FOU104-Business Academic Skills

TRIMESTER 3 2022

FOU104-Business Academic Skills

TRIMESTER 3 2022

Unit Guide
 FOU104-Business Academic Skills
TRIMESTER 3 2022

About Business Academic Skills

Contacts
Below is a list of contacts for this unit. Please liaise directly with your unit instructor regarding appropriate
consultation times. It is usually best to make contact with the staff via email.
Anna Loseva; Michael Griffin; Annette Swale
Unit Instructor
[email protected]; [email protected];[email protected]
Ms. Tuyen Nguyen
Student Advisor
Phone: 028 39305292 Email: [email protected]

Unit overview
The course in Business Academic Skills is designed to prepare first-year students with the knowledge and
strategies required for successful university study. In this unit, students will work on developing critical
thinking, research, written and spoken communication (essay and report writing, presentation), and a range of
soft skills. The target skills of the unit are transferable and can be applied both in the academic environment and
in the workplace. The important part of developing these skills will involve learning to work collaboratively
and productively with others, as well as reflecting on engagement with the new ideas and practices.

Pre-requisites
None
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TRIMESTER 3 2022

Learning outcomes
On successful completion of this unit, students should be able to:

1 Critically analyze and assess arguments presented in academic and business texts.

2 Formulate coherent arguments that use evidence to develop and support a position.

3 Apply the strategies required to conduct a comprehensive academic research process and
ethically use the selected information for assignments.

Prepare written texts which follow appropriate academic style, are structured according
4 to the genre requirements, and are accurately referenced based on internationally-
recognized formats (APA7).

5
Plan, structure, and deliver effective oral presentations.

6
Apply in practical learning situations a wide range of soft skills and strategies necessary
for success in the academic and business environment in order to work effectively as
individuals and collaboratively with others.

Note: To successfully complete this unit, students must:

▪ Achieve a minimum of 50% of average score
▪ Complete all assessment items (including making a satisfactory contribution to group
work)
▪ Attend 80% of class time
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Assessment summary

Assessment Learning Value

number Assessment item and due date outcomes

Quiz (individual)
1 n/a 10%
Due: every session

Group project:
Task 1: Annotated bibliography (5%)
Assignment due: by Session 6
2
Task 2: Group essay (15%)
Outline: due in Session 3
First draft: due in Session 5
Second draft: due in Session 6 35%
1-6
Assignment due: by Session 7

Task 3: Group presentation (15%)

Outline: due in Session 8
Rehearsal: due in Session 10
Assignment due: Session 12 (in class)

Individual project:
3 Task 1: Poster presentation (10%)
Assignment due: Session 11 (in class)
1-6 25%
Task 2: Report (15%)
Outline: due in Session 7
Draft: due in Session 9
Assignment due: by Session 12

Course reflection:
Task 1: Capstone project (15%)
4 Assignment due: One week after Session 12 30%
2-6
Task 2: Reflective essay (15%)
Assignment due: One week after Session 12
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Assessment details

Assessment 1: Quiz (individual) (10%)

Quizzes aim to check students’ level of knowledge and understanding of the content of the subject. Questions
will cover material in the Readings assigned before the session.
Format: multiple choice or open-ended questions
Length: 5-10 minutes
Submission: in class

Assessment 2: Group project (35%)

Task 1: Annotated bibliography (5%)
Students will work in group project teams (4-5 team members) to prepare an annotated bibliography of all
sources used as references in the group essay assignment (at least 8). Each source entry should amount to
100-200 words and consist of the following elements:
● Full citation using APA7 referencing style
● Summary
● Evaluation + reflection on the usefulness
The group assignment cover sheet should be used in the submission file (see e-learning).
Format: a .doc or .pdf file
Length: minimum 800 words (assignment word count depends on the number of sources used)
Submission: by Session 6, on e-learning

Task 2: Group essay (15%)

Students will work in group project teams (4-5 team members) to deliver a 1300-1500 word group essay citing
at least 8 references from reliable academic sources. Three in-class workshops will be held in preparation for
the essay submission. Essay topics will be decided in Session 2. The group assignment cover sheet should be
used in the submission file (see e-learning).
Format: strictly a .doc file
Length: 1300-1500 words (+/-10%), excluding reference list
Submission: by Session 7, on e-learning

Task 3: Group presentation (15%)

In their group project teams, students prepare a presentation on a particular aspect associated with the group essay
topic. Students are scored as a group for this assignment, with the exception of the delivery component of the
score that will be scored individually (all group members must speak). Presentations should demonstrate
appropriate use of credible reference sources (at least 4) and apply APA referencing standards.
Format: in-class presentation
Length: 10-12 minutes
Due: Session 12 (.pdf version of the slides must be submitted on e-learning before the session)
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Assessment 3: Individual project (25%)

Task 1: Poster presentation (10%)
Students will work individually to present their individual project ideas in the form of a poster. Sample topics for
the projects will be provided by the teacher and will involve researching an existing problem and offering possible
solutions. Posters should use at least 3 reference sources and include the following information:
● Context of the problem
● Description of the problem
● Causes of the problem
● Recommended solutions to the problem
In Session 11, students will hold 30-minute poster sessions, explaining their research and answering questions
from their peers and the teacher.
Format: (1) poster presentation and discussion in class; (2) link to the poster file on e-learning
Length: 30 minutes
Submission: Session 11, in class + on e-learning

Task 2: Report (15%)

Students will work individually to prepare a formal report offering solutions for an existing problem. Sample
topics for the reports will be provided by the teacher. The report should consist of a cover page followed by
the following sections:
● Title page
● Table of contents
● Executive summary
● Problem statement/ description
● Background/ context of the problem
● Causes of the problem
● Possible solutions (each described and evaluated)
● Recommendations
● References (at least 3)
● Appendices
The individual assignment cover sheet should be used in the submission file (see e-learning).
Format: a .pdf file
Length: at least 1000 words
Due: by Session 12, on e-learning

Assessment 4: Course reflection (30%)

Task 1: Capstone project (15%)
Capstone project is a collection of “course artifacts” showcasing students’ learning as related to the course ULOs.
Artifacts are based on weekly in-class and HW assignments submitted on Canvas, as well as other work produced
in the course. Each of the chosen artifacts should be commented on in a video presentation by giving a critical
reflection of how this item relates to the student’s achievement of the learning outcomes of the course. Course
artifacts may include: any of the weekly homework assignments, in-class assignments, class notes, individual
contribution to group essay or presentation or notes in preparation, or any other individually produced evidence
of a student’s learning. Format of the submitted Capstone project: a recording of a screencast presentation
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accompanied by the .pdf collection of the artifacts. The guidelines for critical reflections for the video
recording will be provided by the lecturer.
The individual assignment cover sheet should be used in the submission file (see e-learning).
Format: (1) link to a video recording file stored on Google Drive (enable access for “Anyone with the link” in
the sharing settings); (2) .pdf file of the project
Length of the screencast: 8-10 minutes
Submission: One week after Session 12, on e-learning

Additional notes on the weekly homework assignments: Students will submit weekly homework (individually
and/or in groups) by 12:00am (midnight) of the day of the session. Homework assignments are focused on the
practical application of relevant skills. The format of assignments can include emails, pre-recorded video
presentations, mini-reports or essays, research notes, or other types as instructed by the lecturer. Homework
assignments will be submitted on Canvas weekly and marked either complete or incomplete.

Task 2: Reflective essay (15%)

Students will write an essay to reflect on and evaluate the experiences in acquiring and practicing a particular
soft and/or university skill gained from participating in the activities of the BAS unit (e.g. collaboration, time-
management, active learning). The topics will be offered by the lecturer. The essay can be written from the first-
person perspective and should include appropriate use of research (minimum 3 references). The four reflection
components below must be used to organize the essay into paragraphs.

Reflection component Prompts

The paragraph should introduce the focus skill of the essay,

explain its choice for the purpose of the essay, and evaluate
Evaluate the significance: the general importance of the skill for university students
What is the value of the skill? and the value for the writer.
* It is suitable to use references in this paragraph.

The paragraph should include descriptions of particular

experiences as related to the focus skill of the essay. At
Reconstruct the experiences: least 3 specific examples of/experiences with the focus
What happened? skill should be described. Consider how much detail is
truly necessary/helpful to give.

The paragraph should analyze the experiences and explain

why they were positive or negative. Consider various
factors at play. Consider alternative actions that could have
Analysis: Why did it happen
been taken. Consider your own role as well as the roles of
that way?
the others involved.
* It is suitable to use references in this paragraph.

Distill & Apply: What The paragraph should focus on the specific lessons learnt
lessons can be learnt with the from the experiences described above, their positive and
help of this reflection? What negative features. Consider identifying areas for further
are some ways to prepare for practice and improvement, as well as outlining a specific
future situations? plan of future action concerning the focus skill.
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* It is suitable to use references in this paragraph.

(Cottrell, 2015, pp. 236-237).

The individual assignment cover sheet should be used in the submission file (see e-learning).
Format: a .doc or .pdf file
Length: 800-1000 words (+/- 10%)
Due: One week after Session 12, on e-learning
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Teaching activities
NOTE: Lecturers reserve the right to assign all or some of the relevant pre-reading materials for the
session. All reading materials mentioned in the table below are assigned from:
1. Chapters of “UniStep Academic Skills Guide” (University of Western Sydney, 2007)
2. Chapters of “Communication in the workplace” (Cheesebro et al., 2010)
3. Modules of “Business communication - building critical skills” (Braun et al., 2016)

Session PROGRAM SCHEDULE READINGS & ACTIVITIES

INTRODUCTION TO BAS. Pre-readings:

- Learning Guide
ELECTRONIC COMMUNICATION AT - Unistep Chapter 1
UNIVERSITY AND IN BUSINESS. - Braun et al. Modules 2, 6-8

Quiz 1 due in class

Unistep: Chapter 1 – Beginning university studies
1
Course overview
Braun et al.: Module 2 - Adapting your messages to
your audience
Braun et al.: Module 6 - Communicating electronically
Braun et al.: Module 7 - Composing informative and
positive messages
Braun et al.: Module 8 - Composing negative messages

TEAMWORK, CONFLICT MANAGEMENT, Pre-readings:

COLLABORATIVE WRITING. - Braun et al. Modules 20 & 21
- Cheesebro et al. Chapters 6-8
Braun et al.: Module 20 - Working and writing in teams
Braun et al.: Module 21 - Planning, managing, and Quiz 2 due in class
2 recording meetings Homework due before class

Cheesebro et al.: Chapter 6 - Interpersonal relationship Forming groups for the group project,
skills choosing topics
Cheesebro et al.: Chapter 7 - Conflict resolution

Cheesebro et al.: Chapter 8 - Teamwork

CRITICAL THINKING AND RESEARCH. Pre-readings:

- Braun et al. Module 13
READING AND NOTE-TAKING. - Unistep Chapters 3-5

3 Quiz 3 due in class

Braun et al.: Module 13 - Researching
Homework due before class

Unistep: Chapter 3 – Understanding the task Introduction to UEH Smart Library

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Unistep: Chapter 4 – Thinking critically Group essay outline: workshop

Unistep: Chapter 5 – Reading and note-taking

ACADEMIC GENRES. Pre-readings:

- Unistep Chapters 6-7, 9
FEATURES OF FORMAL WRITING STYLE.
Quiz 4 due in class
4 Homework due before class
Unistep: Chapter 6 – The academic essay
Unistep: Chapter 7 –The academic genres
Unistep: Chapter 9 – Features of academic writing

USING EVIDENCE AND SYNTHESIZING Pre-readings:

SOURCES. - Unistep Chapter 8 (pp.196-232)
- Braun et al. Module 14

Unistep: Chapter 8 – Academic argument and Quiz 5 due in class

5 evidence (pp.196-232) Homework due before class

First draft of group essay: workshop

Braun et al.: Module 14 - Summarizing and
documenting information

REFERENCING AND APA. Pre-readings:

- Unistep Chapter 8 (pp.232-240)
PLAGIARISM AND ACADEMIC INTEGRITY. - Braun et al. Module 14
- extra materials as assigned by the
lecturer
Unistep: Chapter 8 – Academic argument and
evidence (pp.232-240)
6 Quiz 6 due in class
Homework due before class
Braun et al.: Module 14 - Summarizing and
documenting information Second draft of essay: workshop

Annotated bibliography is due

REPORTS. Pre-readings:
- Braun et al. Modules 15-17

Braun et al.: Module 15 - Writing information reports Quiz 7 due in class

Braun et al.: Module 16 - Writing proposals and Homework due before class
7
analytical reports
Braun et al.: Module 17 - Writing formal reports
Individual project: topics and report
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outlines

Group essay is due

PRESENTATIONS: PREPARATION. Pre-readings:

- Cheesebro et al. Chapters 9-10
- Braun et al. Module 22
Cheesebro et al.: Chapter 9 - Preparing the informative
8 presentation Quiz 8 due in class
Cheesebro et al.: Chapter 10 - Organizing informative Homework due before class
outlines
Group presentation outline: workshop
Braun et al.: Module 22 - Making presentations

EDITING AND FEEDBACK. Pre-readings:

- Unistep Chapter 11
FORMATTING ASSIGNMENTS. - Braun et al. Modules 4-5
9
Quiz 9 due in class
Unistep: Chapter 11 – Editing, proofreading, and
Homework due before class
receiving feedback
Report draft: workshop
Braun et al.: Module 4 - Planning, writing, revising
Braun et al.: Module 5 - Designing documents, slides
and screens

PRESENTATIONS: DELIVERY. Pre-readings:

- Cheesebro et al. Chapters 11, 13

Cheesebro et al.: Chapter 11 - Verbal and visual Quiz 10 due in class

supports Homework due before class
10
Cheesebro et al.: Chapter 13 - Delivering presentations

Group presentation rehearsals

Capstone project and reflective essay

guidance

Pre-readings:
- extra materials as assigned by the
11 POSTER CONFERENCE. lecturer

Homework due before class

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Poster presentation is due

Pre-readings:
- extra materials as assigned by the
lecturer
12 GROUP PRESENTATIONS.
Homework due before class

Group presentation is due

Report is due

One week after Session 12: Capstone project and

reflective essay are due
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Learning resources

● Braun, K., Locker, K.O., & Kaczmarek, S.K. (2016). Business

Prescribed textbooks
communication: Building critical skills. 6th Ed. New York, NY: McGraw-
Hill Higher Education.
● Cheesebro, T., O’Connor, L., & Rios, F. (2010). Communicating in
the Workplace. 1st ed. USA: Prentice Hall
● UniStep Academic Skills Guide (2007). University of Western Sydney
Selected texts and materials available on e-learning
Other readings and Video clips/ PowerPoint materials
materials

Online resources

https://smartlib.ueh.edu.vn/
E-library

E-learning https://lms.westernsydney.edu.vn

General Information & Policies

Submission guidelines
▪ All assignments are required to be submitted with an Assignment Cover Sheet.
▪ Group assignments are to be submitted with a Group Assignment Cover Sheet (may be
accompanied by the Peer Evaluation Form as requested by the lecturer).

Submission is conducted via the e-learning platform. No submission via email is accepted unless
requested by the lecturer. Submissions must be strictly named in the right format:
[Assessment]_[Student name]_[Class code]_[Student_ID]
For example: Reflective essay_Nguyen Van_BAS1_31161021111

For group submissions, the group name should be used:

[Assessment]_[Group name]_[Class code]_[Student_ID]
For example: Group essay_Group D_BAS1_31161021111

Lecturers reserve the right not to mark any submission which does not meet the
formatting requirements or does not include a cover sheet.
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Late assignment and make-up policy

All quizzes and assignments must be taken and submitted on the assigned dates. If there are extenuating
or unforeseen circumstances, the school office must be contacted prior to the assignment dates to
authorize a make-up if required. No make-up assignments will be accepted unless a prior approval is
granted by the school based on a Special Consideration Application for a supplementary examination.

Referencing requirements
Student assignments are to contain original content created by the students. Assignments will be rejected
if they include plagiarized content or contain excessive amounts of quoted/cited material and minimal
original content. Students will receive a grade of ZERO (0%) for any assignments rejected for this
reason. Written assignments will be checked by the lecturer with Turnitin.com, an online plagiarism-
checking tool.

The Publication Manual of the American Psychological Association (APA) 7th ed. will serve as the
primary reference guide for the subject. Therefore, all papers must be submitted in the APA format. The
mechanics of student papers and work will be evaluated, as well as the content.

Attendance and other class policies

Students are required to attend a minimum of 80% of all classes in order to pass the subject. Arriving
to class late by 15 minutes at the beginning, arriving late by 5 minutes after the break, or leaving prior
to the scheduled end time without the permission of the lecturer will equate to an absence. Class
attendance is compulsory and students should provide reasons and evidence for the failure to attend the
class on a particular session.

For other class policies and rules students should follow the official student handbook as well as contact
the lecturers.