Faculty of Science
School Of Geography, Environment and Earth Sciences
GEOG 316
GEOGRAPHIES OF
GLOBALISATION
.
Course Outline
Trimester 2, 2013, 20 points
Prepared By Professor Warwick Murray
1
Introduction
Globalisation is everywhere! Talked about on the TV, the radio and in newspapers it is a term that is
increasingly used to rationalise a wide range of economic and political policies, and explain a plethora
of cultural, social and economic processes. Despite this, it is rarely well defined or critically appraised.
A popular image of globalisation is one of a process which unfolds like a blanket across the globe,
homogenising the world’s economies, societies and cultures as it falls. You will be horrified to learn
that based on this conception some have even proclaimed that Geography is dead! To the contrary,
contemporary research in all sub-disciplines within geography points towards the differentiating
impacts of global processes as they interact with local conditions. It is indeed true that the world’s
economy and culture are becoming increasingly inter-connected, but as such processes are articulated
and resisted in localities they are creating new and increasingly uneven geographies. This course
critically engages with the concept of globalisation, examines some of its theoretical, historical, and
empirical characteristics and - through case studies from ‘developed’ and ‘developing’ countries illustrates how an appreciation of geography is fundamental to understanding globalisation.
Important dates
Trimester dates: 15th July to 17th November 2013
Teaching dates: 16th July to 17th October 2013
Mid-trimester break: 26 August to 9 September 2013
Last assessment item due: 4th October 2013
Study period: 21th October to 16th to November 2013
Examination/Assessment Period: 25th October to 16th November 2013
Note: students who enrol in courses with examinations must be able to attend an examination at the
University at any time during the scheduled examination period.
Withdrawal dates: Refer to www.victoria.ac.nz/home/admisenrol/payments/withdrawalsrefunds
If you cannot complete an assignment or sit a test or examination (aegrotats), refer to
www.victoria.ac.nz/home/study/exams-and-assessments/aegrotat
Class times and locations
Lecture Timetable
Tuesday
Wednesday
Thursday
SUMT228
SUMT228
SUMT228
15:10-16.00
14.10-15.00
15:10-16.00
Names and contact details
Course Leader - Professor Warwick Murray, Coordinator of Undergraduate Geography and Director
Victoria Institute for Links with Latin America, Room 211, Cotton Building, email [email protected]; Academics are researchers as well as teachers; have a look at Warwick’s
work to get an idea of what he does his research and writing about – see Warwick’s Google Scholar
Profile and his University Homepage. Warwick is also known as the Singing Professor (see his
YouTube Playlist), and looks forward to hearing music from the fascinating parts of the world you all
come from!
Senior tutor – Mr Pete Williams, BSc, MDevSt., Room CO104, email: [email protected],
office hours to be made available during the course.
Communication of additional information
All additional information will be made available through Blackboard.
2
Prescription
An analysis of the nature and impacts of globalisation from a geographical perspective. This course
questions the concept of globalisation and focuses on the economic, cultural and environmental
implications of the process in both developed and developing countries.
Course content
The course is divided into 5 themes as follows:
Theme I
Concepts: What in the world is globalisation?
Theme II
Antecedents: History and theories of globalisation
Theme III
Processes: Globalisation in interdependent spheres
Theme IIIa:
Economic globalisation
Theme IIIb:
Globalisation and politics
Theme IIIc:
Cultural globalisation
Theme IIId:
Resistance to globalisation
Theme IV
Patterns: Geographies of globalisation
Theme V
Reflections: Towards what kind of world?
Required Text – Murray, W. E. (2006) Geographies of Globalization, Routledge, London. Available
at Vic Books, or Amazon.com
Course learning objectives (CLOs)
The overall aim of this course is to introduce the skills and concepts necessary for a coherent
interpretation and critique of ‘globalisation’ from a geographical perspective. Geography is a highly
integrative discipline. Given this, the course aims to enable a holistic and interdisciplinary reading of
the multi-dimensional, rapidly-shifting, and richly-complex world of today. In this way, the material
covered complements thematic and case study content dealt with in other Geography courses.
In light of the above the course has a number of specific learning objectives. By the end of the course
students should be able to:
1. Critically appraise contesting definitions and theories of globalisation.
2. Interpret current processes of globalisation in a holistic and historical context.
3. Describe and explain the main interdependent characteristics of the globalisation process in
the economic, cultural, and political spheres and outline the forces that drive these processes.
4. Illustrate, through the use of appropriate case study examples, how globalisation creates
uneven geographies. In particular, to be able to contrast the differentiated impacts of
globalisation in the ‘developed’ and ‘developing’ world(s).
5. Outline examples of how the local outcomes of globalisation are negotiated through regulation
and resistance.
6. Assess and communicate some of the impacts of globalisation in New Zealand through primary
field research
Teaching Format
A detailed outline of the lectures follows below. This list is indicative only – content and timing are
very likely to change. Please attend every lecture. The chapters in the required text (Geographies
of Globalization, Murray 2006, Routledge) that correspond to the lectures are noted below each week.
Further reading, available from books in the library is noted under extra reading. Lecture slides will be
made available on Blackboard for you to print out on the Monday before the week of classes begins if
you wish. Free Thinking Thursdays will often be a break from the normal lecture routine and will
involve debate on critical questions stimulated by creative video, music, and/or guest speakers.
3
Lecture titles, dates and linked reading details
Week 1
Theme I: Concepts – what in the world is globalisation?
July 16
Globalisation, Global Crises and You
WM
July 17
The End of Geography? Contested Definitions
WM
July 18
Free Thinking Thursday: A Global Village? Big Questions about the Small World
WM
Week 1 Required Reading: ‘Geography is Dead? The rise of globalization’ (Murray 2006, Ch. 1)
Week 2
Theme II: Antecedents – globalisation theories and history
July 23
Hyperglobalist, Sceptical and Transformationalist Views I
WM
July 24
Hyperglobalist, Sceptical and Transformationalist Views II
WM
July 25
Free Thinking Thursday: Global-Local Interaction and the World as Networks?
WM
Week 2 Required Reading: ‘Globalization across space’ (Murray 2006, Ch. 2)
Week 3
July 30
Waves of Globalisation I – Colonial History
WM
Aug 31
Waves of Globalisation II – Post-Colonial History
WM
Aug 1
Free Thinking Thursday: Waves Across Time and Space – A Unifying Model?
WM
Week 3 Required Reading: ‘ Globalization across time’ (Murray 2006, Ch. 3)
Week 4
Theme III: Processes – globalisation in interdependent spheres
Theme IIIa: Economic globalisation
Aug 6
The Global Economy - Divisions of labour, commodity chains and circuits of WM
capital
Aug 7
Transnational Corporations and Global Division of Labour I
WM
Aug 8
Free Thinking Thursday: Transnational Corporations and Global Division of
Labour II
WM
Week 5
Aug 13
From Fordism to Flexibility – a newer division of labour
WM
Aug 14
The Global Economy Beyond Neoliberalism – Towards a Third Wave?
WM
Aug 15
Free Thinking Thursday: We are where we eat - The Globalisation of food and WM
agriculture
Week 4 and 5 Required Reading: ‘Globalizing economic geographies’ (Murray 2006, Ch. 4)
4
Week 6
Exploring globalisation around us
Aug 20
Globalisation and Wellington – Introduction
WM
Aug 21
Globalisation Research Trip 1.00-5.00 pm
WM
Aug 22
No class – write up fieldwork
Mid trimester break (Weeks 7 & 8)
Week 9
Theme IIIb: Globalisation and politics
Sept 10
The death of the nation state?
WM
Sept 11
World orders and global governance
WM
Sept 12
Free Thinking Thursday: Anti or Alter Globalisation?
WM
Week 9 Required Reading: ‘Globalizing Political Geographies’ (Murray 2006, Ch. 5)
Week 10
Theme IIIc: Cultural globalisation
Sept 17
Cultural change and interaction across time and space
WM
Sept 18
Cocacolonisation? The rise of a global culture
WM
Sept 19
Free Thinking Thursday: What is ‘World’ Music?
WM
Week 10 Required Reading: ‘Globalizing Cultural Geographies’ (Murray 2006, Ch. 6)
Week 11
Theme IIId: Resistance to Globalisation
Sept 24
Alter globalisation and the newest social movements
AT/GD
Sept 25
Autonomous geographies: power, hegemony and agency
AT/GD
Sept 26
Free Thinking Thursday: Queering the economy
AT/GD
Week 11 Required Reading: Chatterton, P. (2010). Symposium: Autonomy: the struggle for survival, selfmanagement and the common. Antipode, 42(4), 897-908.
Week 12
Oct 1
Globalised media and social movements
AT/GD
Oct 2
Building alternative futures: toolboxes
AT/GD
Oct 3
Free Thinking Thursday: The personal is political, the Aotearoa New Zealand state
and the “activist”
AT/GD
5
Week 12 Required Reading: ‘Routledge, P. (2012). Sensuous solidarities: emotion, politics and
performance in the Clandestine Insurgent Rebel Clown Army. Antipode, 44(2), 428-452.
Theme IV: Patterns - Geographies of globalisation
Week 13
Oct 8
Oceania and globalisation – Shifting tides I
WM
Oct 9
Oceania and globalisation – Shifting tides II
WM
Oct 10
Free Thinking Thursday The Globalisation of the World’s smallest country - Niue
WM
Week 13 Required Reading: ‘Inequality, Development and Globalization’ (Murray 2006, Ch. 8)
Week 14
Theme V: Reflections - Towards what kind of world?
Oct 15
Progressive globalisation?
WM
Oct 16
Exam preparation and tips for the top
WM
Oct 17
Free Thinking Thursday Back to the Big Questions about the Small World
WM
Week 14 Required Reading: ‘Long live Geography? Progressive Globalization’ (Murray 2006, Ch. 9)
Tutorials
You will attend five tutorials for this course (see section on assessment for the purpose and nature of
these sessions). The class will be split into eight groups for tutorials. Your tutors have been picked for
their academic achievements and communication skills – they want to help. In the first week you’ll be
given an opportunity to enlist for one of the times. Once you are in your groups you cannot move
around between them unless there are special circumstances (in which case you must speak to your
tutor first): The times that are available will be made clear to you in class during the first week
The tutorial themes are as follows (use the timetable above to work out what date your tutorial will
fall on please). We will sometimes discuss assignment details and issues during these slots.
Week
Theme
Week 2
Globalisation issues
Week 4
Is globalisation real?
Week 10
Resistance to globalisation
Week 12
Globalisation and culture
Week 14
Exam preparation
Tutorial purpose - These sessions have a number of purposes:
1. To explore the themes and case studies covered in lectures in greater depth.
2. To give you the opportunity to ask questions and raise any doubts you may have.
3. To explore some of the issues by working through set problems and questions.
4. To discuss any practical information relating to the course.
5. To hand out course work and give feedback on it.
6
Mandatory course requirements
In addition to achieving an overall pass mark of 50%, students must:
1. Attend the field trip.
2. Attend at a minimum of 4 tutorials.
Workload
There are 30 lectures, 5 tutorials, and a 4 hour fieldtrip (see outline of the lectures). You should expect
to prepare for tutorials, and pursue readings related to lectures. There are one or two readings
associated with each lecture which should take approximately 1½-2 hours to read. Additional work is
required for the assignments
Assessment
Assessment items and workload per item
%
CLO(s)
1 Field research report
20%
1, 2, 3,5,6
2 Essay
40%
1,2,3,4,5
3 Final examination
40%
1,2,3,4,5
Note: Tutorials also contribute to Course Learning Objectives 1,2,3,5,6
Field research report (20%)
Task – Submit a field report entitled ‘Globalisation and Wellington’
Field research trip time – See timetable for course earlier in outline. Please make arrangements
now to be free at this time. Please talk to your lecturers now if there is a clash and inform them
that this assignment is worth 20% of your total grade.
Field research report purpose – The main aim of the field research project is to encourage you to
think critically about places that you might commonly encounter in Wellington and how these
have/are being influenced by globalisation. In particular, the assertion that the ‘local’ is being eroded
by global forces will be investigated in both the cultural and economic spheres. You will also be
encouraged to think about Wellington’s history and links with the wider world and what this tells us
about the globalisation process in this particular locality, and in general. Aside from this, a number of
practical skills including mapping, interviewing, and other human geography methods will be
reinforced through the project.
Context: Globalisation and Wellington
The society, culture and economy of Wellington have been strongly
influenced by successive waves of globalisation which have washed
across the bay from increasingly far-flung lands. In very few cities
around the world are you able to witness such clear evidence
indicating the impacts of globalisation throughout history and in different spheres (society, culture
and economy). Since the arrival of the indigenous, the establishment of a colonial trading town,
independence, the pains of restructuring in the 1980s, and through until the recent opening of the
Majestic Centre and Courtenay Central, the symbols and processes of globalisation have carved
Wellington’s function, welfare, and character. You may not have ever thought of Wellington in these
7
terms - the first aim of this short primary research project to get you to think critically about
Wellington’s place in our globalising world.
The forces of globalisation do not work in one direction only. The contemporary reality which has
unfolded in Wellington is indeed a partial product of the impact of globalising forces. Such forces have
interacted with local conditions, to reconfigure economic and cultural spaces in unique ways. Every
place is unique – although (to paraphrase George Orwell) we might argue that some places are more
unique than others. Wellington certainly has few, if any, precedents globally. This outcome is the result
of the process of glocalisation. Further to this, it is also the case that there are numerous aspects of
Wellington’s culture/economy that have been bypassed by the forces of globalisation or have actively
resisted the process of globalisation – elements that are localised. The second major aim of this
fieldtrip is to get you to think about these three processes – globalisation, glocalisation and localisation
in the context of Wellington’s cityscape and to describe, map and analyse specific examples. This forms
the core of the first task.
Globalisation presents novel challenges for those who manage our urban socio-economy and
environment. In an increasingly interconnected world, particular places are ever more vulnerable to
change beyond the nation’s borders. This was shown clearly in the restructuring impacts of the late
1980s in Wellington (although Wellington did not suffer to the extent that other urban areas did – See
McConchie et al [eds.] 2001 for a discussion of this). This, of course is not the first time that Wellington
has been thrown about on the ebbs and flows of the global economy – the Great Depression, for
example, hit the city hard. The third major aim of your research is to canvass opinion on the impacts of
globalisation among the general public. In particular, for your second task you are asked to take on the
role of a parliamentary candidate for Wellington in the next general election and, based partly on your
canvassing, comment on the potential costs and benefits of globalisation for Wellington.
Programme
1.15pm
1.30pm
3.30pm
3.45pm
5.00pm
Meet at Manners Mall outside Burger King for briefing
Begin Task 1 - ‘Mapping globalisation’
Meeting and group discussion in Courtenay Mall outside the Local Point Bar.
Begin Task 2 - ‘Campaigning with globalisation’
Finish
Tasks
Task 1: Mapping globalisation
Exercise aim: To map sites of globalisation, glocalisation and localisation along your designated
routes and to justify your categorisation.
Logistics: The class will be split in two. The first group will follow a route along Manners Mall, up Cuba
Mall and along Courtenay Place (maps will be distributed). The second group will follow a route
beginning at Lambton Quay, through Waring-Taylor Street and onto Queens Wharf. You have 2 hours
to do this exercise, including time to get to Courtenay Mall to share some of your ideas.
What you have to do: You go from your start point and follow the route laid out on the map. In total
you are required to identify 5 sites, each of which best illustrates the following in turn. Draw on at
least two economic and two cultural examples.
3. globalisation
4. glocalisation
5. localisation
6. The second wave of globalisation
7. The first wave of globalisation
You should carefully locate each of these onto the sheet provided and hand it in with your write up.
Spend some considerable time at each of your sites getting a feel for it and taking notes on how you
8
will justify your explanation. You may wish to sketch it or photograph it (a maximum of five
photographs can be submitted for this project however)
The write up (70% of the mark for the fieldtrip report). Write a 1,000 word piece entitled ‘Cultural
and economic globalisation in Wellington’ drawing from the examples you map along your route. Be
careful to explain how the sites you have selected are appropriate examples of the concepts listed
above. The structure should be as follows:





Brief introduction outlining concepts and ideas
Middle sections incorporating analysis of your selected sites, including any diagrams or other
illustrations you may wish to add
A brief conclusion commenting on the overall process of globalisation and its impacts in the
city
At some point – it need not be at the end – you need to include your map in the write up
Do not write it like a list – try to make your argument flow like a short essay
Criteria for assessment: The following factors are taken into account but will not be graded formally
– you will be presented with an overall mark for the piece only with general comments:
 Structure
 Choice of relevant site examples
 Explanations of the choice of sites
 Linking observations to wider theoretical concepts
 Written style
 Flow of ideas
 Conclusion
 Use of illustrations and diagrams is encouraged. A maximum of five photographs only please
 The inclusion of contextual material from the literature will also be looked upon favourably
(see list of contextual readings on page 10)
Task 2: Campaigning with globalisation
Exercise Aim: To get you to consider the potential costs and benefits of recent globalisation in
Wellington and to communicate these as if you were a parliamentary candidate in the next general
election.
What you’ve got to do: You will need to canvass opinion in order to arrive at your statement on
globalisation as a candidate for the upcoming election. In your groups, interview a range of people (10
minimum) in order to get their opinions on what the process of globalisation means for the citizens of
the city. You should ask at least the following questions (include our own too):
1. What do you understand by the term globalisation?
2. What are the benefits of globalisation for Wellington?
3. What are the costs of globalisation for Wellington?
You should then attempt to incorporate the answers in the following brief written assignment:
The write up: (30% of total mark for the fieldtrip assignment):
You are a parliamentary candidate for Wellington. You are a bright young star and therefore wish to talk
about processes of contemporary relevance. You wish to address potential voters with your opinions on
what globalisation means for Wellington and its citizens. In 300 words maximum outline what you feel
are the main opportunities and threats of globalisation for Wellington and how you aim to minimise the
latter and maximise the former. Remember this is politics – sound bites are crucial so do not go above 300
words. You must incorporate results from your recent ‘survey’ as you are a democrat. However, you may
9
also incorporate your own ideas (and are likely to fudge what the public say to meet your preconceived
ideas anyway!). Get into it as if you were really going to be standing.
Criteria for assessment: The following factors will be taken into account but not graded separately:





Originality
Written style
Ability to convince
Ability to be succinct
Vision
Key words and concepts needed for the research tasks
The concepts below will help you with the above tasks. Do not use the examples I give you below in
your write-ups please.
Site: An item in which the process you are attempting to identify is visible. It may be a shop, or a
financial institution, a whole building, or statue (among other things). When identifying sites try to
think originally. For example, arguably a person is a site! A single product may also be a site. Use your
imagination if you wish.
Globalisation: Greater interconnection between different parts of the globe (people, goods and
services, and places); in which increasing parts of the world are drawn into relationships which
transcend conventional economic, political, social and cultural boundaries. Example: the diffusion of
brands such as coca cola on a near global scale.
Glocalisation: A blending of the local with the global (economically and culturally), the tailoring of
goods (or adverts for them) to increasingly differentiated local/niche markets. Example: McDonald’s
Kiwi Burger.
Localisation: the assertion of local characteristics, in response or resistance to globalisation. Example:
The Marae in Te Papa.
The first wave of globalisation: the period of global change associated with colonialism lasting
between 1490s and 1945. Example: the street pattern of Te Aro.
The second wave of globalisation: the period of global change associated with modernisation and
neoliberalism. From 1945 to the present day. Example: Burger King in Lambton Quay.
Contextual reading
Three books may help you contextualise what you write. They are all in the library.
McConchie J, Winchester D, and Willis R (eds.) (2001) Dynamic Wellington, VUW Press, Wellington
Willis R (ed.) 2001 New Zealand in the 1990s, Special edition of Asia Pacific Viewpoint, April edition
Kelsey, J (1995) The New Zealand experiment, Auckland University press, Auckland
Checklist
Stationary including paper and pens; something to lean on when you are writing (clipboard for
example); camera if possible; suitable shoes for a few hours walking; trendy flared trousers without
belt that hang around your knees, ray ban shades, and dirty trainers/sneakers to work undercover in
‘crazy’ Cuba Street (optional); BFH – bus fare home.
Field research report due date: Monday, September 9th, 4pm, into GEOG 316 assignment box,
level 2, Cotton Building
10
Essay (40%)
Task – Write a research essay of no more than 2,000 words.
Aim/purpose of the essay - The essay allows you to explore in depth an area covered in lectures
which is of particular interest to you. You must consider your subject in-depth, read as much
relevant literature as possible, and construct an effective and convincing argument.
Essay title and content – write one of the following twelve choices. Do not change the title, follow
the titles below exactly:
1. Assess the similarities and differences between the two historic waves of globalisation. To what
extent can it be argued that the financial crisis signifies the arrival of a third wave?
2. “There will be no ‘there’ any more. We will all be here” (TV advert for telecommunications
company 2007). Critically assess the concept of the ‘global village’.
3. Globalisation is a contested term. Compare, contrast and evaluate the definitions suggested by the
following schools of thought:
a) Hyperglobalist
b) Transformationalist
c) Sceptical
4. David Harvey argues that time-space compression is driven by the capitalist imperative of
reducing the turnover time of capital. Does this provide a satisfactory explanation for the existence
of the globalisation process? Why/why not?
5. “The nation-state is becoming too small for the big problems in life, and too big for the small
problems of life” (Daniel Bell, 2001, p. 29) Evaluate the impacts of recent globalisation on the
power of the nation-state to direct and regulate activity within its borders.
6. With reference to examples from the cultural sphere discuss whether globalisation increases or
decreases geographical differentiation.
7. How are new social movements shaping and being shaped by the process of globalisation? Assess
the effectiveness of the Anti-globalisation movement.
8. With reference to specific case studies explore the social and economic impacts of globalisation for
developing countries, regions and localities.
9. Distinguish between successive ‘global-scale’ divisions of labour throughout history. To what
extent is it possible to talk of a globalised economy as opposed to an internationalised economy?
10. The World Bank, IMF and the WTO recommend and insist upon free-trade reform (neoliberalism).
With reference to specific case studies assess the arguments for and against neoliberalism.
11. Does the financial crisis of 2007-09 signal the end of neoliberal globalisation?
11
Essay Referencing Style – very important
Your reference list refers to only those items that you directly refer to in the text – ie. it is not a
bibliography. Only 30% of your references can be internet resources. You must use reputable
academic sources to back-up what you say. Where articles from academic journals or books are
downloaded from the internet these do not count as internet sources. In this case you must
reference them as you would reference the same article in its paper form.
For books:
Robinson, M. (1998) My Life’s Work, Victoria University Press, Wellington.
For chapters in edited books:
Smith, D. and Jones, F. (1999) ‘How to reference book chapters’, in Meddows, W. and Finley, S. (eds.)
Appropriate Referencing Styles, Book University Press, Librarytown, pp347-369.
For articles in journals:
Holy. G. (1994) ‘This is my article’, Annual Review of Interesting Articles, Vol. 21, No. 3, pp33-45.
For internet references:
This depends on the type of resource. Where there are specific authors assigned to the piece you are
referencing it should look as follows:
Ternet, I, N. (accessed April
www.internetusersonline.co.fj
1993)
‘The
world
wide
web’
Internet
users
online,
Sometimes an internet reference may have a specific date associated with it, in this case you must
quote the date in the normal way. It may also not have an author quoted – in this case use the
name of the publication or the website:
Times, The (2002) ‘President Bush declared cuckoo’ The Times, April 1st 2002, www.times.co.uk
For lecture notes:
Murray, W. E. (2007) ‘A global village? Global-local interactions’, in Geographies of Globalisation Book
of Lectures, pp. 145-150, Institute of Geography, Victoria University of Wellington, Wellington
In-text citation:
Citations should correspond to entries in your reference list, and be integrated into your written work
like this (Murray, 2006) or, for direct quotes, where “it is essential to provide a page number” (Jones,
2005, p.4) you should do so. If the quote spans more than one page, indicate this (Giddens, 1999, p.1516). The same conventions should be used where the author is an organisation (World Bank, 2004). To
cite a work with two authors, include both names (Held & McGrew, 2001, p.27), for more than two
authors use ‘et al.’ (which means ‘and others’) after the first author’s name, like this: (Johnston et al.,
2000, p.72). If your source is a website, give the name of the organisation or group to whom it belongs,
not the web URL (though you would supply the address and date accessed in the reference list) – e.g.
don’t cite this (http://web.worldbank.org/WBSITE/EXTERNAL/DATA/, 2007) in your essay. For
guidance check out Murray (2006) and, most importantly, try to be consistent.
For further examples of referencing see the Referencite website from the University of Auckland:
http://www.cite.auckland.ac.nz/index.php?p=quickcite
12
Requirements for essay layout - As a general guide, your essay will be expected to include the
following:
 A cover sheet with your name, the exact title of the essay as written in this course outline, and
the course name and number on it.
 An introduction to the topic and outline of your essay sections – do not include a list of
contents, explain the structure in prose.
 Relevant section headings and subheadings (where appropriate).
 Specific examples/case studies/figures/tables to illustrate and support the points you are
making.
 An analysis or discussion of the key points.
 Conclusions or summary.
 A thorough reading list (10 items is optimal).
Other points:
 If you go above the 2,000 word maximum you will be asked to re-submit (this maximum does
not include references, but does include footnotes).
 Check that your essay includes all the components listed above.
 Type/write using 12pt font and 1.5 spacing, and leave a wide left-hand margin for comments.
 Proof read and do a spell check.
Note: In line with University, School and Institute requirements, plagiarism (copying or use of others'
ideas/words without acknowledgement), and sexist or racist language or comments will not be
tolerated and you will gain a zero grade (see Section H).
Essay Assessment Criteria - To obtain the highest grades, your essay must demonstrate:
 A thorough coverage of the relevant issues and debates associated with the question
 A deep level of understanding and analysis
 The use and correct integration of a wide range of readings from varied sources (no more than
30% internet)
 A clear structure and succinct expression using examples for illustration
 A logical and coherent approach with a well-balanced and articulate argument
 Very good grammar, spelling and punctuation
 Professionally-presented work with correctly-labelled tables and figures, integrated where
appropriate
 A wide-ranging and correctly-formatted reference list
 Originality from which the marker has learnt something new
13
In line with other 300-level courses in geography the following scale of assessment is used:
A+, A
Outstanding
Overall, the essay assignment well exceeds normal expectations of a
student at 300 level.
A-, B+
Very Good
Overall, the essay assignment is of a very high standard, clearly
demonstrating writing ability and thorough research. For an A-, some
parts of the essay are outstanding.
B, B-
Good
Overall, the essay assignment exceeds normal expectations of a student
at 300 level, and is generally competent showing reasonable writing and
research skills. For a B, some parts of the essay are very good.
C+, C
Satisfactory
Overall, the essay assignment meets normal expectations of a student at
300 level, and is of an acceptable standard. Deficiencies may be
apparent, but on balance, the positive aspects outweigh the negative.
D
Poor
Overall, the essay assignment is deficient in important respects although
reasonable effort has been demonstrated.
E
Unsatisfactory
Overall, the essay assignment is seriously deficient in most respects and
little effort has been demonstrated.
Essay due date: 4pm, Friday October 4th, into GEOG 316 assignment box on level 2, Geography,
Cotton Building
Summary of Assignment Deadlines
Assignment
Due date
Field research report
Monday, September 9th, 4pm
Essay
Friday, October 4th, 4pm
Submission and return of work
Assignment
Due date
Field research report
Monday, September 9th, 4pm
Essay
Friday, October 4th, 4pm
Marked assignments will be returned during tutorials.
Penalties
Penalties and Extensions for all work: Late work will be subject to a penalty of a grade (=5%) per day
(a weekend = 5%). A medical certificate or other written evidence must be supplied to your tutor if
there are circumstances of illness. This deadline cannot be extended as it is important that you get
feedback on your work before your revision period beings and that marking takes place over discrete
and pre-determined periods. You have the deadlines here at the start of trimester and it is your
responsibility to plan your time so that clashes with other assignment deadlines are workedaround.
14
Field trip arrangements
See assignment section.
Set texts
Required Text – Murray, W E. (2006) Geographies of Globalization, Routledge, London. This text
was developed based on GEOG 316 and is available at the book centre. Also, Amazon.com has it. In the
Lecture titles table you will see the chapters that are to be read for given weeks. Warwick’s mum says
it is the best book she has ever read, apart from the phone directory.
Recommended reading
Hand-outs – From time to time useful and interesting material will be handed out in class for you to use.
Most of the resources are either in the course text, the book of lectures or the university library.
Library resources – there are many books in the library which deal with globalisation. You are
encouraged to use a key word search (try globalization, globalisation and global).
The following two are on closed reserve:
Waters, M. (2001) Globalization, 2nd ed., Routledge, London
Held, D., McGrew, A., Goldblatt, D. & Perraton, J. (1999) Global transformations: Politics, Economics and
Culture, Blackwells
The following books have been requested for placement on three day loan:
Abdel-Gadir, F. (1998) Impact of globalization on small island states : some reflections, PIDP,
Hawai’I
Afshar, H. and Barrientos, S. (1999) Women, globalization and fragmentation in the
developing world, Macmillan, London
Ahmed, A. S. (1994) Islam, globalization, and postmodernity, Routledge, London
Baylis, J. and Smith S. (eds.) (2005) The globalization of world politics : an introduction to
international relations, 3rd ed., Oxford University press, Oxford
Beck, U. (2000) What is globalization?, Polity press, Malden, USA
Beyer, P. (1994) Religion and globalization, Sage, London
Brah, A. et al. (1999) (eds.) Global futures : migration, environment, and globalization, St
Martins Press, New York
Bulcke, D. et al. (2001) Globalization and the small open economy, Edward Elgar, Cheltenham
Burbach, R. et al. (1996) Globalization and its discontents : the rise of postmodern socialism,
Pluto Press, London
Cable, V. (1999) Globalization and global governance, RIIA, London
Chossudovsky, M. (2003) The globalization of poverty and the New World Order, 2nd ed.,
Global Outlook, Shanty Bay.
De Souza, A. R. and Stutz, F. P. (1994) The world economy: resources, location, trade, and
development Macmillan, London
Dicken, P. (1998) Global shift, PCP, London
Featherstone, M (1990) (ed) Global culture : nationalism, globalization and modernity, Sage,
London
Featherstone, M. (1995) Undoing culture : globalization, postmodernism and identity, Sage,
London
Hirst, P. and Thompson G. (1996) Globalization in question, Polity press, Cambridge
Jameson, F. (1997) (ed.) The cultures of globalization, Duke University Press, New York
Kelsey, J. (1999) New Zealand and the global economy: reclaiming the future, Bridget
Williams Books, Wellington
King, A. D. (1991) Culture, globalization and the world-system, Macmillan, London.
15
Knox, P. et al. (2003) The geography of the world economy, 4th ed., Arnold, London
Krugman, P. R. (1995) Globalization and the inequality of nations, NBER, Cambridge, USA
Le Heron, R. B. (1995) The Asian Pacific Rim and globalization, Avebury, Aldershot
Maitra, P. (1996) The globalization of capitalism in Third World countries, Praeger, Westport
Massey, D. B. & Jess, P. (eds.) (1995) A Place in the world? : places, cultures and globalization,
OUP Press, Milton Keynes
McGrew, A. (1992) Global politics : globalization and the nation-state, Polity Press,
Cambridge
Mittelman, J. H. (1999) The future of globalization, Penerbit, Bangi, Malaysia
Nederveen Pieterse, J. (1993) Globalization as hybridization, ISS, The Hague
Nederveen Pieterse, J. (ed.) (2000) Global futures : shaping globalization, Zed Press, London
O'Meara, P. et al. (eds) (2000) Globalization and the challenges of a new century : a reader,
Indiana University Press, Bloomington
Sassen, S. (1994) Cities in a world economy, Pine forge press, California
Scholte, J. A. (2005) Globalization : a critical introduction, 2nd ed., Palgrave Macmillan, New
York
Scott, A. (ed.) (1997) The Limits of globalization : cases and arguments, Routledge, London
Starr, A. (2000) Naming the enemy : anti-corporate movements confront globalisation, Zed,
London
Williamson, J. G. (1995) Globalization, convergence, and history, NBER, Cambridge, USA
Williamson, J. G. (1996) Globalization and inequality then and now: the late 19th and 20th
centuries compared, NBER, Cambridge, USA.
The following are highly recommended articles and chapters (search through google scholar):
Adams, W. (2005) 'Sustainability' in Cloke, P., Crang, P. and Goodwin, M., Introducing
human geographies, 2nd ed., Hodder Arnold, London, pp. 285-297.
Amin, S. (1997) ‘The capitalist economic management of the crisis of contemporary
society’, in Capitalism in the age of globalization, Zed Press, London, pp. 12-45.
Castells, M. (1997) Excerpt from The Power of Identity, Blackwell, Oxford, pp. 51-59.
Chossudovsky, M. (1997) ‘The globalization of poverty’ in The globalization of poverty: The
impacts of IMF and World Bank reforms, Pluto Press, Sydney & Zed Press, London. Pp.
33-44.
Crang, P. (2005) ‘Local-Global’ in Cloke, P. Crang, P. and Goodwin, M. (eds.) Introducing
Human Geographies, 2nd ed., Hodder Arnold, London, pp. 34-50.
Dicken, P. (1998) ‘A Brief historical perspective’, in Global Shift: Transforming the World
Economy, 3rd ed., Paul Chapman, London, pp. 19-23.
Dicken, P. (1998) ‘The state is dead… long live the state’ in Global Shift: Transforming the
World Economy, 3rd ed., Paul Chapman, London, pp. 19-23.
Dietz, J. L. (1995) ‘A brief economic history’, in J. L. Dietz (ed.) Latin America’s Economic
Development: Confronting Crisis, 2nd ed., Rienner, London, pp. 3-20.
Held, D., McGrew, A., Goldblatt, D. & Perraton, J. (1999) ‘Catastrophe in the making:
Globalization and the environment’, in Global transformations: Politics, Economics and
Culture, Blackwell, Oxford, pp. 376-413.
Held, D., McGrew, A., Goldblatt, D. & Perraton, J. (1999) ‘Introduction’, in Global
transformations: Politics, Economics and Culture, Blackwell, Oxford, pp. 1-28.
Holly, B. (1996) ‘Restructuring the production system’ in Daniels, P. W. and Lever, W. F.
(eds.) The Global Economy in Transition, Longman, Harlow, pp. 24-39.
Kiely, R. (1998) ‘Introduction: Globalisation, (post-)modernity and the Third World’ in
Kiely, R. and Marfleet, P. (eds.) Globalisation and the Third World, Routledge, London,
pp. 1-22.
Leyshon, A. (1995) ‘Annihilating Space? The speed up of communications’ in Allen, J. and
Hamnett, C. (ed.) A Shrinking World? Global Uneveness and Inequality, Oxford
University Press, Oxford, pp. 11-54.
16
Massey, D. (1996) ‘A global sense of place, in S Daniels and R Lee (eds.) Exploring Human
Geography: A Reader, Arnold, London, pp.237-245.
McMichael, P. (2004) ‘The globalization project (1980s-)’ in Development and Social
Change: a Global Perspective, 3rd ed., Pine Forge Press, London, pp. 152-200.
Murray, W. E. (1998) 'The Globalisation of Fruit, Neoliberalism and the Question of
Sustainability - Lessons from Chile', European Journal of Development Research, vol.
10, no. 1, June, pp. 201-227.
Murray, W. E. (1999) ‘Local Responses to Global Change in the Chilean Fruit Complex’,
European Review of Latin American and Caribbean Studies, vol. 66, pp. 19-38.
(available on library interloan).
Murray, W. E. (1999) ‘Natural Resources, the Global Economy and Sustainability’ – Chapter
6 in Gwynne, R., and Kay, C. (eds.) Latin America Transformed, Edward Arnold,
London, pp. 128-152.
Murray, W. E. (2000) ‘Neoliberal Globalisation, ‘Exotic’ Agro-Exports and Local Change in
the Pacific Islands: A Study of the Fijian Kava Sector’, Singapore Journal of Tropical
Geography, vol. 21(3), pp. 33-47.
Murray, W. E. (2001) ‘The Second Wave of Globalisation and Agrarian Change in the Pacific
Islands’, Journal of Rural Studies, volume 17/2, pp. 135-148.
Poon, J. P. H. and Perry M. (1999) ‘The Asian economic flu: A geography of crisis’,
Professional Geographer, vol. 29, no. 2, pp. 184-196.
Roberts, S. M. (2002) ‘Global regulation and trans-state organization’, in Johnston, R.,
Taylor, P. and Watts, M. (eds.) Geographies of Global Change: Remapping the world,
Blackwells, Malden, pp. 143-157.
Smith, N. (2000) ‘Global Seattle’, Environment and Planning D: Society and Space, Vol. 18,
no. 1, pp. 1-5. (available on library interloan only)
Taylor, P. J. & Flint, C. (1993) ‘Geography of Imperialisms’ in Taylor, P. J. and Flint, C.
Political Geography: World Economy, Nation State and Locality, 3rd ed., Longman,
Harlow, pp. 103-143.
The Economist (1999) ‘The real losers’, December 11, p. 13.
Tickell, A. (2005) ‘Money and finance’, in Cloke, P. Crang, P. and Goodwin, M. (eds.)
Introducing Human Geographies, 2nd ed., Hodder Arnold, London, pp. 244-252.
Wartho, R. and Overton, J. (1999) ‘The Pacific Islands in the World’, in Overton, J. and
Scheyvens, R. (eds.), Strategies for Sustainable Development: Experience from the
Pacific. Zed Books, London. pp 227-240.
Waters, M. (2001) ‘A world of difference’, in Globalization, 2nd ed., Routledge, London and
New York, pp. 1-25.
Waters, M. (2001) ‘New world chaos: globalizing cultures’, in Globalization, 2nd ed.,
Routledge, London and New York, pp. 182-209.
Whatmore, S. (2002) ‘From Farming to Agribusiness: Global agri-food networks’ in
Johnston, R., Taylor, P. and Watts, M. (eds.) Geographies of Global Change: Remapping
the world, Blackwells, Malden, pp. 57-67.
Wright, R. (2002) ‘Transnational corporations and global divisions of labour’, in Johnston,
R., Taylor, P., & Watts, M. Geographies of Global Change: Remapping the world,
Blackwells, Malden, pp. 68-77.
Journals – Since globalisation is an interdisciplinary concept you will find articles in many journals. In
searching the journals it is probably wise to look no further back than 1990. The following will be
particularly useful: Progress in Human Geography, Economic Geography, Professional Geographer,
Singapore Journal of Tropical Geography, Development and Change, World Development, Third
World Quarterly, Economic Development and Cultural Change, The Economist, The New
Internationalist, Area, Transactions of the Institute of British Geographers, Journal of Rural Studies,
Environment and Planning A, Environment and Planning D, International Journal of Urban and
Regional Research, Antipode, Geographical Journal, Asia Pacific Viewpoint.
17
To search most effectively for journal articles go to the library’s online resources catalogue and use the
International Bibliography of Social Sciences (ask a librarian to show you how) or the Journal
Finder.
Websites – There are thousands of websites which deal with globalisation and, as with the internet in
general, it is often difficult to know where to start. Try these to start with but search yourselves
otherwise.
The international forum on globalization - http://www.ifg.org/
The World Bank’s view - http://www1.worldbank.org/economicpolicy/globalization/
The North South Institute (for inequality and development) - http://www.nsi-ins.ca/
Leverhulme globalisation research http://www.nottingham.ac.uk/economics/leverhulme/
IDS globalisation research (very good) - http://www.ids.ac.uk/ids/global/
Warwick University globalisation research - http://www.warwick.ac.uk/csgr/
Globalisation guide - http://www.globalisationguide.org/
Human rights-based globalisation - http://www.realizingrights.org/
Globalise Resistance (resistance movement) - http://www.resist.org.uk/
Oneworld (resistance movement) – http://www.oneworld.net
Corpwatch (corporate watch dog) - http://www.corpwatch.org/
Global Research Centre - http://globalresearch.ca/
Class representative
The class representative provides a useful way to communicate feedback to the teaching staff during
the course. A class representative will be selected at the first lecture of the course. Students may like
to write the Class Rep’s name and details in this box:
Class Rep name and contact details:
Student feedback
Student feedback on University courses may be found at
www.cad.vuw.ac.nz/feedback/feedback_display.php.
Special needs, problems and grievance procedures
Students should familiarise themselves with the University's policies and statutes, particularly those
regarding assessment and course of study requirements, and formal academic grievance procedures
contained in the statutes in the VUW website.
The University Statute on Student Conduct and Policy on Staff Conduct
The Statute on Student Conduct together with the Policy on Staff Conduct ensure that members of the
University community are able to work, learn, study and participate in the academic and social aspects
of the University's life in an atmosphere of safety and respect. The Statute on Student Conduct
contains information on what conduct is prohibited and what steps can be taken if there is a
complaint. For queries about complaint procedures under the Statute on Student Conduct, contact the
Facilitator and Disputes Advisor. This Statute is available in the Faculty Student Administration Office
or on the website at:
www.vuw.ac.nz/policy/StudentConduct.
The policy on Staff Conduct can be found on the VUW website at:
www.vuw.ac.nz/policy/StaffConduct.
18
Academic Grievances
If you have any academic problems with your paper you should talk to the tutor or lecturer concerned
or, if you are not satisfied with the result of that meeting, see the Head of School or the Associate Dean
(Students) of your Faculty. Class representatives are available to assist you with this process. If, after
trying the above channels, you are still unsatisfied, formal grievance procedures can be invoked. These
are set out in the Academic Grievances Statute which is published on the VUW website:
www.vuw.ac.nz/policy/AcademicGrievances.
Plagiarism (see also section c)
Victoria University defines plagiarism as the copying of ideas, organisation, wording or anything else
from another source without appropriate reference or acknowledgement so that it appears to be one’s
own work. This includes published and unpublished work, the Internet and the work of other students
and staff. Plagiarism is an example of misconduct in the Statute of Student Conduct. Students who have
plagiarised are subject to a range of penalties under the Statute. See the website:
www.vuw.ac.nz/policy/StudentConduct.
Reasonable Accommodation Policy
The University has a policy of reasonable accommodation of the needs of students with disabilities.
The policy aims to give students with disabilities an equal opportunity with all other students to
demonstrate their abilities. If you have a disability, impairment or chronic medical condition
(temporary, permanent or recurring) that may impact on your ability to participate, learn and/or
achieve in lectures and tutorials or in meeting the course requirements, then please contact the
Course Coordinator as early in the course as possible. Alternatively you may wish to approach a
Student Adviser from Disability Support Services to confidentially discuss your individual needs and
the options and support that are available. Disability Support Services are located on Level 1, Robert
Stout Building, or phoning 463-6070, email: [email protected]. The name of your School’s
Disability Liaison Person can be obtained from the Administrative Assistant or the School Prospectus.
Withdrawal from the Course - If you decide, for whatever reason, not to continue with the course,
please come and see Warwick Murray before you do so.
Plagiarism
What is Plagiarism and Why is it Important?
At university, we are continually engaged with other people's ideas: we read them in texts, hear them
in lecture, discuss them in class, and incorporate them into our own writing. As a result, it is very
important that we give credit where it is due. Plagiarism is using others' ideas and words without
clearly acknowledging the source of that information.
How Can Students Avoid Plagiarism?
To avoid plagiarism, you must give credit whenever you use
 another person's idea, opinion, or theory;
 any facts, statistics, graphs, drawings--any pieces of information--that are not common
knowledge;
 quotations of another person's actual spoken or written words; or
 paraphrase of another person's spoken or written words.
How to Recognise Unacceptable and Acceptable Paraphrases
Here's the ORIGINAL text, from page 1 of Lizzie Borden: A Case Book of Family and Crime in the 1890s
by Joyce Williams et al.:
The rise of industry, the growth of cities, and the expansion of the population were the three great
19
developments of late nineteenth century American history. As new, larger, steam-powered factories
became a feature of the American landscape in the East, they transformed farm hands into industrial
laborers, and provided jobs for a rising tide of immigrants. With industry came urbanization the
growth of large cities (like Fall River, Massachusetts, where the Bordens lived) which became the
centers of production as well as of commerce and trade.
Here's an UNACCEPTABLE paraphrase that is plagiarism:
The increase of industry, the growth of cities, and the explosion of the population were three large
factors of nineteenth century America. As steam-driven companies became more visible in the eastern
part of the country, they changed farm hands into factory workers and provided jobs for the large
wave of immigrants. With industry came the growth of large cities like Fall River where the Bordens
lived which turned into centers of commerce and trade as well as production.
What makes this passage plagiarism?
The preceding passage is considered plagiarism for two reasons:
 the writer has only changed around a few words and phrases, or changed the order of the
original's sentences.
 the writer has failed to cite a source for any of the ideas or facts.
If you do either or both of these things, you are plagiarising.
NOTE: This paragraph is also problematic because it changes the sense of several sentences (for
example, "steam-driven companies" in sentence two misses the original's emphasis on factories).
Here's an ACCEPTABLE paraphrase:
Fall River, where the Borden family lived, was typical of northeastern industrial cities of the
nineteenth century. Steam-powered production had shifted labor from agriculture to manufacturing,
and as immigrants arrived in the US, they found work in these new factories. As a result, populations
grew, and large urban areas arose. Fall River was one of these manufacturing and commercial centers
(Williams 1).
Why is this passage acceptable?
This is acceptable paraphrasing because the writer:
 accurately relays the information in the original
uses her own words.
 lets her reader know the source of her information.
Here's an example of quotation and paraphrase used together, which is also ACCEPTABLE:
Fall River, where the Borden family lived, was typical of northeastern industrial cities of the
nineteenth century. As steam-powered production shifted labor from agriculture to manufacturing,
the demand for workers "transformed farm hands into factory workers," and created jobs for
immigrants. In turn, growing populations increased the size of urban areas. Fall River was one of these
manufacturing hubs that were also "centers of commerce and trade" (Williams 1)
Why is this passage acceptable?
This is acceptable paraphrasing because the writer:
 records the information in the original passage accurately.
 gives credit for the ideas in this passage.
 indicated which part is taken directly from his/her source by putting the passage in quotation
marks and citing the page number.
Note that if the writer had used these phrases or sentences in his/her own paper without putting
quotation marks around them, he/she would be PLAGIARISING. Using another person's phrases or
sentences without putting quotation marks around them is considered plagiarism EVEN IF THE
WRITER CITES IN HIS/HER OWN TEXT THE SOURCE OF THE PHRASES OR SENTENCES SHE HAS
QUOTED.
20
Plagiarism and the World Wide Web
The World Wide Web has become a more popular source of information for student papers, and many
questions have arisen about how to avoid plagiarising these sources. In most cases, the same rules
apply as to a printed source: when a writer must refer to ideas or quote from a WWW site, she must
cite that source.
If a writer wants to use visual information from a WWW site, many of the same rules apply. Copying
visual information or graphics from a WWW site (or from a printed source) is very similar to quoting
information, and the source of the visual information or graphic must be cited. These rules also apply
to other uses of textual or visual information from WWW sites; for example, if a student is constructing
a web page as a class project, and copies graphics or visual information from other sites, he/she must
also provide information about the source of this information. In this case, it might be a good idea to
obtain permission from the WWW site's owner before using the graphics.
Strategies for Avoiding Plagiarism
1. Put in quotations everything that comes directly from the text especially when taking notes.
2. Paraphrase, but be sure you are not just rearranging or replacing a few words.
Instead, read over what you want to paraphrase carefully; cover up the text with your
hand, or close the text so you can't see any of it (and so aren't tempted to use the text as
a "guide"). Write out the idea in your own words without peeking.
3. Check your paraphrase against the original text to be sure you have not accidentally used the same
phrases or words, and that the information is accurate.
Terms You Need to Know (or What is Common Knowledge?)
Common knowledge: facts that can be found in numerous places and are likely to be known by a lot
of people.
Example: John F. Kennedy was elected President of the United States in 1960.
This is generally known information. You do not need to document this fact.
However, you must document facts that are not generally known and ideas that interpret facts.
Example: According the American Family Leave Coalition's new book, Family Issues
and Congress, President Bush's relationship with Congress has hindered family leave
legislation (6).
The idea that "Bush's relationship with Congress has hindered family leave legislation"
is not a fact but an interpretation; consequently, you need to cite your source.
Quotation: using someone's words. When you quote, place the passage you are using
in quotation marks, and document the source according to a standard documentation
style.
Paraphrase: using someone's ideas, but putting them in your own words. This is
probably the skill you will use most when incorporating sources into your writing.
Although you use your own words to paraphrase, you must still acknowledge the
source of the information.
Produced by Writing Tutorial Services, Indiana University, Bloomington, IN
Other important information
The information above is specific to this course. There is other important information that students
must familiarise themselves with, including:

Academic Integrity and Plagiarism: www.victoria.ac.nz/home/study/plagiarism
21














Aegrotats: www.victoria.ac.nz/home/study/exams-and-assessments/aegrotat
Academic Progress: www.victoria.ac.nz/home/study/academic-progress (including
restrictions and non-engagement)
Dates and deadlines: www.victoria.ac.nz/home/study/dates
Grades: www.victoria.ac.nz/home/study/exams-and-assessments/grades
Resolving academic issues:
www.victoria.ac.nz/home/about/avcacademic/publications2#grievances
Special passes: www.victoria.ac.nz/home/about/avcacademic/publications2#specialpass
Statutes and policies including the Student Conduct Statute:
www.victoria.ac.nz/home/about/policy
Student support: www.victoria.ac.nz/home/viclife/studentservice
Students with disabilities: www.victoria.ac.nz/st_services/disability
Student Charter: www.victoria.ac.nz/home/viclife/student-charter
Student Contract: www.victoria.ac.nz/home/admisenrol/enrol/studentcontract
Turnitin: www.cad.vuw.ac.nz/wiki/index.php/Turnitin
University structure: www.victoria.ac.nz/home/about
VUWSA: www.vuwsa.org.nz
You’ve got the whole world in your hands! - Warwick
22