School of Business: BUSM3028 (Vietnam) Innovation, Enterprise and Society Vietnam Campus Trimester 1 2024

School of Business
BUSM3028 (Vietnam) Innovation, Enterprise and Society

Vietnam Campus Trimester 1 2024
Western Sydney University acknowledges the peoples of the Darug, Dharawal, Eora and Wiradjuri nations. We also
acknowledge that the teaching and learning currently delivered across our campuses is a continuance of the teaching
and learning that has occurred on these lands for tens of thousands of years.
Subject Details
Subject Code: BUSM3028 (Vietnam)

Subject Name: Innovation, Enterprise and Society
Credit Points: 10
Subject Level: 3
Assumed Knowledge: Not Applicable
Note: Students with any problems, concerns or doubts should discuss those with the Subject Coordinator as early as they can.
Subject Coordinator
Name: Dr. Margaret Moussa
Vietnam Campus Convenor

Name: Dr. PHAM Kim Anh
Email: [email protected]
Student Advisor
Name: Student Advisor Team
Location: 196 Tran Quang Khai, Tan Dinh Ward, District 1, Ho Chi Minh City
Administrative Support
Name: Mr. TRAN Thien An
Consultation Arrangement:
Please contact the teacher to arrange consultation
Edition: Vietnam Campus Trimester 1 2024

Copyright ©2024 University Western Sydney trading as Western Sydney University ABN 53 014 069 881 CRICOS Provider No: 00917K No part of this publication may be reproduced or transmitted in any form or by any means,
electronic or mechanical, including photocopying, recording, or by any information storage and retrieval system, without the prior written permission from the Dean of the School. Copyright for acknowledged materials reproduced
herein is retained by the copyright holder. All readings in this publication are copied under licence in accordance with Part VB of the Copyright Act 1968.
Contents
1 About Innovation, Enterprise and Society 2
1.1 An Introduction to this Subject . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
1.2 What is Expected of You . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
1.3 Changes to Subject as a Result of Past Student Feedback . . . . . . . . . . . . . . . . . . . . . . . . 3
2 Learning and Teaching Activities 4
3 Assessment Information 7
3.1 Subject Learning Outcomes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
3.2 Assessment Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
3.2.1 Report . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
3.2.2 Presentation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
3.2.3 Final Exam . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
4 Readings and Resources 15

4.1 Essential Readings . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15
4.2 Recommended Readings . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15
4.3 Other Teaching and Learning Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15
5 Key Teaching and Learning Policies 16
Note: The relevant Learning Guide Companion supplements this document
1
1 About Innovation, Enterprise and Society
1.1 An Introduction to this Subject
Innovation, Enterprise and Society focuses on forces driving innovation, creativity and technical change at the levels
of entrepreneurship, enterprise, economy and society. It also examines the effects of innovation at these various
levels. This subject is a professional core subject in the Bachelor of Business. The subject takes a multi-disciplinary
approach utilising critical thinking, debates, problem solving, policy analysis and case studies. Students will under-
stand the professional, social, public policy and global networks and systems informing and surrounding innovation.
Successful completion of the subject equips students to appreciate the entrepreneurial, political and social dimensions
of innovation.
1.2 What is Expected of You
Study Load
A student is expected to study an hour per credit point a week. For example a 10 credit point Subject would require
10 hours of study per week. This time includes the time spent within classes during lectures, tutorials or practicals.
Note for Summer Terms: As Summer subjects deliver the same content and classes over a shorter period of time,
the subjects are run in a more intensive mode. Regardless of the delivery mode, the study hours for each subject in
Summer will be around 30 hours.
Attendance
It is recommended that students attend all scheduled classes in order to succeed in this subject.
UEH-ISB policy requires students to enter electronic finger print before entering the classes. Please let your lecturer
and/or UEH-ISB know if you are unable to attend any session.
Approach to Learning
IMPORTANT: Please read the document; ”Hints on approaching this subject and what to expect from it” This is
located on the vUWS homepage for the subject, just below the Learning Guide. This subject is delivered in a variety
of modes including in-class group work and debates, online activities and teacher led in-class sessions.
Referencing and citation requirements
This subject uses the American Psychological Association (APA) referencing style. Full details and examples are
available on the Library website.
Assignment cover sheet
You are to keep a copy of all assessments submitted for marking.
Submission through vUWS and Turnitin indicates your acknowledgement and acceptance of the workbeing your
own. Some assessments may be required to be submitted with an assignment cover sheet (check the submission
requirements section for each assessment). In these instances, links to assignment cover sheets can belocated in your
vUWS site.
Group assignments are to be submitted with a group assignment cover sheet indicating the names of all group
participants. Some subjects may also require you to submit a peer evaluation of group member participation. This
may be conducted online or in hard copy format. Details will be provided via the vUWS site.
2
Tutorials
Tutorials following the lecture in each session provide students the opportunity to apply and share knowledge by
doing a variety of in-class activities individually or in a group such as exercises, discussion, and presentation. These
activities focus on demonstrating your skills and help you build your ability to achieve the learning outcomes for this
subject.
Tutorial questions/exercises will be provided in the lecture handouts. You will be expected to have completed specific
reading and exercises from the textbook and other required materials prior to attending each lecture and tutorial
class. If you have not prepared adequately, you will not get the full benefit from this learning opportunity.
Online Learning Requirements
Subject materials will be made available on the Subject’s vUWS (E-Learning) site (https://vuws.westernsydney.
edu.au/). You are expected to consult vUWS at least twice a week, as all Subject announcements will be made via
vUWS. Teaching and learning materials will be regularly updated and posted online by the teaching team.
Special Requirements
Essential Equipment:
Not Applicable
Legislative Pre-Requisites:
Not Applicable
1.3 Changes to Subject as a Result of Past Student Feedback
The University values student feedback in order to improve the quality of its educational programs. The feedback
provided helps us improve teaching methods and Subjects of study. The survey results inform Subject content and
design, learning guides, teaching methods, assessment processes and teaching materials.
You are welcome to provide feedback that is related to the teaching of this Subject. At the end of the semester
you will be given the opportunity to complete a Student Feedback on Subject questionnaire to assess the Subject.
If requested by your Subject coordinator, you may also have the opportunity to complete a Student Feedback on
Teaching (SFT) questionnaire to provide feedback for individual teaching staff.
As a result of student feedback, the following changes and improvements to this Subject have recently been made:
– Class activities and assessments for this subject have been modified in light of the student and teacher experience
of online delivery in Autumn 2020
3
2 Learning and Teaching Activities
Teaching Topic Preparation Assessment Due

Weeks
Week 1 Session 1 Please refer to schedule of learning activities on
01-01-2024 subject information page on VUWS
Please refer to schedule of activities on Subject

information page on VUWS.
Please refer to schedule of activities on Subject

information page on VUWS
Week 3 Session 3 Please refer to schedule of learning activities on - Presentation
Please refer to schedule of learning activities on

4
subject information page on VUWS



Week 6 LUNAR NEW YEAR
05-02-2024
Week 7 LUNAR NEW YEAR
12-02-2024
Weeks



5




Week 14 Session 12 Please refer to schedule of learning activities on - Report
Weeks
Week 15 EXAM PREPARATION WEEK (SELF-STUDY)
08-04-2024
Week 16 FORMAL EXAMINATION WEEK
15-04-2024
Week 17 FORMAL EXAMINATION WEEK
22-04-2024
The above timetable should be used as a guide only, as it is subject to change. Students will be advised of any changes as they become known on the Subject’s vUWS site.
6
3 Assessment Information
3.1 Subject Learning Outcomes
Outcome
Assurance of Learning Information for Learning Guides
The School of Business is an AACSB (Association to Advance Collegiate Schools of Business) accredited
School. Accreditation results from an extensive self-review and an international peer evaluation against
rigorous criteria and standards of quality academic and professional excellence. The process is one of con-
tinuous improvement and includes ongoing assessment of whether learning activities and resources are well
aligned to program goals and learning outcomes. Assurance of learning (AoL) forms part of the accredita-
tion standards for AACSB. Information regarding the subjects that are involved in the AoL process for your
program can be found on the following webpage https://www.westernsydney.edu.au/schools/sobus/as-
surance_of_learning
1 Critically analyse innovation in different enterprise or social contexts.
2 Evaluate the practice and protocols of professional and social networks.
3 Identify opportunities and risks of innovation.
4 Evaluate innovation at a systems or macro level.
5 Analyse the public policy framework surrounding innovation.
3.2 Assessment Summary
The assessment items in this Subject are designed to enable you to demonstrate that you have achieved the Subject
learning outcomes. Completion and submission of all assessment items which have been designated as mandatory or
compulsory is essential to receive a passing grade.
To pass this Subject you must:
- Complete all assessment items
- Achieve an overall mark of at least 50 percent.
Item Weight Due Date SLOs Assessed Manda- Threshold

tory
Report 30% Week of Session 12, 11:59 pm 1, 2, 4 and 5 Yes No
Sunday 07 April 2024
Presentation 20% Task 1: Week of Sessions 3, 5, 1, 3 and 4 Yes No
7, 8 and 9; Task 2: Week of
Session 11
Final Exam 50% Formal examination period 1, 2, 3 and 4 Yes No
7
Feedback on Assessment
Feedback is an important part of the learning process that can improve your progress towards achieving the learning
outcomes. Feedback is any written or spoken response made in relation to academic work such as an assessment
task, a performance or product. It can be given to you by a teacher, an external assessor or student peer, and may
be given individually or to a group of students. As a Western Sydney University student, it is your responsibility to
seek out and act on feedback that is provided to you as a resource to further your learning.
Note: Before you receive your results for each piece of assessment they may be moderated. Moderation is a process
whereby the subject coordinator regulates the marking of individual markers to achieve consistency in the application
of subject objectives, performance standards and marking criteria. You should note that consistent with the Criteria
and Standards-Based Assessment policy, the final marks for the cohort may be also adjusted if marks are very high
or low or there are inconsistencies between teams. Marks for an individual piece of assessment will not be changed
after you have your moderated results.
The Assessment Policy provides that assessment feedback is available to students in a timely way. Your lecturer/tutor
will normally provide you with your mark and written feedback within two to three weeks of the submission date,
given that your assessment is submitted on the due date.
Note: It is required that students attempt all available assessment elements. An automatic Fail Non - Submission
grade will be awarded if any assessment task is not submitted/completed as per the details specified.
Academic Integrity and Student Misconduct Rule
Western cares about your success as a student and in your future career. Studying with academic integrity safeguards
your professional reputation and your degree. All Western students must:
– be familiar with the policies listed above;

– apply principles of academic integrity;
– act honestly and ethically in producing all academic work and assessment tasks; and
– submit work that is their own and acknowledge any sources used in their work.
Each time you submit an assessment, you will declare that you have completed it individually, unless it is a group
assignment. In the case of a group assignment, each group member should be ready to document their individual
contribution if needed. You will also declare that no part of your submission has been:
– copied from any other student’s work or from any other source except where appropriate acknowledgement is
made in the assignment;
– submitted by you in another (previous or current) assessment, except where appropriately acknowledged, and
with prior permission from the Subject Coordinator;
– made available to others in any form, where individual work is required;
– written/produced for you by any other person.
The Student Misconduct Rule applies to all students of Western Sydney University including Western Sydney Univer-
sity programs taught by other education providers. You must not engage in academic, research or general misconduct
as defined in the Rule or you may be subject to sanctions. The University considers submitting falsified documentation
in support of requests to redo, resit or extend submissions, including sitting of deferred examinations, as instances of
general misconduct.
More information on studying with integrity is available on the Study with Integrity webpage. It is your responsibility
to apply these principles to all work you submit to the University.
Disruption to Studies and Requests for Extensions
Western recognises that there may be times when things outside of your control impact your ability to complete your
studies.
8
You can complete the ”Request an extension or apply for a Disruption to Studies Provision” to request that you are:
– granted an extension,
– excused from a compulsory teaching activity,
– provided an alternate assessment such as a supplementary, or
– awarded another Disruption to Studies Provision.
Before you fill in the form, you should:
– Compile any documentary evidence that you have which demonstrates that you have been impacted by an
event outside of your control.
– The Supporting Documentation website outlines the type of documents that you can submit to substantiate
any impact.
Please note that if you don’t have documents, you should still submit the form but you may be asked for documentation
at a later stage.
Need help?
If you are having difficulties with understanding or completing an assessment task, contact your Subject Coordinator
as soon as possible. Western also has a range of academic support services, including:
– Library Study Smart: book a one-to-one Zoom consultation with a literacy expert. You can discuss how
to develop your assignment writing and study skills or seek assistance to understand referencing and citation
requirements. Check the Library Study Smart website for how-to study guides and tools.
– Studiosity: Upload your assignment draft to Studiosity within vUWS to receive writing feedback within 24
hours.
– Online workshops, programs and resources: From maths and stats help to academic literacy and peer support
programs, the University has a range of resources to assist.
Please also remember that there is a range of wellbeing support available - from counselling and disability services to
welfare.
3.2.1 Report
Weight: 30%
Type of Collabora- Individual
tion:
Due: Week of Session 12, 11:59 pm Sunday 07 April 2024
Submission: Note: Submission via Turnitin on. Project due date and details will be discussed in class
and on vUWS. Please see general submission requirements.
Format:
Length: 1,500 words
Use of Artificial Intel- The use of AI to write assessments constitutes academic misconduct.
ligence:
9
Instructions:
Overview
The report is 1,500 words in length and is due at 11:59 pm Sunday 07 April 2024. The purpose of this assessment is
to encourage students to critically evaluate discipline/profession relevant policy in the context of key subject themes
and theories.’ This assessment is focused on applying key subject to analyse students’ surveys of interviews with
professional practitioners. See details on vUWS.
Details
The reference policies, detailed guiding questions and other report writing advice will be posted in the ”Assessments”
section on vUWS during the term.
10
3.2.2 Presentation
Weight: 20%
Type of Collabora- Group
tion:
Due: Task 1: Week of Sessions 3, 5, 7, 8 and 9; Task 2: Week of Session 11
Submission: Group presentation and In class debate
Format: Each group is expected to carry out TWO group tasks during the term. Students are to
complete Task 1 for one topic and Task 2 for a different topic in another week.
Task 1: In-class group debate on an allocated topic. (10%)

Task 2: Presentation (choosing from a range of formats) on another topic (10%)
Length: 40 minutes maximum
ligence:
Instructions:
Details Overview
1. In-class group debate: Groups will prepare arguments based on key readings BEFORE class to support their
argument for OR against a proposition which forms the core of an in-class debate. Each group must post a summarised
version of their key arguments onto the designated place on VUWS no later than two days before the topic is
due to be debated in class. This is vital for the opposing team to prepare responses to your argument (10% of
total subject mark).
2. Group presentation: During Sessions 1 to 10, the same groups will be given time in class to respond to key
problems and questions. Each group will then choose ONE of these pieces of work to submit as presentation for
assessment (10% of total subject mark) in session 11. You can upload your presentation as a word document or as
a video or screencast with a Powerpoint or Prezi presentation and more information will be given to you during the
first week on how this is done. Marking criteria for this activity are outlined below.
Group participation Note: Non-contributing team members can sometimes be an issue with
group-work structured assessment. Individual student group work scores
may be adjusted as a result of peer dissatisfaction with a particular
student’s contribution to group work assignments, as reflected in
submissions of the evaluation form. Group assignment peer evaluation
forms can be located on vUWS. Students are to keep a copy of all
assignments submitted for marking
Requirements for Task 1: group led in-class debates
Each group will be allocated a position for or against the debate proposition at the beginning of term. Each team
will be required to upload their basic proposed arguments (for or against) the proposition by the Sunday before the
scheduled topic is to be discussed and debated in class. This gives you and the opposing group time to prepare a
considered in-class response. Of course, additional arguments and different perspectives are more than welcome! You
can upload this as a video, voice memo, PowerPoint or Word document - it is up to you.
VERY IMPORTANT: YOU MUST ADDRESS MY VOICE RECORDED GUIDE TO THE ESSENTIAL
READINGS AND KEY ISSUES BEFORE YOU PREPARE YOUR DEBATE MATERIAL. This can be accessed
on VUWS under Assessment 2
In class, on the day of the debate, each group will have about 20 minutes to make their case and about right of reply
11
to the other group, and about 5 minutes right of reply to audience. It is up to you how and who you allocate to carry
out these three aspects of the team work. The topic will then be opened to the class for comment and discussion.
The aim of this exercise is to engage the class with the fact that there are conflicting and alternate approaches to
the topic and to explain these different approaches to the class.
THE AIM IS ALSO TO SHOW ME THAT YOU HAVE ENGAGED WITH THE KEY ISSUES AND
READINGS FOR THE TOPIC IN QUESTION!
The key readings will be uploaded on VUWS at least several weeks in advance of the in-class debate. Email your
lecturer if you need more details at an earlier time. Marking criteria for this assessment is outlined below.
Requirements for Task 2: Group Presentation
Thesis statement Your presentation must include a thesis statement. A thesis statement
answers or responds to the topic by giving your position, or stating your
argument, clearly and concisely. The thesis statement tells the reader
what to expect from, your presentation and should relate to the theory
discussed in during the relevant week’s online lecture and workshop.
Critical analysis and problem solving When critically analysing a problem or issue, you need to use appropriate
theory and/or research to analyse the problem or issue and to come up
with solutions where relevant. In this case it reflects the strength of your
defence of your thesis. Your essay should also reflect awareness that the
topic can be analysed in terms of different, sometimes conflicting
theoretical frameworks.
Clarity and structure of presentation The presentation is clear and sequential with rational arguments rather
than mere descriptions.
12
Marking Criteria:
As well as the criteria outlined below, groups will be marked on the extent and depth to which they have understood
and engaged with the essential reading and key issues for the topic as discussed in the lecturer’s uploaded voice
memos and videos. Some readings are more difficult to engage with and present than others at an undergraduate
level of study and allowances will be made for this. Groups who show evidence of working at readings, engaging in
research and mastering and presenting highly complex arguments will be rewarded accordingly.
CRITERIA for Task 1 STANDARD (Very Good - Good - Satisfactory - Unsatisfactory)

Understanding the discussion reading and thinking critically The prescribed reading on VUWS is to be reflected upon and presented in
a manner which is critical, clear and engages the class. There must be
evidence of the group engaging with critical or alternate readings as well
as orthodox readings where this is applicable. As a part of this, assessment
will here consider how each group marshals facts and argument.
Evidence of engaging with critical or alternate readings There must be evidence of the group engaging with critical or alternate
readings as well as orthodox readings where this is applicable. The aim is
to introduce the class to the fact that there are different, often conflicting
ways of viewing the topic in question and to encourage the class to
evaluate the various approaches. Students will be specifically marked on
this. Sometimes this is not easy because some topics are more theoretical,
less controversial or less discussed in the academic field than others.
Therefore allowances will be made according to the specific topic being
presented.
than mere descriptions. Avoid description if you can. You are debating
and arguing, trying to prove a point rather than merely describing.
Responses to the critical arguments raised by the opposing team. The group’s responses to the issues raised by the opposing group must be
relevant, substantial, adequate and clear. (See also evidence of engaging
with critical readings and opposing points of view above.) Thinking
critically and engaging with both orthodox and critical readings will help
you with this, but it also involves a bit of responding to what the other
team has put before you both online and in class.
Allowance for mastering especially difficult or complex readings. The group should attempt to engage the class - there’s no point laying
down really specific rules about this. You can’t, because human beings
engage and are engaged in very different ways by different things.
For example, some individuals relate strongly to power point and visual
aids, other individuals love witnessing a debate between members of a
group or by being drawn into such a debate, sometimes you get a student
who’s just a genius at standing and explaining a very complex issue with
absolute lucidity - just as we can’t specify and make rules about how an
actor or a comedian successfully engages an audience (can you compare
Curb Your Enthusiasm with Monty Python?) so we can’t lay down what
might be quite inhibiting rules about how a student or student group
should engage the class - nonetheless, a presentation should substantially
attempt to engage the class and will be marked accordingly.
Group involvement and timeliness in uploading online pre-class online All members of the group must be equally involved in preparing. Please
group arguments see the comments above. PLEASE also do not delay in uploading your
material well before the class in which you are debating others. It is very
stressful for other students if you neglect to do this!!!
CRITERIA for task 2 STANDARD (Very Good - Good - Satisfactory - Unsatisfactory)

Understanding the discussion reading and thinking critically The prescribed reading on VUWS is to be reflected upon and presented in
a manner which is critical, clear and engages the class. There must be
evidence of the group engaging with critical or alternate readings as well
as orthodox readings where this is applicable. As a part of this, assessment
will here consider how each group marshals facts and argument.
Evidence of engaging with critical or alternate readings There must be evidence of the group engaging with critical or alternate
readings as well as orthodox readings where this is applicable. The aim is
to introduce the class to the fact that there are different, often conflicting
ways of viewing the topic in question and to encourage the class to
evaluate the various approaches. Students will be specifically marked on
this. Sometimes this is not easy because some topics are more theoretical,
less controversial or less discussed in the academic field than others.
Therefore allowances will be made according to the specific topic being
presented.
than mere descriptions. Avoid description if you can. You are arguing,
trying to prove a point rather than merely describing.
Allowance for mastering especially difficult or complex readings. This is due to the fact that readings and topics vary in their level of
difficulty
Group involvement and timeliness in uploading online pre-class online All members of the group must be equally involved in preparing. Please
group arguments see the comments above.
13
3.2.3 Final Exam
Weight: 50%
Type of Collabora- Individual
tion:
Due: Formal examination period
Submission: Details will be announced during the term.
Format:
Length: 2 hours
ligence:
Instructions:
14
4 Readings and Resources
4.1 Essential Readings
Prescribed Textbook
No prescribed textbook. A custom publication and/or set of readings and links will be provided under the ”Readings
and Resources” link on vUWS in association with UWS library E-resources.
4.2 Recommended Readings
Additional Reading
Asheim, BT & Coenen, L 2005, ’Knowledge bases and regional innovation systems: comparing Nordic clusters’,
Research Policy, vol. 34, no. 8, pp. 1173-1190.
Beugelsdijk, S 2007, ’Entrepreneurial culture, regional innovativeness and economic growth’, Journal of Evolutionary
Economics, vol. 17, no. 2, pp. 187-210.
Diez, MA 2001, ’The evaluation of regional innovation and cluster policies: towards a participatory approach’,
European Planning Studies, vol. 9, no. 7, pp. 907-923.
Laihonen, H, Jaaskelaimen, A, Lonnqvist, A 2012, ’Measuring the productivity of new kinds of working’, Journal of
Facilities Management, vol. 10, no. 2, pp.102-113. [Emerald]
Nishimura, J & Okamuro, H 2011, ’Subsidy and networking: the effects of direct and indirect support program of
the cluster policy’, Research Policy, vol. 40, no. 5, pp. 714-727.
4.3 Other Teaching and Learning Resources
15
5 Key Teaching and Learning Policies
The University has several policies that relate to teaching and learning. Links to important policies affecting students
are below. It is your responsibility to ensure you familiarise yourself with these policies so that you are aware of your
rights and responsibilities.
– Assessment Policy
– Assessment Policy - Review of Grade Procedures
– Bullying Prevention Policy
– Disruption to Studies Policy
– Enrolment Policy
– Examinations Policy
– Learning and Teaching Policy
– Progression Policy
– Student Code of Conduct
– Student Misconduct Rule
16

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School of Business

BUSM3028 (Vietnam) Innovation, Enterprise and Society

Subject Code: BUSM3028 (Vietnam)

Vietnam Campus Convenor

Edition: Vietnam Campus Trimester 1 2024

2 Learning and Teaching Activities 4

4 Readings and Resources 15

5 Key Teaching and Learning Policies 16

Note: The relevant Learning Guide Companion supplements this document

1.1 An Introduction to this Subject

1.2 What is Expected of You

Referencing and citation requirements

Assignment cover sheet

You are to keep a copy of all assessments submitted for marking.

Online Learning Requirements

1.3 Changes to Subject as a Result of Past Student Feedback

Teaching Topic Preparation Assessment Due

Please refer to schedule of activities on Subject

Please refer to schedule of activities on Subject

Please refer to schedule of learning activities on

subject information page on VUWS

Please refer to schedule of learning activities on

Please refer to schedule of learning activities on

Please refer to schedule of learning activities on

Please refer to schedule of learning activities on

Please refer to schedule of learning activities on

Week 11 Session 9 Please refer to schedule of learning activities on - Presentation

Please refer to schedule of learning activities on

Please refer to schedule of learning activities on

Please refer to schedule of learning activities on

3.1 Subject Learning Outcomes

3.2 Assessment Summary

To pass this Subject you must:

- Complete all assessment items

- Achieve an overall mark of at least 50 percent.

Item Weight Due Date SLOs Assessed Manda- Threshold

Academic Integrity and Student Misconduct Rule

– be familiar with the policies listed above;

Disruption to Studies and Requests for Extensions

Before you fill in the form, you should:

Task 1: In-class group debate on an allocated topic. (10%)

Requirements for Task 1: group led in-class debates

Requirements for Task 2: Group Presentation

CRITERIA for Task 1 STANDARD (Very Good - Good - Satisfactory - Unsatisfactory)

CRITERIA for task 2 STANDARD (Very Good - Good - Satisfactory - Unsatisfactory)

4.1 Essential Readings

4.2 Recommended Readings

4.3 Other Teaching and Learning Resources

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