Government-Business Essay

THE TASK:

You are a political lobbyist and have been contracted by a leading firm, business association or non-business stakeholder to prepare a submission promoting the interests of one of your clients in relation to a government review or proposed review of one of the policy issues listed below. To assist you with this exercise, names of potential clients have been suggested. You may prepare a submission on behalf of another relevant party of your choosing; however you must check the suitability of your choice with your tutor before proceeding.

While there is no one single ‘best’ way to structure a business submission, we recommend that your submission should have a brief introductory section which covers the following issues:

· Title

· Name and background of your client

· The issue(s) you are addressing

· The historical background of the issue

The main section of the submission (the body) needs to clearly identify both the main issues your client wishes to raise in relation to the Government’s proposal and present evidence and persuasive arguments in support of the policy approach your client recommends. It should also include possible counter-arguments and your rebuttal to these. The use of subheadings is encouraged.

A minimum of 8 references is required, which should include some academic sources. All material drawn from these references must be appropriately cited. Use SafeAssign (see Assessment: General Information above) if unsure.

CHOOSE ONE OF THE FOLLOWING POLICY ISSUES:

1. Lowering the Age of Adult Wages

In March 2014, the Fair Work Commission (FWC) ruled that 20 year old employees (classed as juniors) who are covered by the General Retail Industry Award will, from the 1st July 2014, receive the full adult wage rate. This will only apply to workers who have completed six months continuous service in the same organisation. This replaces the existing wage determination where 20 year olds receive 90% of the adult wage rate. Workers who are covered by this award include general retail shops, including supermarkets, department stores, clothing stores, video stores, bakeries and home furniture and appliance stores.

The case was brought by the Shop, Distributive and Allied Employee’s Union (SDA), who argued workers doing the same job should receive identical wages. The union’s argument went further than applying only to 20 year olds. It argued in the Commission that it was discriminatory to pay 18 to 20 year olds, who are considered adult in all other aspects of society, lower wages simply because of their age.

The SDA have indicated this is a first step in an ongoing campaign to have adult pay rates in the retail industry lowered to include those 18 years and over. Evidence was given to the FWC that there is no difference in performance expectations between those aged between 18 and 20, and those aged 21 and over. Supporters of lowering the age of the adult wage also argue it will halt discrimination against adult workers who are often overlooked in favour of younger workers who represent a cheaper cost to an employer.

Employers have expressed views that lowering the adult rate of pay will be a further cost to business and will result in job losses. You are to make a submission, representing one of the following groups, as to whether the adult pay rate should be further lowered to include 18 – 19 year old employees. Under the current Award 18 year olds receive 70% of the adult wage and 19 year olds receive 80% of the adult wage.

Shop, Distributive and Allied Employees Union: http://www.sda.org.au/images/news_pics/news_98.pdf

Australian Council of Trade Unions: http://worksite.actu.org.au/20-year-old-retail-workers-get-adult-wages/

Australian Retailers Association:

http://www.retail.org.au/ArticleDetails/tabid/232/ArticleID/633/Retailers-still-fuming-at-FWC-shock-junior-wage-rate-decision-%E2%80%93-ARA-to-pursue-all-options-to-reverse-decision.aspx

Australian Chamber of Commerce and Industry: http://www.acci.asn.au/

Fair Work Commission decision:

https://www.fwc.gov.au/documents/decisionssigned/html/2014FWCFB1846.htm

2. Maintaining Heritage Listed Forests in Tasmania

In late 2013, the Abbott Coalition government requested that the global environment body UNESCO remove (or de-list) 74,000 hectares from the 170,000 hectares of pristine forest that had recently been included in the World Heritage estate. The 170,000 hectares listed were part of a negotiated ‘peace deal’ between timber industries, environmentalists, business communities and governments in an effort to resolve the long running forestry dispute in Tasmania.

In making its case for de-listing, the Abbott government argued that the designated 74,000 hectares constituted forest that had already been degraded due to previous logging, and hence could not be considered of world heritage value. In addition, the restoration of 74,000 hectares to the timber industry would assist this vulnerable industry’s recovery. This was considered particularly important for timber crafting businesses whose survival depended on access to rare timbers. Other organisations argued that the de-listing was also necessary to restore balance between business and the environment.

Those opposed to the de-listing instead contended that only a very small proportion of the 74,000 hectares had actually been disturbed – less than 10 per cent – rendering the government’s argument obsolete. Australia also threatened its international reputation by pursing such a de-listing proposal. Others argued that the de-listing went against the spirit of the Tasmanian ‘peace deal’ which had been largely agreed by all sides in Tasmania, and which had contributed to relative harmony between previously bitter rivals. Tourism operators were also concerned that de-listing would impact negatively on their businesses.

At the end of June 2014, UNESCO’s World Heritage Committee rejected the Abbott government’s request to de-list the 74,000 hectares, warning that to do so would set a ‘dangerous precedent’ in the world effort to protect endangered pristine forests.

The Abbott government has now said that it will consider its options in the face of its loss, including the possibility of an appeal.

You are asked to make a submission to the Commonwealth Government, urging it to either appeal the decision or to accept UNESCO’s decision. You will be representing one of the following groups:

Wilderness Society https://www.wilderness.org.au/

Forest Industries Association of Tasmania (FIAT) http://www.fiatas.com.au/

Tasmanian Special Timbers Alliance https://www.facebook.com/TasmanianSpecialTimbersAlliance

Australian Environment Foundation http://aefweb.info/index.php

3. Country of Origin Food Labelling

Many Australians wish to buy locally made or grown products. They thus look out for ‘Made in Australia’ or ‘Product of Australia’ labels on the goods they choose to purchase from supermarkets and elsewhere. These two labels generally signify that the product has been made in Australia or a significant proportion of the ingredients have been sourced from Australia and largely processed here.

This, however, is not necessarily the full labelling story. While these labels create the impression that products are Australian made, this is not always the case. For example, some ‘Made in Australia’ products can be substantially processed in Australia but not all of the ingredients required to create the food or beverage are necessarily Australian. Some of these ingredients could be imported.

These labels can thus confuse rather than clarify the issue. The accuracy and adequacy of this Country of Origin labelling is hence proving contentious, with consumer groups such as the Consumers Federation of Australia calling for the system to be revised so that consumers are more clearly and accurately informed of their choices. The argument is that consumers who wish to buy Australian made products should be able to take these labels at their word.

In response, a House of Representative Standing Committee is currently undertaking an enquiry into the issue of Country of Origin labelling, with a view to determining whether sufficient information is being provided to consumers to enable them to make informed decisions; and whether Australian consumer laws are being complied with to their fullest.

While a range of consumer groups and Australian food businesses, such as Australian Pork Ltd, are urging a review of the adequacy of current Country of Origin food labelling, other food organisations like the Australian Food and Grocery Council are concerned that a requirement for stricter labelling will prove unduly costly for their businesses and are hence urging caution.

You are asked to make a submission to the Commonwealth Government either in support of changes to current Country of Origin food labelling descriptions, or in support of retaining the current labelling scheme. You will be representing one of the following groups:

Australian Pork Ltd http://australianpork.com.au/

Australian Diary Products Federation http://www.adpf.org.au/

Consumers Federation of Australia http://consumersfederation.org.au/

Australian Food and Grocery Council http://www.afgc.org.au/

1. ESSAY 40%

The Essay is an ALTERNATIVE to the business submission. DO NOT do both.

Choose one of the following essay questions. Answers can use examples from any country to illustrate a concept or argument, provided the examples are relevant.

1. ‘Business and government’s co-dependent relationship gives business too make influence over political decision making’. Do you agree? Discuss.

2. ‘Globalisation has significantly reduced the ability of governments to govern’. Do you agree? Discuss.

3. ‘The neo-liberalist model of GBR is far superior to all the others’. Do you agree? Discuss.

In the structure of the essay, it is very important that you have a clear introduction that sets out what argument you are making and how you intend to make and support it. The body will consist of points in support of your position. The conclusion restates the arguments and offers some observations based on your research.

A minimum of 8 references is required, which should include academic sources. All material drawn from these references must be appropriately cited. Use SafeAssign (see Assessment: General Information above) if unsure.

ESSAYS AND SUBMISSIONS: PRESENTATION & REQUIREMENTS

Written assignments must conform to the standards specified below:

* Completed assignment cover sheet (from the library).

* A title page with your name, student number, title of essay/submission and word length must be included.

* The font size must be read comfortably.

* The following examples should be used as a guide: Arial - 10 point and Times Roman - 12 point.

* Line spacing is either double or 1(.

* Both margins (left and right) are at least 3 cm.

* Pages are numbered.

* References cited in the text conform to the Harvard reference style. If a reference is taken from a particular page, or pages, within the article or book, then the page number(s) must be included. The format should include the author, date of publication, and page number.

* When words are taken directly from other sources (books, articles and web sites) and reproduced in an essay/submission quotation marks must be used.

* A reference list is attached and the entries are in alphabetical order by author.

* The assignment has been proof read.

Please staple the assignment securely in the top left hand corner, and attach this sheet to the front, after ticking each entry.

ALWAYS keep a copy of your assignment.

A copy of the above requirements and more tips on essay writing can be found in the ‘Assessment’ folder at L@G. There you will also find a sample copy of a previous essay and one of a business submission by former students as well as a document that outlines marking standards for essays and submissions. Please read these documents carefully. Further information about the essay and the submission will be provided in the lectures and in tutorials.

2. GUIDED DISCUSSION WITH PEERS 20%

Tutorials are a valuable part of the learning experience. They are not mini-lectures but rather they provide a forum for you to explore issues and aspects that interest you, to test ideas and develop arguments, and to ask questions. The success of a tutorial depends on its members, their preparation, and a willingness to play an active role. The tutorial questions (outlined below) provide a starting point for discussion and the emphasis will be on exploring current examples and contemporary issues.

The two components of the tutorial:

(a) 10% of your tutorial mark is based on attendance AND participation in class discussion with evidence of satisfactory completion of the required reading, and any other activities as requested by your tutor. An important note regarding the 10% allocated for attendance and participation: it is not sufficient to just attend the tutorial; half of the mark is determined by your level of participation and engagement in tutorial activities and discussions, as well as evidence that the required reading has been done.

(b) The other 10% is based on TWO reading reports which will be collected by your tutors in your week 6 tutorial (week beginning 1 September) and in your week 12 tutorial (week beginning 20 October). Each report is worth 5%. Please use the template provided at L@G for each report, which gives you the necessary guidelines.

All Tutorial enquiries contact the Head Tutor: Ross Ploetz: [email protected]

3. END OF SEMESTER EXAM 40%

The exam provides you with an opportunity to demonstrate your understanding of material covered in the course. It will consist of a choice of short essay questions aimed at testing your general knowledge of the course material.

Success in exams depends, in the first instance, on having a good set of lecture notes, which in turn, depends on regular attendance at both lectures and tutorials, where you get a unique opportunity to discuss the ideas raised in the lectures. The questions will be based directly on the lectures as well as the required readings.

Plagiarism

All work submitted for this course must be original work for this course alone. When plagiarism is detected, university policy provides for a range of penalties which can be imposed. Plagiarism includes:

* Word for word copying from another source without an appropriate reference

* Closely paraphrasing material from other sources without acknowledging the origin

of the material

* Using another person's ideas without acknowledgment

* Submitting work which has been produced by someone else

The University Plagiarism / Academic Misconduct Policy states that:

Students must conduct their studies at the University honestly, ethically and in accordance with accepted standards of academic conduct. Any form of academic conduct which is contrary to these standards is academic misconduct for which the University may penalise a student. Failing to acknowledge sources when preparing written assignments, or plagiarism, constitutes academic misconduct.

In the School of Government and International Relations failure to acknowledge sources in accordance with the Harvard referencing system constitutes plagiarism. Work or parts of work submitted in other courses will not be accepted for assessment in this course.

Penalties for academic misconduct:

On determination that academic misconduct has taken place, the penalty which may be imposed on the student is one or more of the following:

a. a reduced or nil result for the assessment item affected by the academic misconduct;

b. a fail grade for the course in which academic misconduct occurred;

c. exclusion from enrolment in the program for a specified period;

d. exclusion from the program; readmission to the program is at the discretion of the Faculty based on consideration of the student's case for readmission.

Where a student has been found guilty of academic misconduct on more than one occasion and has previously been penalised as set out in above a. - c., the penalty shall normally be exclusion from the program as set out in d., unless in the opinion of the relevant Assessment Board there are mitigating circumstances.

Academic Committee Resolution 2/2001

University Expectations

Students enrolling in an on-campus course are expected to have the capacity and commitment to attend all lectures and tutorials. They should be prepared to commit approximately 10 hours per week for each course. These 10 hours include lecture and tutorial attendance, undertaking weekly readings, reading newspapers, miscellaneous study activities and assignments preparation and completion.

LECTURE SCHEDULE

TUTORIAL AND READING GUIDE

Tutorials begin in Week 2 and cover the previous week’s lecture topics.

Lecture week 1 (for Tutorial in Week 2)

INTRODUCTION

· Why should business students understand government?

· What are some key differences between the market and the state?

· How should politics be defined?

Required Reading

· van Acker et al. (eds) 2013 ‘Politics for Business Students: An Introduction’, in Politics for Business Students: A Comparative Introduction, chapter 1.

Lecture week 2 (for Tutorial in Week 3)

POLITICAL INSTITUTIONS: CONSTITUTIONS, PARLIAMENTS AND EXECUTIVES

· What purpose do constitutions serve?

· What is federalism and how does it impact on business?

· Is the modern executive too powerful?

· What are the key differences between presidential and parliamentary systems?

Required Reading:

· van Acker et al. (eds) 2013. ‘The Constitutional Foundations of Government’, in Politics for Business Students: A Comparative Introduction, chapter 2.

· van Acker et al. (eds) 2013. ‘Federalism and the Structure of Government’, in Politics for Business Students: A Comparative Introduction, chapter 3.

· van Acker et al. (eds) 2013. ‘Parliament and the Executive’, in Politics for Business Students: A Comparative Introduction, chapter 4.

NO LECTURE OR TUTORIAL IN WEEK 3 – PUBLIC HOLIDAY

Lecture Week 4 (for Tutorial in Week 6*) * Reading Report #1 Due

POLITICAL ACTORS: POLITICIANS, POLITICAL PARTIES AND INTEREST GROUPS

· Why do people join interest groups?

· Which interest groups are most effective? Why?

· What roles do political parties play in a democratic system?

· How have political parties changed over time?

· Why do different party systems exist?

Required Reading

· van Acker et al. (eds) 2013. ‘Political Parties and Party Systems’, in Politics for Business Students: A Comparative Introduction, chapter 5.

· van Acker et al. (eds) 2013. ‘Interest Groups and Business Strategies’, in Politics for Business Students: A Comparative Introduction, chapter 6.

NO LECTURE OR TUTORIAL IN WEEK 5 – PUBLIC HOLIDAY

Lecture Week 6 (for Tutorial in Week 7)

(1) PATTERNS OF GOVERNMENT BUSINESS RELATIONS (GBR)

· What were some of the characteristics of GBR during the long boom?

· What have been some of the characteristics of GBR during the neo-liberal era?

· Why did neo-liberalism become the dominant approach to GBR?

Required Reading:

· van Acker, E. and Curran, G. 2013. ‘Government and Business in Volatile Times,’ in Government and Business in Volatile Times, chapter 2.

· Harvey, D. 2003. ‘Freedom’s Just Another Word…”, in A Brief History of Neoliberalism. New York: Oxford University Press, chapter 1, available at L@G.

(2) GLOBALISATION, GOVERNMENT AND BUSINESS

· What is globalisation?

· What are some the consequences for GBR arising from globalisation?

· Are governments still useful to business in an era of globalisation?

Required Reading:

· Halvorson, D. 2013. ‘Political Economy: Historical Overview,’ in Government and Business in Volatile Times, chapter 2.

· Hirst, P. and Thompson, G. 2003. ‘Globalization – A Necessary Myth’, in The Global Transformations Reader: An Introduction to the Globalization Debate. Held, D. and A. McGrew (eds). Cambridge: Polity Press. Ch. 7, available at L@G.

Lecture Week 7 (for Tutorial in Week 8)

(1) GOVERNMENT BUSINESS RELATIONS IN AUSTRALIA

· How does business influence government in Australia

· Which model of GBR best describes the Australian case?

· Why is the Australian economy considered to be vulnerable?

Required Reading:

· Conley, T. 2013. ‘The Great Transformation? The Political Economy of Structural Change in Australia,’ in Government and Business in Volatile Times, chapter 6.

(2) ASSIGNMENT WORKSHOP

· Guide to success in preparing the Business Submission/Essay

Lecture Week 8 (for Tutorial in Week 9)

GOVERNMENT BUSINESS RELATIONS IN ASIA: CHINA AND JAPAN

· How would you describe government business relations in China?

· What role does the state play in the Japanese model?

· What are the main differences between the Japanese and the Chinese models?

· What lessons might the rest of the world learn from Japan’s responses to its ‘lost decades’?

Required Reading:

· Smith, D. 2013. ‘The Debate over China’s Economic Reform: Bears and Bulls,’ in Government and Business in Volatile Times, chapter 8.

· Heazle, M. and Kane, J. 2013. ‘Managing Crises: Lessons from Post-Bubble Japan,’ in Government and Business in Volatile Times, chapter 7.

Lecture Week 9 (for Tutorial in Week 10)

A. GOVERNMENT BUSINESS RELATIONS IN THE USA

· What are some of the distinguishing characteristics of GBR in the US?

· How much did the US model of GBR contribute to the global financial crisis?

· How will the US model be affected by the fallout from the global financial crisis?

Required Reading:

· Kane J. 2013. ‘The Role of the United States in the Global Financial Crisis,’ in Government and Business in Volatile Times, chapter 3.

· Wilson, G. 2003. ‘Business and Politics in the United States’, in Business and Politics: A Comparative Introduction, 3rd edition. New York: Chatham House, chapter 2, available at L@G.

B: GOVERNMENT AND BUSINESS IN EUROPE

· In what different ways have politics and business been historically conducted in Europe?

· How has the GFC impacted on different European countries and their social democratic systems?

· How has the grand experiment of the European Union been called into question by different countries’ responses to the GFC?

Required Reading:

· Lavelle, A. 2013. ‘Europe in the Age of Austerity: Neo-Liberalism, Revolt and Reaction,’ in Government and Business in Volatile Times, chapter 5.

Lecture Week 10 (for Tutorial in Week 11)

GOVERNMENT, BUSINESS AND REGULATION

· Why is government regulation needed?

· What is market failure?

· Is regulation a positive or a negative for business?

Required Reading:

· Hollander, R. 2013. ‘Rethinking Regulation after the Crash,’ in Government and Business in Volatile Times, chapter 9.

Lecture Week 11 (for Tutorial in Week 12*) *Reading Report #2 Due

CORPORATE SOCIAL RESPONSIBILITY

· What is understood by the term ‘corporate social responsibility’ or CSR?

· Which factors underlie the increased importance of CSR in the business world?

· Do states still have a role to play in the maintenance of the ‘common good’?

Required Reading:

· O’Faircheallaigh, C. 2013. ‘Corporate Social Responsibility and Globalisation,’ in Government and Business in Volatile Times, chapter 10.

Lecture Week 12 (for Tutorial in Week 13)

(1) GOVERNMENT, BUSINESS AND THE ENVIRONMENT

· How does Global Warming impact on business?

· Is there a trade-off between environmental sustainability and business interests?

· Is an Emissions Trading Scheme the best way of reducing greenhouse gases?

Required Reading:

· Curran, G. 2013. ‘The Climate Challenge: Reconciling the Collective and National Interest,’ in Government and Business in Volatile Times, chapter 12.

(2) GOVERNMENT, BUSINESS LABOUR MARKET & THE CHALLENGE OF CLIMATE CHANGE

· Can governments develop adequate regulation that pleases both business and labour?

· Can business in Australia continue to pay high wages and remain competitive in a global market?

Required Reading:

· Van Acker, E. 2013. ‘Conflicts in the Labour Market: Domestic Challenges in a Global Environment,’ in Government and Business in Volatile Times, chapter 11.