Homework answers / question archive / BH3311 Coursework Title: A 2000-word essay on the following topic: Critically examine the role of the State (government) as an actor in employment relations

BH3311 Coursework Title: A 2000-word essay on the following topic: Critically examine the role of the State (government) as an actor in employment relations

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BH3311 Coursework Title:
A 2000-word essay on the following topic:
Critically examine the role of the State (government) as an actor in employment relations.
Task Details/Description:
Students are expected to write an essay not exceeding 2000 words on the given essay topic. You are allowed to go max. 10% above the word limit.
Please very carefully read the Guidance Note for this coursework. This coursework requires substantial amount of independent research and reading. The word count includes citations in the main body of your essay, but excludes tables, graphs, figures in the essay and, the list of bibliographic references at the end of the essay. Annexures or appendices are not allowed. All of your arguments must be made within the essay.
Module Learning Outcomes Assessed:
1. Demonstrate understanding of basic concepts, theories and perspectives of employee relations
2. Critically evaluate the impact of local, national and global contexts shaping employee relations.
3. Examine the roles and functions of different groups or stakeholders in employment relationship
COURSEWORK ASSIGNMENT
Presentation Requirements:
Word Count: 2000 (+/- 10% allowed).
Font Size: 12
Line Spacing: Double
Submission Date & Time:
Monday 9 January 2023 by 12.00 noon.
Assessment Weighting for the Module:
100%
Assessment Criteria
1. Ability to engage in a critical review of relevant literature
2. Demonstrate wider reading and ability to engage in independent research which goes beyond lecture materials.
3. Ability to think laterally across topics covered on this module to answer the essay question
4. Argue analytically, logically and coherently.
5. Wherever possible, support arguments with evidence from published sources
6. Cite and/or quote sources of information appropriately in the main body of the essay. Provide full list of bibliographic references at the end of the essay. Harvard Style Referencing only.
Ethical Requirements
Students are not expected to collect primary data for this essay. However, if they choose to do so, they will be required to follow the University’s ethical regulations and seek written approval from the tutor.
Essential Reading for Coursework Task
Please note that this is not intended as an exhaustive or definitive list of readings for this piece of coursework. Instead, the articles/books listed below should be viewed as core or essential readings that may act as a starting point as you prepare to tackle this assignment:
BOOKS:
Frege, C. and Kelly, J. (2020) ‘Comparative Employment Relations in the Global Economy’ Routledge, London and New York (available as E-Book through Aston Library Smart Search)
Williams, S. (2014 or 2020) ‘Introducing Employment Relations – A Critical Approach’, Oxford University Press, Oxford, UK.
INTERNET RESOURCES:
International Labour Organization (ILO) https://www.ilo.org/global/lang--en/index.htm
International Trade Union Confederation (ITUC)- Global Rights Index 2020 https://www.ituc-csi.org/ituc-global-rights-index-2020
Worker Rights Consortium: https://www.workersrights.org/
UNCTAD World Investment Report 2020 https://unctad.org/en/pages/PublicationWebflyer.aspx?publicationid=2769
International Monetary Fund (IMF) – World Economic Outlook 2020 https://www.imf.org/en/Publications/WEO/Issues/2020/06/24/WEOUpdateJune20 20
World Economic Forum 2020 https://www.weforum.org/focus/davos-2020-collection Trades Union Congress UK http://www.tuc.org.uk
(Please Note – you can find more recent reports from the IMF, World Bank, UNCTAD and the World Economic Forum. You can also find country reports for specific countries of your choice from the World Bank, IMF, ILO and UNCTAD websites).
Trades Union Congress UK http://www.tuc.org.uk/
American Federation of Labor-Congress of Industrial Organizations (AFL-CIO) http://www.aflcio.org/
China Labour Bulletin http://www.clb.org.hk/en/
China Labor Watch http://chinalaborwatch.org/home.aspx
Solidarity Federation http://www.solfed.org.uk/
European Trade Union Confederation http://www.etuc.org/european-trade-union-confederation
Confederation of British Industry (CBI) http://www.cbi.org.uk/
Involvement and participation association of UK http://www.ipa-involve.com/
Institute of Directors www.iod.com
Institute of Employment Rights www.ier.org.uk
Further Guidance on the Assessment Criteria is on the next page:
Grading Criteria % Quality Description of Criteria for Reference Lexicon
90-100
SUPREME
Supreme performance demonstrates:
Exemplary range and depth of attainment of all intended learning outcomes+, secured by discriminating command of a comprehensive range of relevant materials. Comprehensive and extensive analysis and synthesis at an advanced level. Demonstrates evidence of originality of thought and/or creativity, and also the ability to develop a highly systematic and logical or insightful argument with exceptional clarity in communication.
80-89
EXCEPTIONAL
Exceptional performance demonstrates:
Attainment of all intended learning outcomes with a sometimes unique or insightful use of relevant materials, often from highly germane and modern or seminal sources. Accompanied by analysis and synthesis that demonstrates a deep awareness of relevance and context (place and time). Arguments are coherent and judicial, cautious where appropriate and strident when clear. Clarity of communication throughout
70-79
EXCELLENT
Excellent performance demonstrates:
Attainment of virtually all intended learning outcomes, secured by a high degree of competence in the appropriate use of relevant materials. Analysis and synthesis at an advanced level although this may be occasionally limited in places. Demonstrates the ability to develop a systematic and logical or insightful argument with a high level of clarity in communication.
60-69
VERY GOOD
A very good performance demonstrates:
Attainment of the core intended learning outcomes with a competent degree of use of the standard resources and some unique resources. Analysis and synthesis at an advanced level and is used to support principal thesis throughout. Cogent argumentation demonstrates advanced use of analytical skills with synthesis between often competing views reconciled well. Communication is clear and supported with attributed references throughout.
50-59
GOOD
A good performance demonstrates:
Attainment of most of the intended learning outcomes, secured by a significant degree of competence in the appropriate use of relevant materials. Analysis and synthesis at an advanced level although this will be limited in places. Demonstrates the ability in places to develop a systematic and logical or insightful argument with evidence of clarity in communication.
45-49
BARE FAIL
A barely acceptable performance demonstrates:
Attainment of some intended learning outcomes, secured by an acceptable degree of competence in the appropriate use of relevant materials. Analysis and synthesis limited or partially incomplete but still at an advanced level. Demonstrates evidence of clarity in communication.
35-44
INSUFFICIENT
An insufficient performance demonstrates:
Limited attainment of intended learning outcomes. Demonstrates a limited degree of competence in the appropriate use of relevant materials. Evidence for some analysis and synthesis but not sufficient for level 9. Incomplete evidence of effective communication.
25-34
POOR
A poor performance demonstrates:
No convincing evidence of attainment of intended learning outcomes. Incomplete understanding and no evidence of competence in the use of relevant materials. Inadequate analysis and synthesis. Materials not effectively communicated.
15-24
UNACCEPTABLE
An unacceptable performance demonstrates:
No evidence of attainment of learning outcomes. Tentative relevance of writing presented to the question, prompt or rubric. No analysis of note, with any attempted syntheses cursory and inadequate and hesitant. Communication unclear or inappropriate in register, form and/or function
10-14
IRRELEVANT
Use of repetition and/or material not relevant to the rubric 0-9 IRRELEVANT Rewriting of question, unintelligible writing, inappropriate commentary, not addressing question in any way