Outline

Overview

Modern corporations have multiple roles and responsibilities. They perform functions for which states were once responsible, and are political and social as well as market actors. This unit provides students with theoretical and methodological approaches to explore how political agendas are set as well as influenced by corporate decision-making, and an advanced understanding of the social and ethical responsibilities and impacts of business.

Unit details and rules

Academic unit	Government and International Relations
Credit points	6
Prerequisites ?	12 credit points at 2000 level in International Relations or 12 credit points at 2000 level in Politics or 12 senior credit points from Government and International Relations
Corequisites ?	None
Prohibitions ?	GOVT2558
Assumed knowledge ?	None
Available to study abroad and exchange students	Yes

Teaching staff

Coordinator	John Mikler, john.mikler@sydney.edu.au
Tutor(s)	John Mikler, john.mikler@sydney.edu.au

Assessment

The census date for this unit availability is 2 April 2024

Details
Criteria

Type	Description	Weight	Due	Length
Participation	Tutorial participation Participation	10%	-	In-class throughout the semester
Outcomes assessed:
Supervised exam ?	Exam n/a	30%	Formal exam period	1.5 hours
Outcomes assessed:
Assignment	Report on the world's most powerful companies Short answer	20%	Week 09 Due date: 26 Apr 2024 at 23:59	1000 words
Outcomes assessed:
Assignment	Essay Long answer/essay	40%	Week 12 Due date: 17 May 2024 at 23:59	2000 words
Outcomes assessed:
= hurdle task ?

Assessment summary

Detailed information for each assessment can be found on Canvas.

Assessment criteria

The University awards common result grades, set out in the Coursework Policy 2014 (Schedule 1).

As a general guide, a High distinction indicates work of an exceptional standard, a Distinction a very high standard, a credit a good standard, and a pass an acceptable standard.

Result name	Mark range	Description
High distinction	85 - 100	Work of exceptional standard. Written work demonstrates initiative and ingenuity in research and reading, pointed and critical analysis of material, innovative interpretation of evidence, makes an insightful contribution to debate, engages with values, assumptions and contested meanings contained within original evidence, develops abstract or theoretical arguments on the strength of detailed research and interpretation. Properly documented; writing characterised by creativity, style, and precision.
Distinction	75 - 84	Work of a superior standard. Written work demonstrates initiative in research and reading, complex understanding and original analysis of subject matter and its context, both empirical and theoretical; makes good attempt to ‘get behind’ the evidence and engage with its underlying assumptions, takes a critical, interrogative stance in relation to argument and interpretation, shows critical understanding of the principles and values underlying the unit. Properly documented; writing characterised by style, clarity, and some creativity.
Credit	65 - 74	Competent work. Written work contains evidence of comprehensive reading, offers synthesis and critical evaluation of material on its own terms, takes a position in relation to various interpretations. In addition, it shows some extra spark of insight or analysis. Demonstrates understanding of broad historical significance, good selection of evidence, coherent and sustainable argument, some evidence of independent thought.
Pass	50 - 64	Work of an acceptable standard. Written work contains evidence of minimal reading and some understanding of subject matter, offers descriptive summary of material relevant to the question, but may have a tendency to paraphrase; makes a reasonable attempt to organise material logically and comprehensibly and to provide scholarly documentation. There may be gaps in any or all of these areas.
Fail	0 - 49	Work may fail for any or all of the following reasons: unacceptable levels of paraphrasing; irrelevance of content; presentation, grammar or structure so sloppy work cannot be understood; non-submission of assessments or submission very late without an extension.

For more information see guide to grades.

Late submission

In accordance with University policy, these penalties apply when written work is submitted after 11:59pm on the due date:

Deduction of 5% of the maximum mark for each calendar day after the due date.
After ten calendar days late, a mark of zero will be awarded.

Academic integrity

The Current Student website provides information on academic integrity and the resources available to all students. The University expects students and staff to act ethically and honestly and will treat all allegations of academic integrity breaches seriously.

We use similarity detection software to detect potential instances of plagiarism or other forms of academic integrity breach. If such matches indicate evidence of plagiarism or other forms of academic integrity breaches, your teacher is required to report your work for further investigation.

Use of generative artificial intelligence (AI) and automated writing tools

You may only use generative AI and automated writing tools in assessment tasks if you are permitted to by your unit coordinator. If you do use these tools, you must acknowledge this in your work, either in a footnote or an acknowledgement section. The assessment instructions or unit outline will give guidance of the types of tools that are permitted and how the tools should be used.

Your final submitted work must be your own, original work. You must acknowledge any use of generative AI tools that have been used in the assessment, and any material that forms part of your submission must be appropriately referenced. For guidance on how to acknowledge the use of AI, please refer to the AI in Education Canvas site.

The unapproved use of these tools or unacknowledged use will be considered a breach of the Academic Integrity Policy and penalties may apply.

Studiosity is permitted unless otherwise indicated by the unit coordinator. The use of this service must be acknowledged in your submission as detailed on the Learning Hub’s Canvas page.

Outside assessment tasks, generative AI tools may be used to support your learning. The AI in Education Canvas site contains a number of productive ways that students are using AI to improve their learning.

Learning support

Simple extensions

If you encounter a problem submitting your work on time, you may be able to apply for an extension of five calendar days through a simple extension.  The application process will be different depending on the type of assessment and extensions cannot be granted for some assessment types like exams.

Special consideration

If exceptional circumstances mean you can’t complete an assessment, you need consideration for a longer period of time, or if you have essential commitments which impact your performance in an assessment, you may be eligible for special consideration or special arrangements.

Special consideration applications will not be affected by a simple extension application.

Using AI responsibly

Co-created with students, AI in Education includes lots of helpful examples of how students use generative AI tools to support their learning. It explains how generative AI works, the different tools available and how to use them responsibly and productively.

Support for students

The Support for Students Policy 2023 reflects the University’s commitment to supporting students in their academic journey and making the University safe for students. It is important that you read and understand this policy so that you are familiar with the range of support services available to you and understand how to engage with them.

The University uses email as its primary source of communication with students who need support under the Support for Students Policy 2023. Make sure you check your University email regularly and respond to any communications received from the University.

Learning resources and detailed information about weekly assessment and learning activities can be accessed via Canvas. It is essential that you visit your unit of study Canvas site to ensure you are up to date with all of your tasks.

If you are having difficulties completing your studies, or are feeling unsure about your progress, we are here to help. You can access the support services offered by the University at any time:

Support and Services (including health and wellbeing services, financial support and learning support)
Course planning and administration
Meet with an Academic Adviser

Weekly schedule

WK	Topic	Learning activity
Week 01	Introducing the power of business versus government and society	Lecture and tutorial (3 hr)
Week 02	From market to political power	Lecture and tutorial (3 hr)
Week 03	Theorising corporate political power	Lecture and tutorial (3 hr)
Week 04	De- versus re-territorialising corporate political power	Lecture and tutorial (3 hr)
Week 05	National institutions	Lecture and tutorial (3 hr)
Week 06	Society	Lecture and tutorial (3 hr)
Week 07	Global(?) governance	Lecture and tutorial (3 hr)
Week 08	Private authority and private governance	Lecture and tutorial (3 hr)
Week 09	Completion of the Report on the World's Most Powerful Companies	Block teaching (3 hr)
Week 10	Forced labour in global supply chains	Lecture and tutorial (3 hr)
Week 11	Technological innovation: public or private?	Lecture and tutorial (3 hr)
Week 12	The environment: corporations as the problem or part of the solution?	Lecture and tutorial (3 hr)
Week 13	Is the state about business? Is society about markets?	Lecture and tutorial (3 hr)

Attendance and class requirements

Attendance: According to Faculty Board Resolutions, students in the Faculty of Arts and Social Sciences are expected to attend 90% of their classes. If you attend less than 50% of classes, regardless of the reasons, you may be referred to the Examiner’s Board. The Examiner’s Board will decide whether you should pass or fail the unit of study if your attendance falls below this threshold.
Lecture recording: Most lectures (in recording-equipped venues) will be recorded and may be made available to students on the LMS. However, you should not rely on lecture recording to substitute your classroom learning experience.
Preparation: Students should commit to spend approximately three hours’ preparation time (reading, studying, homework, essays, etc.) for every hour of scheduled instruction.

Study commitment

Typically, there is a minimum expectation of 1.5-2 hours of student effort per week per credit point for units of study offered over a full semester. For a 6 credit point unit, this equates to roughly 120-150 hours of student effort in total.

Required readings

There are two textbooks for this subject, which are available for purchase from Booktopia, Amazon, the publishers themselves, and where all good books are sold:

Mikler, J. (2018), The Political Power of Global Corporations, Cambridge: Polity Press.

Wilks, S. (2013), The Political Power of the Business Corporation, Cheltenham: Edward Elgar.

These are supplemented by additional readings that are available to purchase as a reader from KopyStop, which is located at 55 Mountain Street, Broadway (shop 3, ground level). You can go there to buy the reader, or you can phone them on 9211 2733 or email print@kopystop.com.au to arrange your reader to be sent at an additional cost by express post or courier.

All the required readings (including the textbooks) are also available from the library and from the eReserve link on this Canvas site.

WEEK 1: INTRODUCING THE POWER OF BUSINESS VERSUS GOVERNMENT AND SOCIETY

Mikler, J. (2018), The Political Power of Global Corporations, Cambridge: Polity Press, chapter 1.

WEEK 2: FROM MARKET TO POLITICAL POWER

Friedman, M. (1970), ‘The Social Responsibility of Business Is to Increase Its Profits’, The New York Times Magazine, September 13, pp.32-33 and 122-126.

Wilks, S. (2013), The Political Power of the Business Corporation, Cheltenham: Edward Elgar, chapter 1.

Crouch, C. (2011), The Strange Non-Death of Neoliberalism, Cambridge: Polity Press, chapter 3.

WEEK 3: THEORISING CORPORATE POLITICAL POWER

Mikler, J. (2018), The Political Power of Global Corporations, Cambridge: Polity Press, chapter 2.

Wilks, S. (2013), The Political Power of the Business Corporation, Cheltenham: Edward Elgar, chapter 2.

WEEK 4: DE- VERSUS RE-TERRITORIALISING CORPORATE POLITICAL POWER

Mikler, J. (2018), The Political Power of Global Corporations, Cambridge: Polity Press, chapter 3.

Wilks, S. (2013), The Political Power of the Business Corporation, Cheltenham: Edward Elgar, chapter 3.

Starrs, S. (2013), 'American Economic Power Hasn’t Declined - It Globalized! Summoning the Data and Taking Globalization Seriously', International Studies Quarterly, Vol.57, No.4, pp.817-830.

WEEK 5: NATIONAL INSTITUTIONS

Esping-Andersen, G. (1990), The Three Worlds of Welfare Capitalism, Cambridge: Polity Press, chapter 1.

Mikler, J. (2018), The Political Power of Global Corporations, Cambridge: Polity Press, chapter 4.

Wilks, S. (2013), The Political Power of the Business Corporation, Cheltenham: Edward Elgar, chapter 5.

Jones, L. and Hameiri, S. (2022), ‘COVID-19 and the Failure of the Neoliberal Regulatory State’, Review of International Political Economy, Vol.29, No.4, pp.1027-1052.

WEEK 6: SOCIETY

Wilks, S. (2013), The Political Power of the Business Corporation, Cheltenham: Edward Elgar, chapter 9.

Vogel, D. (2005), The Market for Virtue: The Potential and Limits of Corporate Social Responsibility, Washington DC: Brookings Institute Press, chapter 1.

Chilkoti, A. (2023), ‘Move Fast and Mend Things’, Special Report: Philanthropy, The Economist, 13 January, pp.3-4.

Bell, S., and Hindmoor, A. (2014). ‘The Structural Power of Business and the Power of Ideas: The Strange Case of the Australian Mining Tax’, New Political Economy, Vol.19, No.3, pp.470-486.

Oxfam (2016), The Hidden Billions: How Tax Havens Impact Lives at Home and Abroad, https://www.oxfam.org.au/wp-content/uploads/2016/06/OXF003-Tax-Havens-Report-FA2-WEB.pdf, accessed 30 January 2024, pp.5-8.

WEEK 7: GLOBAL(?) GOVERNANCE

Wilks, S. (2013), The Political Power of the Business Corporation, Cheltenham: Edward Elgar, chapter 7.

Sell, S. (2003), Private Power, Public Law: The Globalization of Intellectual Property Rights, Cambridge: Cambridge University Press, chapter 5.

Seitz, K., Martens, J. (2017), ‘Philanthrolateralism: Private Funding and Corporate Influence in the United Nations’, Global Policy, Vol.8, No.5, pp.46-50.

WEEK 8: PRIVATE AUTHORITY AND PRIVATE GOVERNANCE

Mikler, J. (2018), The Political Power of Global Corporations, Cambridge: Polity Press, chapter 5.

Wilks, S. (2013), The Political Power of the Business Corporation, Cheltenham: Edward Elgar, chapter 10.

Cahill, D. and Konings, M. (2017), Neoliberalism, Cambridge: Polity Press, chapter 4.

WEEK 9 : NO LECTURE

Complete your report on the world’s most powerful companies, and think about your essay.

WEEK 10: FORCED LABOUR IN GLOBAL SUPPLY CHAINS

MacDonald, K. (2014), The Politics of Global Supply Chains, Cambridge: Polity Press, chapter 2 (read on to chapter 3 for the corporate response).

LeBaron, G. and Phillips, N. (2019), 'States and the Political Economy of Unfree Labour', New Political Economy, Vol.24, No.1, pp.1-21.

LeBaron, Howard, N., Thibos, C. and Kyritsis, P. (2018), Confronting Root Causes: Forced Labour in Global Supply Chains, openDemocracy and the Sheffield Political Economy Research Institute, https://cdn-prod.opendemocracy.net/media/documents/Confronting_Root_Causes_Forced_Labour_In_Global_Supply_Chains.pdf, accessed 30 January 2024, pp.61-68 (or more if you feel the inclination).

WEEK 11: TECHNOLOGICAL INNOVATION: PUBLIC OR PRIVATE?

Chang, H. (2003), Globalisation, Economic Development and the Role of the State, London and New York: Zed Books, chapter 8.

Mazzucato, M. (2015), The Entrepreneurial State: Debunking Public vs Private Sector Myths, New York: Public Affairs, pp.48-77.

Lazonick, W. (2014), ‘The Big Idea: Profits Without Prosperity’, Harvard Business Review, September, pp.46-55.

Foroohar, R. (2023), Homecoming: The Path to Prosperity in a Post-Global World, New York: Crown, chapter 13.

WEEK 12: THE ENVIRONMENT: CORPORATIONS AS THE PROBLEM OR PART OF THE SOLUTION?

Porter, M. and van der Linde, C. (1995), ‘Toward a New Conception of the Environment-Competitiveness Relationship’, Journal of Economic Perspectives, Vol.9, No.4, pp.97-118.

Tienhaara, K., Orsini, A. and Falkner, R. (2012), 'Global Corporations', in Bierman, F. and Pattberg, P. (eds.), Global Environmental Governance Reconsidered, Cambridge: MIT Press.

Kolleck, N. (2013), ‘How Global Companies Wield Their Power: The Discursive Shaping of Sustainable Development’, in Mikler, J. (ed.), The Handbook of Global Companies, Oxford: Wiley Blackwell.

Coll, S. (2012), ‘Gusher: The Power of ExxonMobil’, The New Yorker, 9 April, https://www.newyorker.com/magazine/2012/04/09/gusher, accessed 30 January 2024.

WEEK 13: IS THE STATE ABOUT BUSINESS? IS SOCIETY ABOUT MARKETS?

Galbraith, J.K. (1958), The Affluent Society, London: Hamish Hamilton, pp.195-203.

Mikler, J. (2018), The Political Power of Global Corporations, Cambridge: Polity Press, chapter 6.

Wilks, S. (2013), The Political Power of the Business Corporation, Cheltenham: Edward Elgar, chapter 11.

Learning outcomes

Learning outcomes are what students know, understand and are able to do on completion of a unit of study. They are aligned with the University's graduate qualities and are assessed as part of the curriculum.

Outcomes
Graduate qualities

At the completion of this unit, you should be able to:

LO1. critically evaluate underlying theories, concepts, assumptions, limitations and arguments in disciplinary and cross-disciplinary fields of study
LO2. develop and present coherent arguments when recommending solutions and critically evaluating theories in major fields of study
LO3. research using archives, libraries, the web and other sources of information
LO4. be open to new ways of thinking and appreciate the importance of intellectual curiosity and reflection as the foundation for continuous learning
LO5. demonstrate the capacity to deal with ethical and other issues in business, government and social contexts in relation to their personal and professional lives
LO6. confidently and coherently communicate, orally and in writing, to a professional standard in major fields of study.

Graduate qualities

The graduate qualities are the qualities and skills that all University of Sydney graduates must demonstrate on successful completion of an award course. As a future Sydney graduate, the set of qualities have been designed to equip you for the contemporary world.

GQ1	Depth of disciplinary expertise Deep disciplinary expertise is the ability to integrate and rigorously apply knowledge, understanding and skills of a recognised discipline defined by scholarly activity, as well as familiarity with evolving practice of the discipline.
GQ2	Critical thinking and problem solving Critical thinking and problem solving are the questioning of ideas, evidence and assumptions in order to propose and evaluate hypotheses or alternative arguments before formulating a conclusion or a solution to an identified problem.
GQ3	Oral and written communication Effective communication, in both oral and written form, is the clear exchange of meaning in a manner that is appropriate to audience and context.
GQ4	Information and digital literacy Information and digital literacy is the ability to locate, interpret, evaluate, manage, adapt, integrate, create and convey information using appropriate resources, tools and strategies.
GQ5	Inventiveness Generating novel ideas and solutions.
GQ6	Cultural competence Cultural Competence is the ability to actively, ethically, respectfully, and successfully engage across and between cultures. In the Australian context, this includes and celebrates Aboriginal and Torres Strait Islander cultures, knowledge systems, and a mature understanding of contemporary issues.
GQ7	Interdisciplinary effectiveness Interdisciplinary effectiveness is the integration and synthesis of multiple viewpoints and practices, working effectively across disciplinary boundaries.
GQ8	Integrated professional, ethical, and personal identity An integrated professional, ethical and personal identity is understanding the interaction between one’s personal and professional selves in an ethical context.
GQ9	Influence Engaging others in a process, idea or vision.

Outcome map

Learning outcomes	Graduate qualities
Learning outcomes

Responding to student feedback

This section outlines changes made to this unit following staff and student reviews.

Students have often said that there are too many written assessments due at the same time. To some extent this is inevitable - e.g. the essay cannot be due in week three! However, it is possible to have it due later in the semester and still have it marked with feedback in a timely fashion. This is why the essay is due in week twelve. Students in the past have often asked if they could answer their own essay question, rather than one of the questions set. As this is a senior unit of study, many wanted to focus on a specific issue or case that they were interested in. The essay questions are now structured so that this is possible. Some students previously expressed frustration that I was not presenting my views, but instead trying too hard to be neutral in the way the subject matter is presented. I now openly present my opinions. Sometimes I also 'try on' opinions that I do not necessarily agree with! The aim is always to stimulate discussion and debate, and students have told me that they appreciate my honesty as opposed to pretending to be ambivalent. But my view is not necessarily more 'right' than anyone else's. Nor is there an objectively 'right' view. Opinions expressed should be challenged, and above all they should be backed with critical analysis based on logical argument supported with evidence. As multiple conclusions are possible on the basis of this, there has been much robust debate between students, as well as between students and myself, in the past! Many have changed their mind in the process. I certainly have.

Disclaimer

The University reserves the right to amend units of study or no longer offer certain units, including where there are low enrolment numbers.

To help you understand common terms that we use at the University, we offer an online glossary.

Current students

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Support for students

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Responding to student feedback

Responding to student feedback

Disclaimer

On this page

Useful links

Media

Student links

About us

Connect

Current students

GOVT3641: Government, Business and Society

Semester 1, 2024 [Normal day] - Camperdown/Darlington, Sydney

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Support for students

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Responding to student feedback

Responding to student feedback

Disclaimer

On this page

Useful links

Media

Student links

About us

Connect