)

Trimester A (2018-19)

MODULE LEADER
Pauline Munro
MODULE TUTORS
Edward Thomson

CONTENTS Page Number

Principles for Responsible Management Education 3
Staff Details 5
Lecture/ Seminar Details 7
Module Introduction 8
Teaching and Learning Strategy 8
Assessment, Assessment Criteria and Feedback 10
Learning and Assessment Guidance and Support
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STAFF DETAILS

Staff are available for module specific academic guidance throughout
the year, please use the following details to make contact with the
teaching team

Staff Member Room Phone Email
Pauline Munro
W716 0141 331 [email protected]
8430

Pauline Munro is a lecturer in the Department of management (Human Resource Management

and Development) at both undergraduate and postgraduate level. She has a BA (Hons) Human

Resource Management and a MSc. qualification in Human Resource Development. She is also a

Fellow of the Chartered Institute of Personnel and Development. Pauline teaches on a range of

Modules at both post graduate and ug level. She has extensive

experience in HRM organisational consultancy within a wide variety of public and private

sectors. She is also the Blended Learning Lead for the Dept.

Specialisms and Interests

• Human Resource Management practices in the voluntary sector. This has

encompassed a significant variety of projects, ranging from training evaluation to

motivations of volunteers.

• Managing change in social enterprise organisations

• HRM and social media

Module Tutors

Edward B103 0141 331 [email protected]
Thompson 8371

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WORKSHOP SESSION DETAILS

Theme 1: Introduction to Business Strategy
Business strategy - key concepts, analysis, formulation,

1 -3 implementation and evaluation. The creation, development and
evaluation of HRM strategy

Theme 2: Interpreting Financial Information
Interpretation of key financial information, understanding key

4 - 6 indicators of organisational performance.

Theme 3: HRM and the Environment
7 - 12 Globalisation - the impact on organisational strategy, stakeholders

and 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 professional

WORKSHOP DETAILS

Workshop Times: 2-5pm CEE1
Monday 1-4pm CEE1
Tuesday 9 -12pm W009
Wednesday

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HRM in International Contexts

MODULE INTRODUCTION

On 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 performance

TEACHING AND LEARNING STRATEGY

READING

It is essential that you complete the weekly reading indicated in the reading list and/or
issued within lectures in order to participate fully in classes. This can also be
supplemented by web based resources and by following current events as presented
in various news media. Core texts:

Farnham. D.(2010) Human Resource Management in context. Strategy, insights
and solutions 3rd Ed, London, CIPD

Kew,J., and Stedwick,J. (2013) Human Resource Management in a business context
2nd Ed London

However this in itself is not sufficient and key readings for each topic are outlined in
the week by week schedule /GCULearn

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Please note that where journal articles are indicated as part of key reading they can
be accessed through Emerald on the Library website. A number of digitised readings
will also be made available via GCULearn.
The library has a subject guide for HRM & D material – books, journals, websites and
databases:

http://www.netvibes.com/busgcal#Management%2FHR

ELECTRONIC ACCESS TO COURSE MATERIALS

Lecture material can be accessed by means of GCULearn, the university’s virtual
learning environment resource. The material will be available on a week to week basis
to assist you in the preparation for classes.
Extensive use will be made of the GCULearn. This will be primarily used to house
lecture material but will also provide electronic media such as appropriate video clips
and podcasts. These materials will be used to supplement the taught material and
strengthen the bridge between theory and practice. GCULearn will also detail the
coursework requirements for each module.
It is your responsibility to continuously check GCULearn for module and programme
announcements and to comply with instructions provided during the duration of
modules and the re-sit period if applicable.
Remember that it is your responsibility to access this material, and inform your
module tutor if you are having difficulties in using the system. You must ensure you
have access to GCULearn and seek help from The Base urgently should you have
access issues.

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ASSESSMENT, ASSESSMENT CRITERIA AND FEEDBACK

The assessment for this module comprises two elements, both of which are
compulsory:

1. Group Presentation

2. 2 hr unseen exam

1. Presentation

The presentation date for this coursework is fixed and an extension cannot be granted
without good cause. If you have any difficulty in completing the assignment please
inform the Module Leader, Pauline Munro before the deadline to discuss the
possibility of an extension. Week 11 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

2. 2hr unseen examination

You will be required to answer two unseen questions under exam conditions. This
will take place within the Jan assessment period.

Any student who fails the module is permitted to resubmit at the resit diet.

Coursework Guidance

Please note that while we endeavour to provide you with guidance on the coursework
module teams will not do a review of full draft coursework. Full reviews of pre-
submitted drafts will not be considered or commented on by the module team.

You are encouraged to use the guidelines given with the coursework and attend any
assessment clinics and support sessions that are provided by the module team. Early
contact 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 advised to
check the arrangements in place with the Module Leader or tutor at the start of
teaching. Where allowed, review requests must be made within a reasonable
timescale and should allow a minimum of 3 working days for response.

In the event that a student has a resubmission, coursework feedback and further
guidance will be given in assessment clinics after the exam board. Details will be
provided with result letters.

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Attendance and Non – Submission of Coursework

In order to perform well in the assessment regular attendance is essential. Attendance
will be monitored throughout the course of this module. If there are any
circumstances that you feel will affect your attendance or your ability to submit
coursework/attend an examination, you are advised to contact your module leader
immediately.

Assessment Criteria and Feedback Information

The generic assessment criteria for the module can be found on GCU Learn.

You will receive feedback for your coursework, including overall comment(s) made by
your tutor, which will elaborate on any particular point(s) from the marking of your
work. Generic feedback will also be available on GCULearn – this will provide a
summary of the cohort performance and average pass marks. You are invited to
discuss any element of your assessment feedback with your individual module tutors.

All electronic material is processed through TURNITIN software in GCULearn to
ascertain whether or not there is a suspicion of plagiarism. Plagiarism is defined by
the university as the deliberate and substantial unacknowledged incorporation in
students' work of material derived from the work (published or unpublished) of
another. It is considered by the University to be a very serious offence and can result
in severe penalties. The regulations concerning this area are complex and you are
strongly advised to study the University Assessment Regulations which you can access
at:

http://www.gcu.ac.uk/registry/secretariat/AssessmentRegulations.html

If plagiarism is suspected, Module Leaders will follow the plagiarism Regulations as
they are set out at the URL above.

If plagiarism is suspected, Module Leaders will follow the Plagiarism Regulations as
they are set out at the URL above.

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 employer

If you require an extension you must request one in advance of the hand-in date in
writing. The request should be sent to the Module Leader and copied to the
Programme Administrator and Programme Leader. Extensions are not granted
automatically and are normally only given if students meet one of the criteria outlined
above.

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If the module leader believes that the students cannot successfully complete the
necessary work in the available time, even with an extension, they will advise the
student to submit a Mitigating Circumstances Form.

Students who do not submit either for the submission date or for an extended
deadline without prior agreement with the module leader/ nominee will be deemed
to have failed that submission and will be required to resubmit if another attempt is
available to the student. Normally students are entitled to two attempts at passing
any piece of coursework.

In submitting your work online your electronic material will be processed through
TURNITIN software in GCULearn to ascertain whether or not there is a suspicion of
plagiarism. Plagiarism is defined by the university as the deliberate and substantial
unacknowledged incorporation in students' work of material derived from the work
(published or unpublished) of another. It is considered by the University to be a very
serious offence and can result in severe penalties. The regulations concerning this
area are complex and you are strongly advised to study the University Assessment
Regulations 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 as
they are set out at the URL above.

You should also email the Module Leader and the HRM Programme Administrator as
soon as possible to notify them of your issues and any action you are taking to rectify.
Please remember that it is your responsibility to ensure you retain access to GCULearn
throughout your studies and seek help from the Base should you have access issues.

External Examiners

The University attaches great importance to the role of External Examiners as a key
means of assuring that academic standards are at an appropriate level, comparable to
those of other higher education institutions and that assessment processes are
rigorous and fair. External examiners also make a valuable contribution to the
enhancement of programmes.

Please note that External Examiners have a specified term of office which means they
are subject to change within the duration of your studies. The details of the external
examiner are for information only. It is inappropriate for students to make direct
contact with external examiners, in particular regarding their individual performance
in assessments. If you have a concern about your performance, please note the
policies relating to Mitigating Circumstances, Appeals and Complaints.

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Department of Business Management
HRM subject group

Avoiding academic irregularity: plagiarism/ghost-writing checklist
- coursework submission cover sheet

Before you submit coursework, in accordance with University regulations, you should be
able to confirm that the coursework that you are submitting is your own original work and
that 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 and
submit a signed copy of this complete form (2 pages) with your coursework submission.

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Name
Student ID Number
Degree Programme
Module Title
Module/Seminar Tutor
Date
Word 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 ………………………………………………………………………………

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Indicative Guide to Assessment Criteria for Masters Level Modules

Students’ final marks will normally have the majority of the characteristics in the final mark range

Characteristics Distinction Level Very Good Pass Satisfactory Pass Marginal Fail Clear Fail
Introduction/ (< 45%)
Contextual (70% and >) (60-69%) (50-59%) (45-49%) Inability to place the HR
Framework topic/ question within a
Demonstrates Demonstrates a very Demonstrates an Demonstrates difficulty in wide organisational and
Scope of contextual framework.
knowledge, excellent ability to good ability to place HR acceptable level of ability placing the HR topic/
understanding & Displays wholly simplistic
application place HR topic/ topic/ question within a to place HR topic/ question question within a wide and superficial breadth of
knowledge, understanding
question within a wide wide organisational and within a wide organisational and & application in most
aspects of the HR topic/
organisational and contextual framework. organisational and contextual framework (e.g. question. Relies on low
level sources (if any) and
contextual framework. contextual framework. fails to identify context and/ demonstrates a definite
unfamiliarity with topic that
or omissions are doesn’t meet required
standards.
apparent).

Displays exceptional Displays very good Displays broadly Displays simplistic and

breadth of knowledge, breadth of knowledge, competent breadth of rather superficial breadth

understanding & understanding & knowledge, understanding of knowledge,

application of all application in most, but & application in most, but understanding &

aspects of the HR not all aspects of the HR not all aspects of the HR application in most, but not

topic/ question. Has topic/ question. Has topic/ question. Has all aspects of the HR topic/

critical awareness of comprehensive, but not satisfactory level of question. Has limited level

current published always ‘critical’ awareness of some of of awareness of some of

research in both highly awareness of current current published research current published research

research based and published research in in both highly research in both highly research

applied articles/ both highly research based and applied articles/ based and applied articles/

reports. based and applied reports however at times is reports, possibly with some

articles/ reports, however reliant on one source glaring errors.

some reliance on above other. Answer can Demonstrates heavy

textbooks is evident. be superficial at times with reliance on textbooks as

occasional factual source.

omission(s) and/ or

mistake(s). May

demonstrate an over

reliance on textbooks.

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Characteristics Distinction Level Very Good Pass Satisfactory Pass Marginal Fail Clear Fail
Depth and linkages (70% and >) (60-69%) (50-59%) (45-49%) (< 45%)
(where relevant)
Critical analysis, Demonstrates Demonstrates very good Develops adequate depth, Little evidence of real Evidence of
synthesis and outstanding depth, depth, and (where and (where relevant) depth in understanding, misunderstanding,
evaluation and (where relevant), relevant), some alludes to possible with no attempt to refer personal prejudices/
integrative links across integrative links across integrative links across the (where relevant) to opinions that are not
Critical reflection on the various areas of the the various areas of the various areas of the possible integrative links justified/ related to reading.
current work organisation(s) and HR organisation(s) and HR organisation(s) and HR across the various areas of Does not identify (where
experience/ subject area. subject area. subject area. the organisation(s) and HR relevant) possible
application Critically analyses, Very good analysis, Does attempt basic subject area. integrative links across the
synthesises and synthesis and analysis, synthesis and Relies largely on various areas of the
evaluates a range of evaluation of most of the evaluation of some of the description but does organisation(s) and HR
relevant information possible range of possible range of relevant attempt to refer to a limited subject area.
such as specialised relevant information such information such as range of relevant Descriptive, superficial/
theories, principles and as specialised theories, specialised theories, information (such as anecdotal in nature. No
concepts, utilising principles and concepts. principles, concepts, specialised theories, attempt to refer to relevant
where appropriate, Utilises as appropriate, models and frameworks. principles, concepts, specialised theories,
models and models and frameworks Relatively rare use of models and frameworks). principles, concepts,
frameworks into an into an evidence-based evidence-based argument A significant number of models and frameworks. A
evidence-based argument however some and some issues do issues remain unexplored large number of issues are
arguement. issues remain remain unexplored. and there is little/ no not referred to / explored.
unexplored. attempt to develop/ argue No attempt is made to
Clear evidence of Some limited evidence of a case. develop/ argue a case
critical reflection. Some evidence of reflection (but not critical) Limited/ no attempt to
Application of theory to reflection but not always on the application of theory Attempts reflection but is reflect or apply theory to
current work critical on the application to current and/ or prior unconvincing. Very current and/ or prior work
experience/ practice is of theory to current work work experience/ practice. limited ability to apply experience/ practice.
excellent. experience/ practice. theory to current and/ or
prior work experience/
practice.

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Characteristics Distinction Level Very Good Pass Satisfactory Pass Marginal Fail Clear Fail

(70% and >) (60-69%) (50-59%) (45-49%) (< 45%)

Marshalling of Marshalls data and Marshalls data and Competent marshalling of Endeavours to marshal Evident difficulty in

data and structures it appropriately structures it appropriately data and structure although data and structure but structure, flow and

structure to develop (from to develop (from at times this may not be overall effect is cohesion between

introduction to introduction to entirely satisfactory. Does unsatisfactory. Some sections.

conclusion) a clearly conclusion) a mostly generally flow but not always difficulties in terms of Relies on unjustified

logical flow with excellent logical flow with generally a good cohesion between flow and cohesion assertions which mean

cohesion between good cohesion between sections. between sections. that conclusions and/or

sections. sections. Does draw some appropriate Attempts to draw some inferences are invalid/

Draws appropriate Draws apposite, largely conclusions and inferences appropriate conclusions irrelevant. Does not

logically derived and fully logical and justified but not all are fully justified/ and inferences but they generate

justified conclusions and conclusions and logically derived. are generally not recommendations, or

inferences. inferences. Recommendations make justified/ logically where attempt is made,

Recommendations are Recommendations are sense but are not always derived. resorts to simplistic

focused, relevant and for the most part, relevant/ practical. Recommendations, if recipies for action that are

convincing. focused, relevant and present, seem like ‘wish- naïve.

convincing. lists’ with little clear idea

about implications for

organisation/ link to

issue(s) identified.

Academic style Observes academic Observes academic Readable, but doesn’t Presentation is generally Presentation is poor with

and presentation. style. Excellent style. Very good always observe academic poor and doesn’t follow no attempt to follow an

referencing and cross referencing and cross style. Satisfactory academic style. Minimal academic style. No

referencing with no referencing with few referencing and cross referencing and cross referencing and cross

errors. Spelling and errors. Very few spelling referencing with a number of referencing with errors referencing apparent but

grammar are exemplary. and grammar errors. errors apparent. Some apparent. Regular where found, is incorrect.

spelling and grammar errors. evidence of spelling and Reader unfriendly, with

grammatical errors. serious errors in spelling

and grammar.

Adapted from ABS Benchmarks for Masters Business and Management, QAA Framework for HE qualifications; CIPD 2010; SHEFC 2010

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Learning and Assessment Guidance and Support

Learning Development Centre

Each School in the University has a Learning Development Centre (LDC) which provides
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 a combination
of workshops, small group sessions, one-to-one appointments and tailored teaching
within modules. The support available to students is provided in a professional and
supportive environment enabling them to develop the skills required to succeed at
university.

Workshops are delivered throughout the trimester, small group and one-to-one
sessions can be arranged by appointment and regular weekly drop-in sessions are
offered. Access to the Learning Development Centre is not restricted, it is open late
on some evenings during the week to ensure that part-time students and students out
on placement can access face to face support when required and benefit from the
services available.

For more information connect to the LDC webpages on:

http://www.gcu.ac.uk/gsbs/ldc/

Contact details:

Room: W508, Hamish Wood Building
Telephone: 0141 331 3300
Email: [email protected]

Using the library

The library is an important source of information both in hard copy and via the vast
supply 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 services

You can contact your subject librarian directly by calling 0141 331 3333 or email:

• Glasgow School for Business and Society [email protected]
• London Campus - [email protected]

Using Turnitin to improve your work

Plagiarism is defined in the University Assessment Regulations as "the deliberate and
substantial unacknowledged incorporation in a student’s work of material derived
from the work (published or unpublished) of another”. In other words it means passing
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 of
coursework is my own original work and has not been submitted elsewhere in
fulfillment of the requirement of this or any other award”

Other forms of academic malpractice are collusion and false data. Collusion is when
you try to pass off as all your own work something that someone else has worked on
with 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 other
form of dishonest practice.

(Source: http://www.gcu.ac.uk/student/coursework/regulations/plagiarism/)

The HRM subject group utilises the Turnitin software in GCULearn to ascertain
whether or not there is a suspicion of plagiarism for all assignments. However we
also set the system to allow you to use the Turnitin software prior to submitting your
work. In doing so we hope this will help develop your academic writing and
referencing skills as you progress your studies.

To utilise the system you simply upload your work to the “draft submission” section
and the system will provide you with a report which highlights any matches to the
work of others. You should then interrogate this report and utilise the results to
improve 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

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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. Please email a picture of a staffordshire bull terrier to P Munro by
week 2.

Further details on the use of Turnitin are given during the IPASS sessions and we also
suggest that you use PLATO (http://plato.gcal.ac.uk/) to learn more about the
meaning of plagiarism and the need for appropriate academic referencing. The
Learning Development Centre can also provide help and advice.

Mitigating Circumstances

The University acknowledges that from time to time there may be circumstances that
impact your ability to complete assessments or that impact your performance in an
assessment. In such circumstances students are advised to complete a Mitigating
Circumstances Form. These forms require full completion with evidence. Students are
advised to seek guidance on Mitigating Circumstances and Retrospective Mitigating
Circumstances process by referring to Appendix 6 of the University Assessment
Regulations on the Exams Home Page at:

http://www.gcu.ac.uk/student/exams/

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