School of Business

BUSM2041 (Vietnam) Working in Professions

Vietnam Campus Trimester 1 2023
 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: BUSM2041 (Vietnam)

Subject Name: Working in Professions
Credit Points: 10
Subject Level: 2
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: Krishan Prasad

Vietnam Campus Convenor

Name: LE Cong Thien
Email: [email protected]

Student Advisor
Name: Ms NGUYEN Thi Hoang Anh
Email: [email protected]

Administrative Support
Name: Ms NGUYEN Thi Thien Thanh
Email: [email protected]

Edition: Vietnam Campus Trimester 1 2023

Copyright ©2023 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 Working in Professions 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 ...............................................................4

2 Assessment Information 5
2.1 Subject Learning Outcomes........................................................................................................5
2.2 Approach to Learning ...............................................................................................................5
2.3 Assessment Summary ...............................................................................................................7
2.4 Assessment Details ...................................................................................................................9
2.4.1 Executive summary and presentation .................................................................................9
2.4.2 Learning portfolio ........................................................................................................ 13
2.4.3 Reflective journal ......................................................................................................... 18
2.5 General Submission Requirements .............................................................................................. 22

3 Teaching and Learning Activities 24

4 Learning Resources 28
4.1 Recommended Readings ......................................................................................................... 28

Note: The relevant Learning Guide Companion supplements this document

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1 About Working in Professions

1.1 An Introduction to this Subject

Working in Professions focuses on developing career understandings and appreciating the personal attributes required
for employability in the ’real world’ of accounting, banking, economics, finance and property. This is a professional
subject in the Bachelor of Business, but is also open to participants with an interest in examining and developing
their knowledge of employability in these career areas. The subject involves examination of the evolving nature of
work in a dynamic globalised context; applied labour market and industry structure analysis; and an exploration of
employability attributes, capacities and opportunities across a range of career paths. Successful completion of the
subject allows participants to gauge employer expectations, and to identify and reflect on career opportunities in their
chosen fields.

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 fingerprint before entering the classes. Please let your lecturer and/or UEH-ISB
know if you are unable to attend any session.

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

Policies Related to Teaching and Learning

The University has a number of policies that relate to teaching and learning. Important policies affecting students
include:

– Assessment Policy
– Bullying Prevention Policy and

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 – Guidelines
– Enrolment Policy
– Examinations Policy
– Review of Grade Policy
– Sexual Harassment Prevention Policy
– Disruption to Studies Policy
– Student Misconduct Rule
– Teaching and Learning - Fundamental Code
– Student Code of Conduct

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.

Avoid using external ’support’ sites or other external help

To avoid the risk of your assignment being shared without your knowledge, do not upload your assignment to any
external sites for spelling, grammar or plagiarism checks. Your safest option is to use the free services provided by
Library Study Smart or Studiosity.

Avoid using any websites that:

– allow sharing of assignments or other material

– reward sharing of material with credits, tokens; or access to additional materials/features/services;
– provide answers to textbook or assignment/exam questions;
– provide free sample assignments; and/or include order buttons and prices; and/or
– invite you to submit your assignment for plagiarism or grammar or other checks.

Engagement with academic cheating sites will be regarded as misconduct. Academic cheating services often market
themselves as ’support’. Engagement with these sites includes:

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 – Sharing assignments or course material;
– Using online tools provided by these sites to check for plagiarism, grammar or spelling; and/or
– Purchasing writing services, or obtaining a copy of an assignment.

Uploading your work to these sites may lead to your work being shared with others with or without your knowledge
and consent.

The Australian Government monitors current and past students’ use of academic cheating services, and may report
student material found on these sites or other forms of engagement to universities.

Current students with items found on academic cheating sites face sanctions under the Student Misconduct Rule.
Outcomes for graduates may include revocation of award. For more information see https://www.westernsydney.
edu.au/currentstudents/current_students/student_misconduct_rule.

More advice can be found on the Study with Integrity webpage.

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.

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 (SFU) questionnaire to assess the Subject.
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:

– This subject has been developed through external industry consultation and is updated each semester to reflect
industry standards.

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2 Assessment Information

2.1 Subject Learning Outcomes

The table below outlines the subject learning outcomes (SLOs) for this subject. Upon completion of this subject,
students will be able to:

Outcome
Apply labour market analysis to identify a range of career opportunities in accounting, banking, economics,
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finance and property
2 Explain how career prospects in business will evolve over time
3 Identify employee skills and attributes relevant to their chosen career
4 Identify the role of professional bodies for the modern business professional
5 Explain the role of ethics in the modern business world
6 Research and reflect on opportunities for individual employability
>\textbf{Assurance of Learning Information for Learning Guides} </latex>

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-
7
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

2.2 Approach to Learning

Teaching and learning approaches for this program include: tutorials, employment networking events, and online based
resources. The types of assessments used in the subject include presentations, written reports, learning portfolio and
reflective journal.

The subject has a Curiosity Pod (CPod) embedded in the semester. This CPod is compulsory for all students
enrolled in the subject. The CPod is also available to students not enrolled in the subject who want to gain skills
that are associated with the CPod. The CPod was developed in partnership with industry, students and careers
consultants.

- The CPod is a learning experience that is part of the subject covered over weeks 3-11 of the semester.

- The CPod will provide students with engaged learning experiences to improve job search skills, enhance under-
standing of career pathways and recruitment processes, build professional profiles and effectively engage with employers
and future professions.

- The CPod is available through a separate vUWS site titled ”Navigating the World of Work”. This site will
then take you to a technologically advanced engaged learning platform called ALPHA.

- The CPod has an activation exercise in week 3, and successful completion will be through completing each of the
three levels of the pod and making a final submission to vUWS.

- Students will get a digital badge on completion of the CPod.

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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 work being 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 be located 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.

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.

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2.3 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 per cent.

- Submit your Prograd map by end of session 3.

- Attend the compulsory Professional Careers Networking events.

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. Assessments
in this subject have been developed to collect evidence of student attainment of learning outcomes. The summary
table below shows which assessment tasks are used to assess learning outcomes.

Item Weight Due Date SLOs Assessed Threshold

Executive summary and 30% Part 1: Professional Tasks due: 3-5 No
presentation Session 7 (Week 9), Part 2:
Presentation (group) due
session 8, 9, 10, 11, and 12
(Week 10, 11, 12, 13 and 14)
Learning portfolio 40% Weekly from Session 1 (Week 1, 2, 3 and 6 No
1), final submission due Session
9 (Week 11) (via Turnitin on
vUWS)
Reflective journal 30% Session 13 (Week 15) (via 2, 3 and 6 No
Turnitin on vUWS)

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.

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.

The Assessment Policy provides that assessment feedback is available to students in a timely way. Your lecturer/tutor

7
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.

8
2.4 Assessment Details

2.4.1 Executive summary and presentation

Weight: 30%
Type of Collabora- Group
tion:
Due: Part 1: Professional Tasks due: Session 7 (Week 9), Part 2: Presentation (group) due
session 8, 9, 10, 11, and 12 (Week 10, 11, 12, 13 and 14)
Submission: Part 1: Professional Tasks (1,200 words) submitted on vUWS Part 2: Presentation
(group) (15 minutes) in class
Format: Further detail including the Professional Task requirements, links to essential resources
and a detailed marking rubric will be progressively released on vUWS over the first few
weeks of the semester.
Length: Part 1: Summary 1,200 words (20%). Part 2: Presentation 15 minutes (10%)
Curriculum Mode: Professional Task

Overview:

The Professional task is a report that includes an executive summary and discussion of the main points of your
research. The structure of the Professional Task should follow a report structure that includes an executive summary,
body of your discussion, and conclusion. It should also follow the structure of your Presentation.
Your Presentation should focus on developing an argument through a clear and logical progression of ideas. It is
important that you focus on the need to explain and discuss your work clearly. An ideal structure for a presentation
includes a welcoming and informative introduction; a coherent series of main points, critically analysed and presented
in a logical sequence; a brief and purposeful conclusion.

Details:

In Week 2 students will be placed in groups of four to five members. The group will be required to research the six
professions.
Details on the Professional task questions and Presentations would be available on vUWS by end of week 1.

Due Dates/Submission:

Part 1: Professional Tasks (1,200 words excluding references and appendices). Appendix to Part 1 should also include
the presentation slides for Part 2.

Weighting: 20%
Due: Session 7, Week 9, 11:59 pm Sunday, 05th March (VN time) (via Turnitin on vUWS).

Part 2: Presentation (group) (15 minutes).

Weighting: 10%
Due: Beginning with Week 10, 06th March the tutorial will consist of one or two group presentations depending
on class size. The groups will be formed by end of week 2 and allocated a tutorial session for presentation. All
presentations will be held in session 8, 9, 10, 11, 12, 13 and 14. Failure to present in the allocated week will result
in each group member receiving a zero mark. The presentations will be based on the professional task, Part 1 Group

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Report. Each group will be required to give a presentation (excluding question time) of no more than 15 minutes in
the assigned tutorial session.
Submission requirements: Group must present in the presentation week assigned by the subject Coordinator/Lec-
turer/Tutor. It is the responsibility of each member of the group to contribute equally to the discussion, preparation,
and presentation. Presentation slides must be submitted with Part 1 Report as an Appendix. Each team member
is fully responsible for the depth of research, preparation, collation, and presentation and hence each team member
must actively participate in their group’s presentation task. Failure by a student to attend, make, or contribute to
the group presentation will result in the said student receiving a zero (0) weighting for this assessment area.

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Marking Criteria:

Executive Summary (20%):

CRITERIA Fail Pass Credit Distinction High Distinction

Not meeting Meets expectations Meets expectations Exceeds expectations Exceeds expectations
expectations
Structure No clear structure of: Not easy to follow Easy to follow Good to follow Excellent to follow
-concept map -Evidence of an -Clear argument -Clear argument -Clear argument
-introduction overall argument, -Context, topic and -Context, topic and -Context, topic and
-body -does not address the main ideas main ideas main ideas
-conclusion three main areas -Summing up -Summing up -Summing up
-paragraphs adequately -One main idea (in a -One main idea (in a -One main idea (in a
-Conclusion topic sentence); topic sentence); topic sentence);
attempted but does linked to overall idea linked to overall idea linked to overall idea
not appropriately sum
up the argument
presented; main idea
not always clear
0 1 2 3 4
Research Relies heavily on Some ability to Good ability to Very good Excellent
words and passages express ideas in own express ideas in own paraphrases and paraphrasing and
copied from texts words. words synthesis of synthesis of
Aware of different information in own information in own
sources. words; Quotes used words; Quotes used
sparingly sparingly
0 1 2 3 4
Grammar Bad range of Fair range of Good range of Very Good range of Wide range of
Vocabulary sentences. sentences. sentences. sentences. sentences.
Spelling Many errors (greater Errors (7-10). Few errors (5-7). Few errors (Less than No errors.
than 10). Good use of Good use of 4). Good use of
Bad use of appropriate words appropriate words. Good use of appropriate words.
appropriate words. Correct appropriate words
0 1 2 3 4
Referencing No referencing Few references cited Few sources are cited Most sources are Accurately cites
throughout. (1-2) and provides (3-4) accurately, cited (5-7) accurately, (more than 7), using
accurate information using the APA using APA referencing the APA referencing
about the sources referencing style, and style, and support the style, all sources of
used. adequately supports credibility of the information to
(A lot of errors on the the credibility of the information support the credibility
referencing style).Or information presented presented. (fewer and authority of the
used a different (more than 3 errors than 2 errors on the information
referencing style. on the referencing referencing style) presented. No
style). Or used a referencing errors.
different referencing
style.
0 1 2 3 4
Appendices No evidence provided. - Fair evidence - Good evidence - Very Good evidence -Comprehensive
provided. provided. provided. At least one evidence provided
- Only 1 attachment. - Only 2 attachments. of media/web sites (list of media/web
and any other tools sites and any other
used, concept map tools used.
and Google docs -Concept maps
evidence - Google docs
evidence
0 1 2 3 4
FINAL MARK / 20

Presentation (10%):

CRITERIA Fail Pass Credit Distinction High Distinction

Not meeting Meets expectations Meets expectations Exceeds expectations Exceeds expectations
expectations
Organisation and Little or no structure Patchy / inconsistent Satisfactory structure, Well structured, talk Excellent structure -
structure / organisation, talk structure / talk occasionally easy easy to follow, rarely little room for
-clear structure and largely difficult to organisation, talk to follow. confusing. improvement
objectives follow. frequently difficult to
-logical structure follow, often
-clear concept confusing
mapping activity
around the selected
profession.

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CRITERIA Fail Pass Credit Distinction High Distinction
0 1 2 3 4
Delivery of content Poor, such as to Patchy / inconsistent, Satisfactory, conveyed Very good, conveyed Excellent, confident
-body language & eye render talk largely often difficult to aims, results and aims, results and and fluent
contact unintelligible. comprehend aims, conclusions in largely conclusions, in clear presentation of aims,
-contact with the results and understandable fashion results and
public conclusions. fashion. conclusions.
-poise
-physical organisation
0 1 2 3 4
Use of visual aids Little or no use of Patchy / inconsistent, Satisfactory, adequate Very good, well Excellent, conveys
- concept maps, visual aids. sloppy production, standard of produced, effectively content in
transparencies, slides, ineffective at production, conveys conveys content and professional fashion.
handouts, communicating basic content. enhances talk.
audio, video, etc. content.
Marks 0 0.5 1 1.5 2
TOTAL FINAL MARK /10

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2.4.2 Learning portfolio

Weight: 40%
Type of Collabora- Individual
tion:
Due: Weekly from Session 1 (Week 1), final submission due Session 9 (Week 11) (via Turnitin
on vUWS)
Submission: via Turnitin on vUWS
Format: Further detail including the portfolio requirements, links to essential resources and a
detailed marking rubric will be progressively released on vUWS
Length: 2,000-word equivalency
Curriculum Mode: Portfolio

Overview: Your learning portfolio showcases your experiences and learning in the subject Working in Professions.
It is also intentionally designed to help you to reflect on your learning in a regular and integrated manner.
The learning portfolio provides you with an opportunity to share your learning and your activities in various areas. It
also allows for a stronger overview and profile of your activities in relation to your studies and your profession. In
addition to explaining what you have learned, you will reflect upon the ways in which that learning has affected you
and how you will utilise it in the future. You will use questions in the Assignment Guide to assist you in the creation
of the content for your Learning Portfolio.
Details:

Students will prepare and submit via Turnitin on vUWS;

1. A response to Learning Portfolio questions and reflections each week starting weeks 1 to 10, the final submission
summarises your learning reflections from weeks 1 to 10 approximately 1,200 words.
2. Complete Alpha Playlist (A) CPod Level 1 Activities (due: 5:00 pm Saturday 18 February in Session 5, Week 7),
(B) CPod level 2 Activities (Due: 5:00 pm Saturday 04 March in Session 7, Week 9) , (C) CPod Level 3 Activities
(Due: 5:00 pm Saturday 18 March in Session 9, Week 11) and provide a reflection of approximately 300 words
on your learning from these CPod Activities. Instructions on how to access the Alpha Playlist will be provided
on vUWS. You will be asked to Logon to Alpha using the web link https://www.wsuemployability.com/signin
Just use your student number and your WSU password. Access will be given/set up in Session 3, Week 5.
3. Students will research job opportunities in various sectors, including their own profession, government, quasi-
government and not-for-profit sectors and prepare two job applications (cover letter, resume, selection criteria
address (if applicable)), and obtain feedback for one advertised job in their professional field and one in
government, quasi-government or non-for-profit sector. Students must obtain feedback on their cover letter,
resume, and selection criteria address. Note the job applications need to be suitable for your current level of
education/qualification and experience. Students will need to provide 500 words of reflection on the learning
about the job search and application process, including the feedback. The assessment details are contained in
the Assessment 2: Learning Portfolio Assignment Guide, which is available on the subject’s vUWS site.

The final learning portfolio submission (due in Session 9, Week 11, 5:00 pm Sunday 19 March 2023 ) will contain
reflections on week’s 1-10 portfolio questions, CPod Levels 1, 2 and 3 activities from the Alpha Playlist, reflection
on the learning from seeking jobs, and the two job applications including cover letter, resume, and selection criteria
address and feedback. The final submission will also contain in appendix evidence and documentation relating to
items 1, 2, and 3 above. Details of the submission requirements are available on vUWS in the Assessment 2: Learning
Portfolio Assessment Guide.

Note:

- A marking guide is provided to assist in the preparation of the Learning Portfolio

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- The learning portfolio is to be prepared in accordance with the Learning Portfolio instructions contained in the
Learning Portfolio Assessment Step by Step Guide available from vUWS and submitted via the Turnitin submission
link on vUWS

- The final Learning Portfolio should be no longer than 2,000 words (excluding the appendix and reference list).

- The due date for final portfolio submission is in Session 9, Week 11, 5:00 pm Sunday 19 March 2023.

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Marking Criteria:

CRITERIA Fail Pass Credit Distinction High Distinction Total

Not meeting Meets Meets Exceeds Exceeds

expectations expectations expectations expectations expectations

Written Dumps Sound grammar, Good grammar, Very good Excellent

communication information. No spelling and spelling and grammar and grammar and
and visual evidence of structure but in structure but in spelling with very spelling with
presentation skills critical need of some need of some good sentence, superior sentence,
consideration. No improvement. improvement. paragraph and paragraph and
adequate Narrative content Narrative content overall structure. overall structure,
grammar, spelling is clear and easy is clear and easy Narrative and which lead to a
and structure. In to follow. The to follow. sub-narratives clear narrative and
need of significant majority of Additional provide sub-narratives.
improvement. additional supporting easy-to-follow Additional
No introduction supporting information is story lines that relevant material
or conclusion. information is not supplied to some are well has been
supplied. Poor extent. Has good interlinked. Some incorporated into
introduction or introduction and relevant graphical the portfolio, such
conclusion. conclusion. information has as graphical
been incorporated information (e.g.,
into the portfolio photos, and/or,
and reflected samples of notes
upon critically. taken) among
Has very good other relevant
introduction and additions that
conclusion. support the
learning
experiences
encountered and
reflected upon.
Excellent
introduction and
conclusion .
1 2 3 4 5
Level of critical Student makes Student describes Student describes Student describes Student describes
reflection little attempt to a very limited a limited number significant significant
personally relate number of of significant learning events learning events
learning events significant learning events and reflects and reflects
during the learning events and reflects on critically on them critically on them
Session’s learning and reflects on them by reporting in a significant in a deep and
Experiences and them by reporting reasons behind way by relating significant way by
makes few reasons behind the learning event the reflections to relating the
attempts to the event. No (e.g. ’I did x their learning reflections to their
critically analyse reflection using because of y’). experiences. The learning
these situations. critical analysis on However, student student reports on experiences. The
Few attempts are their performance does not deeply reasons behind student considers
made to examine during the reflect using the learning event and evaluates the
the reasons why significant critical analysis on (e.g. ’I did not do reasons behind
learning learning event nor their performance X very well, the learning event
experiences did mull over and during the because of Y’), and explores
not work out well explore significant but does not mull alternatives (e.g. I
or explore alternatives very learning event nor over and explore did not do X very
alternatives to well. mull over and alternatives to well. This was
find ways as to explore deep and probably because
how they could alternatives very significant extent. of Y, but may
have been well. have also been
improved. due to Z).
5 10 14 16 20

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 CRITERIA Fail Pass Credit Distinction High Distinction Total

Use of The student Student fairly Student attempts Students makes Student makes
documentary makes no links attempts to make to make links very clear links clear links
evidence between their links between between their between their between their
personal their personal personal personal personal
reflections and the reflections and reflections and reflections and the reflections and
documentary or some evidence but some evidence but relevant evidence relevant evidence
other forms of these are not very these are not very with a very good and cites an
evidence. No clear and cite a clear and cite a range of excellent range of
meaningful use of limited range of limited range of supporting supporting
evidence. supporting supporting evidence, such as evidence, for
evidence. evidence. from documents, example, from
specific situations documents,
in the classroom, specific situations
regarding a in the classroom,
textbook, regarding a
personal events textbook,
that have a personal events
positive or that have a
negative impact positive or
on the student’s negative impact
learning, or other on the student’s
learning learning, or other
events/experi- learning
ences. events/experi-
ences.
1 2 3 4 5
Identifying Student does not Student rarely Student identifies Student identifies Identifies realistic
learning issues identify any identifies learning learning goals realistic and and appropriate
and goals learning issues goals appropriate appropriate to appropriate learning issues
and goals to their critical their critical learning issues and goals and
appropriate to reflection but reflection but and goals fully explores and
their critical these learning these learning explaining how explains how s/he
reflection. issues and goals issues and goals s/he plans on plans on achieving
are not fully are not fully achieving these these goals, as
realistic or realistic or goals. Obstacles well as any
complete in their complete in their to improving obstacles that are
presentation. presentation. learning outcomes needed to be
These entries are These entries are are included and overcome.
completed each completed each are demonstrably
week, and week, and considered.
reported on in the reported on in the
following week’s following week’s
entry. entry.
1 2 3 4 5
Achieving Student does not Student states Student states Student states Student states
learning identify many whether s/he has whether s/he has whether s/he has whether s/he has
improvements learning goals achieved any of achieved any of achieved any of achieved any of
appropriate to her/his learning her/his learning her/his learning her/his learning
their critical goals identified goals identified goals identified goals identified in
reflection, nor previously but previously and previously and the portfolio and
provide adequate does not fully fairly reflect on reflects critically reflects critically
plans to achieve reflect on the the process of on the process of on the process of
any goals process of achieving these achieving these achieving these
described. achieving these goals. goals (e.g. ’I did goals (e.g. ’I did
goals. not achieve this not achieve this
goal because of goal because of
X’, ’I achieved X’, ’I achieved
this goal because this goal because
of Y’). However, of Y’). S/he also
the student does fully discusses
not fully discuss what further work
what further work s/he needs to do
s/he needs to do in this area and a
in this area but clear and
does provide a achievable plan as
sound plan for to how this is
how this is going going to be
to be completed. completed.
1 2 3 4 5

Weekly Portfolio submission

Up to 3 marks per weekly portfolio submission may be deducted for non-submission, late submission, incomplete or
sub-standard weekly portfolios but marks will not be awarded for weekly portfolios. No weekly portfolios may result
in the reflection receiving a fail grade overall.

Citation and referencing

Inadequate, inappropriate or inaccurate referencing that does not conform to the conventions of APA referencing

16
style may result in the reflection receiving a fail grade overall and the possibility of academic misconduct. Marks may
be deducted for poor referencing technique but marks will not be awarded for appropriate referencing technique.

Appendix
Attached all appendices as required listed in the Learning Portfolio Assessment Guide. No appendices may result in
the reflection receiving a fail grade overall and marks may be deducted for inadequate, inappropriate or inaccurate
appendices but marks will not be awarded for appendices.

17
2.4.3 Reflective journal

Weight: 30%
Type of Collabora- Individual
tion:
Due: Session 13 (Week 15) (via Turnitin on vUWS)
Submission: The reflection is 1,000 words and should be submitted via Turnitin on vUWS. Students
are required to include evidence of completion of all the extra-curricular activities and
events from their event journal into the Reflection (30%)
Format: Please refer to the Reflection Guidelines contained in the instruction below and on vUWS.
Length: 1,000 words
Curriculum Mode: Reflection

Overview:

This assessment requires students to make connections to topics they have learnt during the semester with what they
experience through professional networking, including compulsory attendance at two employability events. Further
details regarding the events will be available on vUWS as soon as they are available.
You will be required to build professional social networks for career development using the professional online platform
LinkedIn. You will be required to undertake several activities using LinkedIn that focus on professional networking
and career development.

Compulsory Professional Networking Activities.

1. Professional Networking Event, (a combined journal for activities a and b is due: 11:59 pm, Tuesday 07th
March 2023).
a) View webinar (Session 7, Week 9, Thursday 03 March 2023, 9:00 am-11:00 am, details will be posted on vUWS
closer to the date).
b) Record and upload to vUWS your elevator pitch by 11:59 pm, Tuesday 07th March 2023 (1-minute duration).

2. Complete the following LinkedIn tasks by 11:59 pm Sunday 19 March 2023, Session 9, Week 11 (a
combined journal for activities a, b, c, and d, with screenshot labelled for each part, is due: 11:59 pm, Friday 24th
March 2023)

a) Create (or access) your LinkedIn account and check that your profile is professional and up to date. A video
to help you get started on LinkedIn is provided: https://www.youtube.com/watch?v=qG4NF-2tt4c&list=
RDCMUClRtX8MEkJrTzELu_1SFQwg&start_radio=1&t=12

b) Find and send a personalised LinkedIn invitation to connect with at least two professionals working in your chosen
field.

c) Participate in at least one relevant LinkedIn group of your choice (they need to be related to your chosen field).
If you are not already a member, you will need to join the group and contribute to a new or existing discussion.

d) Create a post on LinkedIn. Your post should be a short article on the value of business networking for graduate
career success or a relevant industry topic.

i. Students should not post on behalf of WSU or use the logo/banner.

ii. Add suitable hashtags to your post to encourage networking. For more information on using hashtags, refer
to: https://help.linkedin.com/ci/fattach/get/9635581/0/filename/LinkedIn%20Hashtag%20Best%20Practices%
20Guide.pdf

18
3. Professional Careers Conference (a combined journal for activities a and b is due: 11:59 pm, Tuesday 21st
March 4 April 2023).

a. View Professional Careers Conference (Session 11, Week 13, Thursday 30 March 2023, 9:00 am - 1:00 pm, details
will be on vUWS closer to the date).

b. Send a thankyou message to one of the speakers at the Conference by 11:59 pm Tuesday 04th April 2023.

Providing Evidence of Completed Networking Activities

Very important: Assignment links will be created on vUWS for students to post their activity journal entries to
demonstrate that the three Compulsory Professional Networking activities have been completed. The journal writing
process is a fundamental step in the reflective writing process, and each activity journal entry is required to be
completed within five calendar days after completion of the activity.
Failure to submit the journal entries within five calendar days will result in a 10% penalty for the Reflection
assessment. If you have completed all required activity journal submissions, you are eligible to submit the 1,000 word
reflection.
Journal structure (3 separate journal entries are required, one for each activity, approximately 300 words). A
separate assessment link is provided for activity 1b elevator pitch submission.

1. Screenshot image of the activity (to serve as evidence of completion; selfie with event screen in the background
is required for each live event)

2. How did it make you feel?

3. What did you learn about, for example, yourself or your future graduate career?

4. What connections can you make to the weekly readings you have learned so far?

Compulsory attendance

If you foresee any problems with your attendance at these compulsory live events, you must speak with your subject
coordinator well in advance. Please ensure you make prior arrangements with your employer if you are working and
lecturer/s if you have another class. Documentation can be provided to support the attendance requirements. If you
experience misadventure, illness or exceptional circumstances impacting your ability to attend the live events, you
must apply for Disruption to Studies in accordance with Section 2.5 of this learning guide.

Reflection due Session 13, Week 15, 12:59 pm, Sunday 16th April 2023

At the end of the semester, students must submit a Reflection of their learning based on the following Compulsory
Professional Networking Activities.

1. Professional Networking Event

2. LinkedIn tasks

3. Professional Careers Conference

It is this Reflection that will be assessed in accordance with the marking criteria for the assessment. The Reflection
should be no longer than 1,000 words and refer specifically to three weekly readings outlined in the learning activities
section of the learning guide. Evidence of completion for each of the three activities must be included in the
appendix. This is an individual assessment and will count towards 30 per cent of the final grade.
Your experiences that you write about from the professional networking activities could include making new connec-
tions and networks, learning new ideas, fine-tuning your communication skills, and learning more about yourself and
your future career, just to name a few. Refer back to your activity journals for inspiration. The following reflection
guidelines must be used for your Reflection (30%), with the guidelines set out as separate headings. This is a
reflection, so you are required to write in the first person and use’ I’.

19
 Reflection GUIDELINES must be used Possible questions you could use to meet these guidelines
Evaluate Significance What is the relative value of the overall learning experience from the
professional networking activities?
Reconstruct the experience What are the two most salient points of what you experienced with the
professional networking activities?
Analysis: Why did it happen that way? Using three weekly readings, what interpretations, explanations and
theories help you to make sense of the learning experience?
Distil: What lessons can be learnt? What positive aspects of what you have learnt are worth using in the
future?
Apply: Prepare for future situations What will you gain through knowledge of these positive aspects? What
preparation do you need to now do to respond to situations in the future?

Appendix

Attach evidence of completion of each of the Assessment 3 professional networking activities/events from
the activity journals into the reflection appendix.

Notes:

Exclusive Bonus Opportunity - Executive Mentoring Event (Date TBA, week 13).

The Professional Careers Leadership Team and our industry partners will select students for the Executive Mentoring
Event based on students’ performance on this assessment, proactive engagement at the events (Networking and
Conference), professionalism and engagement in the subject. Successful students will be informed via email by the
end of week 13.
Research:

Your response to this assessment task might be used for an academic research project. All data sources will be
de-identified so that individual students cannot be identified. If you have any concerns about this research please
contact chief researcher Dr Karina Wardle [email protected]. This study has been approved by the
Western Sydney University Human Research Ethics Committee. The approval number is H14421.

20
Marking Criteria:

CRITERIA FAIL PASS CREDIT DISTINCTION HIGH

0-49% 50-64% 65-74% 75-84% DISTINCTION
85-100%

Evaluate Unacceptable Acceptable evaluation Good evaluation of Very good evaluation Excellent evaluation
evaluation with no of the significance of the significance of the of the significance of of the significance of
example and or the overall learning overall learning the overall learning the overall learning
event/activities experience with experience with useful experience with useful experience with useful
details. examples to explain examples to explain examples to explain examples to explain
and includes event and includes and includes and includes
/activities details event/activities event/activities event/activities
details details details
Reconstruct Unacceptable Able to synthesise a Able to synthesise a Able to synthesise a Able to synthesise a
synthesis. number of salient number of salient number of salient number of salient
Poor writing skills. points using points using good points using very points using excellent
acceptable writing writing skills good writing skills writing skills.
skills
Analysis Unacceptable Some evaluation and Good evaluation and Very good evaluation Excellent evaluation
evaluation and consideration of consideration of and consideration of and consideration of
consideration of alternative alternative alternative alternative
alternative explanations using explanations using explanations using explanations using
explanations without literature/theories literature/theories literature/theories literature/theories
using from at least 3 weeks from at least 3 weeks from at least 3 weeks from at least 3 weeks
literature/theories
from at least 3 weeks
Distil Lessons for the future Lessons for the future Lessons for the future Lessons for the future Lessons for the future
that you draw from that you draw from that you draw from that you draw from that you draw from
your reflection is not your reflection are your reflection are your reflection are your reflection are
explained explained adequately well explained very well explained very well explained
Apply How you will make How you will make How you will make How you will make How you will make
use of your reflection use of your reflection use of your reflection use of your reflection use of your reflection
so it will impact on so it will impact on so it will impact on so it will impact on so it will impact on
future experiences is future experiences is future experiences is future experiences is future experiences is
not clearly communicated clearly communicated very clearly communicated to an
communicated. adequately with some with specific examples communicated with excellent standard
Examples are not examples provided. provided. Good specific examples with specific examples
provided. No Adequate conclusion conclusion is provided. Very good provided. Excellent
conclusion is is provided. provided. conclusion is conclusion is
provided. provided. provided.

Citation and referencing

Inadequate, inappropriate or inaccurate referencing that does not conform to the conventions of APA referencing
may result in the reflection receiving a fail grade overall and the possibility of academic misconduct. Marks may be
deducted for poor referencing technique but marks will not be awarded for appropriate referencing techniques.

Appendix

Attached evidence of completion of the each of the Assessment 3 activities/events in the Activities Journals.

21
2.5 General Submission Requirements

Submission

– All assignments must be submitted by the specified due date and time.
– Complete your assignment and follow the individual assessment item instructions on how to submit. You must
keep a copy of all assignments submitted for marking.

Turnitin

– The Turnitin plagiarism prevention system may be used within this Subject. Turnitin is accessed via logging
into vUWS for the Subject. If Turnitin is being used with this Subject, this means that your assignments have
to be submitted through the Turnitin system. Turnitin is a web-based text-matching software that identifies
and reports on similarities between documents. It is also widely utilised as a tool to improve academic writing
skills. Turnitin compares electronically submitted papers against the following:
– Current and archived web: Turnitin currently contains over 24 billion web pages including archived pages
– Student papers: including Western Sydney University student submissions since 2007
– Scholarly literature: Turnitin has partnered with leading content publishers, including library databases,
text-book publishers, digital reference collections and subscription-based publications (e.g. Gale, Proquest,
Emerald and Sage)
– Turnitin is used by over 30 universities in Australia and is increasingly seen as an industry standard. It is
an important tool to assist students with their academic writing by promoting awareness of plagiarism. By
submitting your work using this link you are certifying that:
– You hold a copy of this submission if the original is lost or damaged.
– No part of this submission has been copied from any other student’s work or from any other source
except where due acknowledgement is made in the submission.
– No part of this submission has been submitted by you in another (previous or current) assessment, except
where appropriately referenced, and with prior permission from the teacher/tutor/supervisor/ Subject
Coordinator for this subject.
– No part of this submission has been written/produced for you by any other person except where collabo-
ration has been authorised by the teacher/tutor/ supervisor/Subject Coordinator concerned.
– You are aware that this submission will be reproduced and submitted to plagiarism detection software
programs for the purpose of detecting possible plagiarism (which may retain a copy on its database for
future plagiarism checking).
– You are aware that this submission may be de-identified and reproduced in part or in full as an example
for future students.
– You will not make this submission available to any other person unless required by the University.

Self-Plagiarising

– You are to ensure that no part of any submitted assignment for this Subject or product has been submitted by
yourself in another (previous or current) assessment from any Subject, except where appropriately referenced,
and with prior permission from the Lecturer/Tutor/Subject Coordinator of this Subject.

Late Submission

– If you submit a late assessment, without receiving approval for an extension of time, (see next item), you will
be penalised by 10% per day for up to 10 days. In other words, marks equal to 10% of the assignment’s weight
will be deducted from the mark awarded.
– For example, if the highest mark possible is 50, 5 marks will be deducted from your awarded mark for each late
day.
– Saturday and Sunday are counted as one calendar day each.
– Assessments will not be accepted after the marked assessment task has been returned to students.
– This is consistent with Western Sydney University’s Assessment Policy

22
Extension of Due Date for Submission

A student may apply for an extension of the due date for an assessment task if extenuating circumstances outside their
control, and sufficiently grave in nature or duration, cause significant disruption to their capacity to study effectively.

To apply for an extension of assessment, please go to https://www.westernsydney.edu.au/currentstudents/current_

students/forms for guidance on how to lodge a request for consideration by the Subject Coordinator/Convenor.
Extension requests can be lodged before, on or no later than 5.00pm two working days after the due date of the
assessment task.

Application forms must be submitted to the Subject Coordinator/Convenor. Requests for extension should be made
as early as possible and submitted within policy deadlines. Appropriate, supporting documentation must be submitted
with the application. An application for an extension does not automatically mean that an extension will be granted.
Assessments will not be accepted after the marked assessment task has been returned to students.

Resubmission

Resubmission of assessment items will not normally be granted if requested.

Disruption to Studies

It is strongly recommended that you attend all scheduled learning activities to support your learning. The University
will provide students who have experienced a serious and unavoidable disruption to their studies a Disruption to
Studies provision, which is an opportunity to demonstrate that you have met the learning outcomes for the subject.
To be eligible for a Disruption to Studies Provision, the disruption must impact your studies for at least three
consecutive days. More information, including how to apply for a Disruption to Studies, can be found on the
University website https://www.westernsydney.edu.au/currentstudents/current_students/services_and_facilities/
special_consideration

Supplementary Assessments

A student may be eligible to apply for a supplementary assessment after the official notification of final Subject
results. Please see the Procedures Section of the WSU Assessment Policyfor details of eligibility and the application
process.

23
 3 Teaching and Learning Activities

Weeks Topic Preparation Tutorial Milestones Assessments Due

Week 1 Overview of the subject and Chapters 1 & 2 - Learning Portfolio questions on Due: Learning Portfolio 1
02-01-2023 expectations vUWS
Lecture Pods -Session 1 on
vUWS - Unseen tutorial activities

Reading 1: PWC 2017

Vietnam Economic News

The meaning of work and the
global workplace

Week 2 Professional bodies and ethics Chapters 3 & 4 - Learning Portfolio questions on Due: Learning Portfolio 2
09-01-2023 vUWS
Lecture Pods -Session 2 on
vUWS - Unseen tutorial activities
2

Vietnam Economic News

Week 3 LUNAR NEW YEAR
16-01-2023
Week 4 LUNAR NEW YEAR
23-01-2023
Week 5 Communication and the Chapters 5 - Learning Portfolio questions on Due: Learning Portfolio 3
30-01-2023 workplace vUWS
Lecture Pod -Session 3 on
vUWS - Unseen tutorial activities

Reading 3: ACCA

Vietnam Economic News

Week 6 Communication and the Chapter 6 - Lecture Pods-Week Learning Portfolio questions on Due: Learning Portfolio 4
06-02-2023 workplace cont. 4 on vUWS vUWS - Unseen tutorial
activities.
Reading 4.
 Weeks Topic Preparation Tutorial Milestones Assessments Due
Week 7 Employability skills and Chapter 7 - Lecture Pod-Week 5 Learning Portfolio questions on Due: Learning Portfolio 5
13-02-2023 attributes on vUWS vUWS - Unseen tutorial
activities.
Reading 5. Due: 4 activities from
Networking module in Career
Launch
Week 8 Employability skills and cultural Chapters 8 & 9 - Lecture Learning Portfolio questions on Due: Learning Portfolio 6
20-02-2023 diversity Pod-Week 6 on vUWS vUWS - Unseen tutorial
activities.
Reading 6.
Week 9 Employability skills Chapters 10 & 11 Learning Portfolio questions on Due: - Assessment 1: - Executive summary and
27-02-2023 vUWS - Unseen tutorial Executive Summary presentation
activities. Professional Task &
Presentation Slides
Lecture Pod-Session 7 on vUWS Due: Learning Portfolio 7
Reading 7.
Week 10 Employability skills Chapters 12 & 13 Learning Portfolio questions on Due: 4 activities from the Job
2

06-03-2023 vUWS - Unseen tutorial Applications module in Career

activities. Launch
Lecture Pod-Session 8 on vUWS Due: Learning Portfolio 8
Reading 8. Due: Presentations
Week 11 Technology and professional Chapters 14-15 Learning Portfolio questions on Due: Learning Portfolio 9 - Learning portfolio
13-03-2023 practice vUWS
Lecture Pod -Session 10 on
vUWS

Reading 9

Vietnam Economic News

Unseen tutorial activities. Due: Presentations.
 Weeks Topic Preparation Tutorial Milestones Assessments Due
Week 12 Legislative environment and the Chapter 16 Tutorial questions on vUWS Assessment 2: Learning
20-03-2023 workplace Portfolio final submission
Lecture Pod-Session 11 on Due: Learning Portfolio 10.
vUWS

Reading 10

Vietnam Economic News

Unseen tutorial activities. Due: Presentations.
Week 13 Organising work life balance Chapter 17 - Tutorial questions on vUWS Due: Learning Portfolio 11
27-03-2023
Lecture Pod- Session 12 on - Unseen tutorial activities. Due: Presentations.
vUWS

Reading 11

Vietnam Economic News

Week 14 Evaluating career options Chapters 18-19 - Tutorial questions on vUWS Due: Learning Portfolio 12
2

03-04-2023
Complete SFU survey in class Lecture Pod - Session 13 on - Unseen tutorial activities Due: Presentations.
vUWS

Reading 12

Vietnam Economic News

Revision Week
Week 15 EXAM PREPARATON WEEK Assessment due one week after - Reflective journal
10-04-2023 (SELF-STUDY) session 12

Due: Assessment 3:
Reflective Journal
Week 16 FORMAL EXAMINATION
17-04-2023 WEEK
 Weeks Topic Preparation Tutorial Milestones Assessments Due
Week 17
24-04-2023
Week 18
01-05-2023

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.
2
4 Learning Resources

4.1 Recommended Readings

Prescribed Textbook

Working in Professions - Custom Publication for Western Sydney University Program Code 200914. Prepared by
Krishan Prasad, McGraw-Hill Education, 2018.

Essential Reading

Refer to Readings and Resources link in vUWS.

Additional Reading

Andrews, G & Russell, M 2012, ’Employability skills development: strategy, evaluation and impact’, Higher Education,
Skills and Work-Based Learning, vol. 2, no. 1, pp. 33-44. (Available online)

Archee, R, Gurney, M & Mohan, T 2013, Communicating as Professionals, 3rd ed, Cengage Learning, South Mel-
bourne, Vic.

Baruch, Y, Dickmann, M, Altman, Y & Bournois, F 2013, ’Exploring international work: types and dimensions of
global careers’. The International Journal of Human Resource Management, vol.24 no. 12, pp.2369-2393. (Available
online)

Birmingham, J 2016, ’Diversity boosts bottom line and business value’, The Australian Financial Review, p. 11.
(Available online)

Clarke, M2017, ’Rethinking graduate employability: the role of capital, individual attributes and context’ Studies in
Higher Education, vol. 43, no 11, pp. 1923-1937

Crossman, JE & Clarke, M 2010, ’International experience and graduate employability: stakeholder perceptions on
the connection’, Higher Education, vol. 59, no. 5, pp. 599-613. (Available online)

Databases and E-resources:

– WSU APA referencing style guide https://library.westernsydney.edu.au/main/sites/de-

fault/files/pdf/cite_APA.pdf

– Management e-resources (websites, databases and more

Newspapers and periodical:

28
 – The Australian Financial Review
– CPA INTHEBLACK (https://www.intheblack.com/topics/careers)
– CA ANZ YOUUNLIMITED (https://www.youunlimitedanz.com/)
– Hays Career Advice (https://www.hays.com.au/career-advice/index.htm)
– Seek Advice and Tips (https://www.seek.com.au/career-advice/)

DeMartino, G 2011, The economist’s oath: on the need for and content of professional economic ethics, Oxford
University Press, Oxford, New York

Gallagher, K 2013, Skills development for business and management students: study and employability, 2nd edn,
Oxford University Press, Oxford

Sithole STM & Abeysekera, I 2016, Accounting education: a cognitive load theory perspective, Routledge Studies in
Accounting

The Chartered Accountants Australia and New Zealand Employment Guide 2019

Tomlinson, M 2012, ’Graduate employability: a review of conceptual and empirical themes’, Higher Education Policy,
vol. 25, no. 4, pp. 407-431. (Available online)

29