Edith Cowan University
School of Business and Law
Telephone: 134328 | Calls outside Australia (61 8)6304 0000
[email protected] | Web: http://www.ecu.edu.au/schools/business-and-law/overview
Unit Plan
Working Across Cultures
Semester 1, 2019
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Working Across Cultures
Prepared by: Anton Klarin, Version [2.0]
Key unit contacts

Name Room Email Tel Consultation Time
Dr. Anton Klarin JO 2.360 [email protected] 08 6304 5230 Upon request


Name Room Email Tel Consultation Time
Dr. Diep Nguyen JO 2.353 [email protected] 08 6304 2846 Upon request
Dr. Brian Handley [email protected] Upon request


Name Email
Professor Peter Galvin [email protected]

Classes for on campus delivery

Day Time Room
Tuesday 5:30 – 8:30 pm ML 03.207 (Mount Lawley campus)
Wednesday 5:30 – 8:30 pm JO 07.103 (Joondalup campus)

Acknowledgement of Country
The School of Business and Law acknowledges the Noongar people who are the traditional custodians of
the lands and waters on which our metropolitan campuses now stand. We acknowledge the Gadigal of the
Eora Nation as the traditional custodians of the lands and waters on which ECU Sydney campus now
stands. We acknowledge the Kulin Nation who are the traditional custodians of the lands and waters on
which ECU Melbourne stands. We offer our respects to Elders past and present.

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Introduction to the Unit
This unit focuses on developing cross-cultural competencies whilst taking a practical approach to selfdiscovery and working with people from diverse backgrounds. These developments are important as self –
awareness and cross-cultural competencies contribute heavily to effective leadership and management in
modern global business settings.
Unit Learning Outcomes
At the end of this unit students will be able to:

Identify the appropriate skills to solve conflicts in culturally diverse context.
Demonstrate effective communication, interpersonal and relationship management skills in cross
cultural settings.
Apply strategies to deal with cross-cultural issues arising from operating in teams or individually
within global organisations.
Evaluate human behaviour and the role it plays within business and global negotiation processes in
a cross-cultural organisational context

Course Learning Outcomes
Your learning in this unit will contribute to the development (or demonstrate your attainment) of the following
Course Learning Outcomes:

Demonstrate breadth and depth of global discipline knowledge;
Demonstrate knowledge of practice in the global environment;
Demonstrate knowledge of relevant research principles and methods;
Integrate theory and practice.

Communication Skills
Communication skills are not only crucial for success at University, employers also want graduates who are
competent and confident communicators, with strong English language proficiency.
For assistance with improving your English language skills, you can make an appointment to see an
Academic Learning Consultant or attend one of the Writing Skills workshops. Please visit
Blackboard >
Communities > Academic Skills Centre
for workshop registrations and Academic Learning Consultant
The Learning Experience
The unit will make use of a mixed-mode approach to delivery; that is, a mixture of face-to-face plenary
sessions, on-line readings and activities, and self-paced work. Student activities will require independent and
team-based work, both within and outside sessions – group work will form a critical component of unit
activities. The content will include knowledge and skill-building by way of self-discovery, improving selfawareness and the application of learning in different, diverse and cross-cultural contexts. The ultimate aim
is to build individual and professional capacity.
This unit has had increasing levels of participation integrated into it as part of student feedback. It requires
that students come prepared to discuss the material and extend the learning beyond what the text book
offers through interaction with peers, the world at large and extended reading.

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Active learning
Studying a university-level course requires you to take an active role in what you are learning. To get the
most out of your time at ECU, you should engage with and actively participate in your units, and take
responsibility for your own learning.
On-campus students
If you are enrolled as an on-campus student you will need to attend a weekly three-hour class. It is
important that you attend class every week, arrive punctually and participate constructively and
professionally. It is compulsory that you complete the associated reading prior to attending class and attempt
all related tasks, to give you some understanding of the topic and improve your confidence with sharing your
ideas during class.
Learning materials and resources will be available on the Blackboard site for this unit, to assist you with your
Off campus students
If you are enrolled as an off campus student you will find your learning materials on Blackboard. It is
important that you are proactive and self-motivated with your learning as an online student, making sure you
commit to your studies at regular times every week to ensure success. It is critical for your success in an
online unit to engage with other students via
Blackboard > Discussion forums, asking and answering one
another’s questions, sharing different perspectives and engaging with the content.
To assist you with planning your time, please consider the following:

Use the Study Schedule to guide your progress through the learning activities and assessment tasks
this semester;
Check your ECU student email regularly;
Stay in touch with your classmates regularly, via
Blackboard > Discussion Board.

Plan ‘rigid’ study times in your weekly schedule and consider allocating separate times for reading,
learning activities, assignment research and discussion.
Discussion board expectations
Networking with other students; asking questions to clarify understanding; responding to questions asked by
other students; debating different perspectives; and sharing articles or other information you discover
throughout your studies, are all important parts of learning. To enable you to ‘discuss’ the unit content with
other students or to ask questions about the assessments, etc., an electronic Discussion Board is available
on the Blackboard site for this unit. It is your responsibility to check the discussion board at least once a
week via
Blackboard > Discussion Board. If you are not sure how to find, or how to use the Discussion
Board, ask (or email) your tutor or lecturer for help.
When using the discussion boards, you must display the normal courtesies of professional communication.
Please refer to ‘ECU Discussion Board Etiquette’ (below) to guide your communication with other students.

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The discussion boards are monitored and postings deemed unprofessional, inappropriate and/or unrelated to
the unit content will be removed.
Please ensure your online communications follow these guidelines:

Be polite;
Use correct spelling and grammar;
Do not write using capital letters
(this can be interpreted as SHOUTING!);
Avoid exotic fonts or colours;
Be concise;
Be respectful of different perspectives;
Avoid responding when you are feeling angry;
Do not disclose personal contact details; and
Take the plunge and get involved in the discussions.

Texts and Resources
Core textbook:
Chaney, H. C. & Martin, J. S., 2014, Intercultural Business Communication, 6th edition. Harlow: Pearson.
Price at Co-op: $166.95
Significant references and journals:

Beamer, L. & Varner, I. (2001). Intercultural communication in the global workplace. 2nd edition.
McGraw Hill.
Brooks, I., Weatherston, J & Wilkingson, G. (2011). The international business environment:
Challenges and changes. Prentice Hall.
Browaeys, M. & Price, R. (2011). Understanding cross-cultural management. Harlow: Pearson.
Cook, R. A. & Cook, G. O. (2011). Guide to Business Etiquette. 2nd edition. Boston: Prentice Hall.
Christopher, E. (2012). Communication across cultures. Palgrave Macmillan.
Deardorff, D. K. (2009). The Sage Handbook of intercultural competence. Thousand Oaks: Sage.
Gannon, M. J. & Pillai, R. (2013). Understanding global cultures: Metaphorical journeys through 31
nations, clusters of nations, continents and diversity. 5th ed. Thousand Oaks: Sage
McFarlin, D. & Sweeney, P. (2013). International organisational behaviour – Transcending borders
and cultures. Routledge, Taylor and Francis group.
Moran, R. T., Harris, P. R. & Moran, S. V. (2011). Managing cultural differences: Leadership skills
and strategies for working in a global world. 8th ed. Elsevier.
Reynolds, S. & Valentine, D. (2011). Guide to Cross Cultural Communication. 2nd edition. Boston:
Prentice Hall. Samovar, L. A., Porter, R. E. & McDaniel. (2012). Communication between cultures –
A reader. 13th ed. Wadsworth Cengage Learning.
Samovar, L. A., Porter, R. E., McDaniel, E. R. & Roy, C. S. (2013). Communication between
cultures. 8th ed. Wadsworth Cengage Learning.
Warner, M. & Joynt, P. (2011). Managing across cultures: Issues and perspectives. 2nd ed.
Cengage Learning.

There are many valuable resources in the library. In particular references should be made to recent periodicals and
business publications, including those from professional associations.

Some suggested titles are as follows:
Asia Pacific Journal of Human Resources Human Resource Management Journal; London
Harvard Business Review Journal of Managerial Psychology
Human Resource Management Review; Greenwich Human Resource Management; New York
People Management; London Personnel Management; London
The Journal of Management Development; Bradford Management Development Review; Bradford

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Training and Management Development Methods The Academy of Management Executive; Ada
Academy of Management Journal; Mississippi State Academy of Management.
The Academy of Management Review; Mississippi Asia Pacific Journal of Management; Singapore
Asia Pacific Journal of Quality Management; HK Australian Journal of Management; Sydney
British Journal of Management; Chichester Business Management; Greenwich
California Management Review; Berkeley European Management Journal; London
International Management; London Journal of General Management; Henley-on-Thames
The Journal of Management Studies; Oxford Journal of Organizational Behavior Management; NY
Journal of Organizational Change Management Singapore Management Review; Singapore
Sloan Management Review; Cambridge Strategic Management Journal; Chichester

Other useful sources may include Management Today (the magazine of the Australian Institute of
Management), Business Review Weekly (weekly magazine available at newsagents), or the Australian
Financial Review (published 6 times a week with a management magazine, AFR Boss, published with
the newspaper on the second Friday of each month).
Other significant references and resources
Web based resources
These can be useful for checking up on recent developments and for gaining access to international newspapers.
Remember, these are not refereed sources (that means they cannot be validated and may contain dubious quality of
material) and therefore
are not a substitute for journal articles and books. Wikipedia is not considered a suitable
academic source.
e-Reserve Library
From time to time readings will be placed on e-reserve and Blackboard to supplement the course material.
The study schedule also draws your attention to some PDF readings available on blackboard.
On-line scholarly journals from reputable databases must be consulted. Information from freely available web pages is
not always reputable and will not be accepted as source documents.
Students are expected to commence each week having read the relevant reading(s) for that week.
It is anticipated that you will consult a range of journals during the course. The above list, although not exhaustive,
contains a variety of resources which cover material related to the unit. Those not found in ECU libraries can be
located in the libraries of the other tertiary institutions in Perth, or in the state library. Electronic journals can be
accessed via the ECU library homepage, both on campus and off-site. Using the ECU Library Website effectively will
provide excellent research exposure. Access is simple and requires no special requirements beyond internet access
and your login details.

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Study Schedule
Topics covered and activities required each week, including assessment dates during the semester:

Week no. &
Topic/s Reading Watch Tutorial exercises
Working with Culture Chapter 1 Why Cultural Diversity Matters | Dato Gogichaishvili at TEDx
Cross cultural communication | Pellegrino Riccardi | TEDx
The nature of international
communication and universal
Chapter 2 & Chapter 1 of Browaeys &
Price (on Blackboard)
Geert Hofstede – Recent Discoveries about Cultural Differences
Low and High Context Cultures: |
Cultural Identity | Ali Al Saloom
Research Geert Hofstede Cultural
Contrasting cultural values Chapters 3 HSBC Ad | https://www.youtube.com/watch?v=GOHvMz7dl2A
Culture Shock Chapter 4 Cultural Differences |
Cultural Differences in Business | Valerie Hoeks at TEDx
Language & written
communication patterns
Chapters 5 & 7
Cook & Cook, Chapter 1 Beamer &
Varner Chapter 7
Words that don’t translate into English
English words that have funny translations
Use of Silence in Japan
Oral and non-verbal
communication patterns
Chapter 6
Reynolds & Valentine, Chapter 7
Body Language | Alan Pease TEDx
Gestures Around the World
10 Surprising Ways To Offend People In Other Countries
Reading | Global Business Speaks English |
Assignment 1 due.
11:59 pm 7th April 2019
Assignment 2 consultation
All group members must attend
20 minutes with each group Be Prepared!
Discussion with your group will
cover Assignment
Consider the following questions:
a. Who is taking which role?
b. What topic are you covering?
c. What is your research plan?
d. What is your schedule for presentation
e. What deadlines have you set?
8 Conflict and relationships Weird, or just different? | Derek Sivers

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15/04 https://www.ted.com/talks/derek_sivers_weird_or_just_differen
Mid-semester break (22nd–28th April 2019)
Global etiquette, business and
social customs
Chapter 8 and 9 of textbook Case Study – Bali Hai Cruises in Indonesia
Assignment 2 – Group A presentations
Prepare for class discussion:
Introduction to Negotiation
Listening – how important is it?
Intercultural Negotiation Christopher, Brahinsky & Wong
MingJi in Christopher (ed), Chapter
How to spot a liar? | https://www.youtube.com/watch?v=oywoZQ5_zd8
Assignment 2 – Group B presentations
Assignment 2 – Group A reports
due at beginning of Lecture Week
Intercultural Negotiation
Christopher, Brahinsky & Wong
Ming Ji in Christopher (ed),
Chapter 10
Fells – Negotiating
Case Study – the Roaring Dragon Hotel in China
Assignment 2 – Group C presentations
Assignment 2 – Group B reports
due at beginning of Lecture Week
Food and culture in negotiations
and business
Chapters 13 & 14 Assignment 2 – Group D presentations Assignment 2 – Group C reports
due at beginning of Lecture Week
Review Assignment 2 – Group D reports
due at beginning of Lecture Week

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Assessment Information
In order to pass this unit, you must achieve an overall mark of 50% or more from the assessment tasks
summarized below.
Assessment summary

No. Assessment Due Date and Time Value
1 Assignment 1
Cultural Reflections
All assignments must be submitted via Turnitin and
Blackboard Submission Date: Week 6– No Extensions
2 Assignment 2 Project Group Presentation—15 minutes Weeks 9-12, timing is
important (10 marks) You will be told your presentation
time and schedule in Week 7 at your Group
Meeting with Lecturer – All members must attend – Make
sure you are on time
Written component due one week after presentation (30
3 Participation On-going / includes In class participation / do you come
prepared with home preparation completed /
presentation contribution / group meeting attendance/
meeting deadlines/ online interaction / Bring your name
tag to be noticed

* Note: Select units use CADMUS academic integrity software in addition to Turnitin.
Assignment 1 Cultural Reflections Journal
Students are asked to keep a learning journal during the semester to be assessed. The journal should not exceed 2,500
words. The journal should document your learning and reflections about this unit (at the strategic, functional and operational
levels) from both a local and international perspective.
The purpose of the journal is to:

Document your participation, development and progress in this unit.
Demonstrate your learning journey, using examples and discussing insights by focusing on particular points of interest.
The reader of your journal should be able to clearly identify, elements of the following:

How you have become more self-aware as a result of the topics discussed?
What, if any, behavioural changes have you made in your communication style?
What, if any, changes have you made regarding your beliefs, values and attitudes towards the topics discussed?
During the course of the program so far, what, situations did you face, that
Challenged your perceptions, attitudes, beliefs or behaviours and actions?
Reinforced beliefs, values, behaviours, actions?

o You will work on now and in the future?
o Allowed you to discover something about yourself/others/communication that was new to you?
Your journal should have descriptive, reflective, analytical and managerial elements.

Descriptive elements simply explain a situation
Reflections show further questions forming
Analytical elements compare and contrast views and ideas
Managerial either demonstrate how this is currently practised in business or how it could be applied.

Get into a habit of writing down your reflections, observations, and questions on a regular basis, be it daily, weekly or after
each of your readings/modules.
In deciding what to write in the Journal consider the following
as they relate to this unit:

your daily experiences and/or personal experiences
work situations,
interactions with other people in Australia and overseas,
other units you are enrolled in,
the media, movies, social media
the experiences of others and anecdotes etc.

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You are expected to write informally and in the first person. A review of 1 class Case Study will be required as part of this
diary. This will be addressed in week 2.
You can consider the following questions in relating to this unit:

What did I learn today or this week?
What was puzzling, difficult or unexpected?
Why do I believe this is happening?
What did I find interesting?
What did I learn from my experience (positive and negative)?
What else do I need to know?

How can I turn a situation around using what I now know?
How can I apply my theoretical knowledge to a particular situation?
Have my assumptions and perspectives changed as a result of this experience? If so, how?
How can I apply what I have learnt to my life and future career locally and in an international business environment?


Weighting This assignment accounts for 40% of the assessment in this unit.
Date/Week Week 6
Time 11:59pm – No Extensions
Place Online via Turnitin AND Blackboard
Format Not to exceed 2,500 words, font 12
References 15

Before starting this assignment, you can use your readings, weekly class discussions, library resources, You
Tube recommendations, other class exercises, stories told, movies about cross cultural settings and any other
relevant media as base material for your journal.
Assignment 2 Project – Business Expansion Overseas
You are part of the Senior Management Team for an Australian or Foreign company specialising in natural
resources. / IT / Services / Pharmaceuticals / Manufacturing / Food and Beverage / Other. Your organisation is
about to expand into a new country/region from the one you are based, to capitalise on an opportunity to access
a new market. You have been asked to devise a plan to facilitate the expansion.
1 Organise yourself into a team of four. Each member of the team will be from different parts of the world and will be
assigned a role and responsibilities commensurate with the expansion being considered.
2 As a team you will need to select one of the countries/regions provided below. Please note the country you choose
cannot be a country that any of your team members are from. For example if you have a team member from Sri
Lanka, you cannot choose an expansion to Sri Lanka. You many chose any country and are not limited to
suggestions given below:
There are two parts to this assignment. The first will require you to present your proposal to the Board (class).
The second component will require you to submit a written report based on your presentation and research.
Part 1 – The presentation
1. Presentations should be prepared ahead of class and ALL group members must present.
2. Each group will be given 12 minutes maximum to present. Marks will be deducted for going
3. Presentations will be delivered in the class in Weeks 9 – 13.
4. Develop appropriate visual aids to support your oral presentation. Presentations will be assessed
based on:
The coverage of the assignment criteria, please review this carefully. Each presentation should include a
theoretical component and practical implications. Make sure all key points are obvious and clear.
Each presentation will be followed by a question and answer session. Audience members will be given the
opportunity to probe whether all points have been covered.

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This unit focuses heavily on communication, therefore presentations must engage the audience, it must be
clear, concise and informative and enable the class (as Board members) to make a fair assessment on
whether to invest or not.
5. The last 5 minutes of your presentation. Define clearly what you believe are the three most
significant cultural challenges
your team believes your company faces in successfully
penetrating the new market. How will you meet these challenges?
Note: You must bring a hard copy of your slides to the presentation for the instructor (6 slides per page).
Part 2 – The Report
Prepare a report to present to the Board (i.e. the class) to address the following:
a. The
country/region specific factors that your team will be taking into account
b. The
industry specific factors that need to be taken into account (e.g. manufacturing processes,
health and safety, training)
c. The
cultural factors that need attention in the expansion project (e.g. identifying and
understanding culture and language differences, translators; staffing considerations, safety and
legalities amongst others)
d. How does your home base culture differ from that of the new country you are beginning in?
e. Steps you would undertake to facilitate effective negotiations, inter and intra cultural
f. How the HRM practices of the two countries can be adjusted or merged if necessary
g. Define clearly what you believe are the three most significant cultural challenges your team
believes your company faces in successfully penetrating the new market and how will you meet
these challenges?
h. Consider how you will engage the board to make an investment decision.
Prepare a written report for submission, based on your research and presentation. Written reports are not to
exceed 2,500 words and must include minimum 10 academic peer reviewed references
. Ensure you link
your strategies to the cultural setting and country specific factors, in doing so you will need to account for
differences in your country’s vs. foreign work practices, settings and environments.
It is expected that this be a ‘group report’, that is, all members of the group must contribute. Dividing up sections
and later cut and pasting these to form a report is not acceptable. Evidence of the whole document being edited
in total will be rewarded.
The written report will be due the week of your in-class presentation.
Submission information

Weighting This assignment accounts for 40% of the assessment in this unit.
Date/Week Group Presentation 12 minutes Weeks 9 – 13 (10 marks)
Written report due one week after presentation (30 marks)
Time From 5.30 pm
Place Presentations – In the class – times will be allocated in week 8 by your lecturer
Written assignments via Turnitin a week after your presentation ad Q&A.
Format Microsoft Word, font 12, report format
Word limit 2,500 words
References Minimum 10 academic references

Assessment 3: Participation
You will need to research the internet, publications and other sources for information on the specific industries you are
selecting. I encourage you to go beyond setting up the business in your home country and explore learning opportunities to

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investigate how other countries operate. You may also wish to refer to the Report Writing Guide for help on the structure and
format of your assignment.

Value: 20% of the unit
Format: Weeks 3-12 the instructor will be marking participation that includes performance in quizzes,
in-class activities, and general engagement.
Off campus students only: Turnitin and email participation

Joondalup students:
Each class will have a 2-point participation system: 1st point is awarded for an active to-the-point participation
within the class; 2nd point is awarded for an excellent engagement within the class. At the end of semester, the
points are counted, each point amounts to percent of the total mark i.e. 15 points would amount to 15% out of
possible 20%.
Winning in quizzes, discussions, and other activities in classes will result in full points within the class.
Off campus students only:
Questions posted on blackboard and email for off campus students are compulsory and answers are counted
towards participation- no longer than 500 words to be used for answers.
Each question will be worth 5% of the unit (5 out of 20), thus, there will only be 4 questions throughout the
semester that you need to answer.
The answers will be timed, the answer may not be submitted longer than a week from a posted question via
turnitin link in assessments section of Blackboard.
Marking criteria
Assessment will be based on the nature and scope of the submitted work. Marks will be allocated on the basis of critical
thinking and development of argument, written expression, structure, content, and referencing. The ECU recommended
referencing format
must be used for all work submitted for this unit – details are provided in the ‘ECU Referencing Guide’
available through ECU systems.
All written unit assessments, excluding those completed under supervised conditions, may, at the unit coordinators discretion,
be extended to require an oral examination to clarify and support the written submission. The oral examination will normally
be held in person with the Unit Coordinator but may be conducted by telephone or other means at the Unit Coordinator’s
discretion. The oral examination should be conducted as soon as possible after the assessment but may be deferred if the
student is unable to attend and can provide supporting evidence. The oral examination will be able to override the original
assessment of the written submission. Failure to attend for an oral examination, if requested, will result in a mark of 0 for the
Marking standards
All students will receive a mark out of 100%. The marks will be allocated based on the following criteria:

<50% Does not meet requirements as per unit plan and/or does not answer in a way that indicates depth in
preparation or knowledge.
50% – 69% Meets requirements as per unit plan, answers usually correct and indicates (some) preparation.
70% – 79% Meets or exceeds requirements. Answers indicate deep preparation and thought. Quality
documentation, examples and justifications.
80% < Meets or exceeds requirements. Gives evidence of more reading and knowledge than required.
Indicates thorough preparation. Demonstrates insight and critical thinking. Documents best practice.
Very well justified.

You must reference all ideas that are not of your own origination. This includes paraphrasing, or re-stating another’s ideas in
your own words. Remember that it is not only direct quotations that must be referenced, but also the ideas. You are being
assessed on the basis of your contribution to original thought, and it must be obvious to the reader whose ideas are being
presented at each and every point in your paper. If it is not clear to the reader just whose ideas are being referenced, the
paper will be returned with a failing mark.

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Assessment Grading
The real aim of assignments is to develop your learning capability, building your ability to learn again in the future not just your
ability to collect and repeat the words of others. It is the goal of assignments that you explore an area of learning and display
your ability to use that data to construct your perspective, displaying the use of what you have found
Good assignments always answer the question, are easy to read, show a critical approach to reading and writing and are less
and more evaluative.
There is also a need for a
critical approach. A university degree-level response to a topic question requires your own ‘critical
interpretation’ and reviewers ‘look for evidence of “thought” in answering the question, not just a simple rehash and recall of
the content area. It is not sufficient to make statements without justifying them with an argument and supporting them with
evidence. Mere regurgitation of the arguments of other people (often in almost the same words) is not acceptable, although
you may, of course, summarise these in order to comment on them.
The most effective assignments will demonstrate critical analysis of specific applications, the development of criteria for
judgement, a confidence in identifying key issues, and evidence of wide research and new perspectives. The place to start,
when beginning work on your assignment, is therefore to take a careful look at the assignment specification.

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Occupational Health and Safety
Please consider the health and safety of yourself, and others you study with, in all the environments where you
study. Any group tasks need to be undertaken with the interests of all involved, ensuring the culture of respect
and safe working is similar to what would be undertaken in a workplace or community setting.
ECU is proud to have led the move to smoke-free university campuses in WA and Australia. ECU’s smoke-free
policy was established in 2012 to promote the health of staff, students and visitors.
Smoking is not permitted
on any ECU campus
and this applies 24 hours a day seven days a week. In accordance with the ECU
Smoke-Free University Guidelines (#4.4) “Employees observing other employees, contractors, visitors or
students smoking on University grounds should advise them that they are smoking in a prohibited area and
request them to move off ECU property.”
Feedback and unit development
We invite and welcome honest feedback at ECU, both for praise and criticism, and there are a number of ways
to proceed during a semester or teaching period. The teaching staff are your first and most important point of
contact for feedback about the unit (their details are on the first page of this document). If the unit has a general
discussion board, you can post your comments there as well. More formally, in week four of a standard
semester, the School has an online survey to gauge your opinions about the progress of the unit in this early
The University has a central email address to capture and action feedback of a more general nature. You can
[email protected] or visit the Student Feedback page (accessed at:
Unit and Teaching Evaluation Instrument (UTEI)
Towards the end of any given teaching period in a unit, enrolled students will be invited by email to complete the
ECU UTEI online survey. This survey will ask questions concerning your level of satisfaction with the unit, your
lecturer and your tutor. Your feedback is essential to help us to improve the quality of our units and courses and
as such, we appreciate your time to complete the survey carefully. Your participation and the feedback you
provide are anonymous and confidential.