HR online research and reporting skills: New alliances between library sciences, information technology and human resources education

Boudreau, J.W. & Basefsky, S. (1999). HR online research and reporting skills: New alliances between library sciences, information technology and human resources education. Panel participant, “The New Frontier of Electronic Media and Teaching: Agents, Collaborations, and Partnerships.” Innovative Teaching in HR and IR Conference, Atlanta, June, 1999.

Based on the following:

FOR RELEASE: May 4, 1998
http://www.newswise.com/articles/students-do-online-queries-for-real-clients

Contact: Darryl Geddes 
Office: (607) 255-9735 
E-Mail: djg9@cornell.edu 
Compuserve: Bill Steele, 72650,565 
http://www.news.cornell.edu

ITHACA, N.Y. -- There's no doubt that most students can surf the web and understand the etiquette of chat rooms, but how many can navigate the electronic superhighway and other online resources to do meaningful research with applications in the corporate world?

Online research courses are still uncommon these days, despite the ubiquitous computer terminal. Usually what's offered is a workshop or two geared toward helping a student research a term paper. But at Cornell University's School of Industrial and Labor Relations (ILR), a recently developed three-credit, human resource studies course is enabling students to learn the ins and outs of online research by conducting information searches for corporate clients.

The course was recently recognized by the ILR School as a significant "innovation in instruction" impressing both corporate America and graduate students who have deemed this a welcome addition to the curriculum.

The course, HR Online Research and Reporting Methods, teaches students advanced methods for using the electronic and hard copy sources of the ILR School's Martin P. Catherwood Library -- the largest and most comprehensive university collection of employer-employee relationship material in North America. Students learn how to use the Internet, Lexis-Nexis, CD libraries and other online databases.

"It's likely that what we will see is increasing availability and access to these sorts of tools outside the university setting, but that doesn't mean the expertise will match the availability," said John Boudreau, professor of human resource studies, who team teaches the course. "Professionals in this field who have an awareness and capability of what information is out there and how to get it are going to be ahead of the game. This course is giving our students an advantage."

The course begins with an intensive five-week training session in which students navigate a sea of online resources and other reference materials. After several mini-case studies, students are paired into teams and begin to research actual assignments from corporate executives. Corporations participating in the course are members of the School of Industrial and Labor Relations Center for Advanced Human Resource Studies (CAHRS).

Examples of recent searches include:

-- An oil company requested information on ways to mitigate attrition when relocating a business unit;

-- A major corporation sought information on best practices in performance management;

-- A pharmaceutical giant requested a report on current policies in place among peer companies regarding adoption, such as whether companies are helping to pay agency fees, etc.

-- A major financial institution requested information on how "flexible work" arrangements work in a highly client-centered business.

"Answers to these questions aren't found by simple research," said Stuart Basefsky, an information specialist at the Catherwood Library who also teaches the course. "If one doesn't have the skills necessary to do in-depth online research, finding materials to answer these requests in a timely manner would be difficult, if not impossible."

Students had 10 days to complete their assignments and report back to their corporate clients. Before starting the searches, students interviewed their corporate contacts to find out more about the requests. Once the searches were conducted and the information gathered, students drafted reports and executive summaries that were forwarded to the corporate clients.

"Conducting the search is only one aspect of what students here are learning," Basefsky said. "Once you have all this information, you must decide the best way to present it to your client; that can be a real challenge."

But students are up to it -- and they have testimonials to prove it. A Corning executive used a 21-page report on diversity profiles among Fortune 500 senior executives, along with an executive summary and a bibliography of article abstracts he received from a student, as the focus of a presentation he delivered to Corning senior human resource executives.

Boudreau and Basefsky believe that arming these students, many of whom will enter the human resources field, with the skills to accomplish such extensive online searches provides them with an essential ingredient for success in the marketplace.

"The explosion in information technology and the availability of online resources makes information research an essential skill for future human resource professionals," Boudreau noted. "An individual who can enter an organization with this set of skills and knowledge base will be extremely valuable."

WORK WITH INFORMATION: THE ILO WAY, 1998 -- Stuart Basefsky is featured along with the Catherwood Library and the ILR School

Work with information: the ILO way [video]
Geneva : Produced by B2 Productions for the ILO, 1998.
written and directed by Lydia Breen ; narrator, Jan Powell.
see-- https://newcatalog.library.cornell.edu/catalog/3160245

Summary:
Offers an overview of the information services provided by the International Labour Office (ILO) and the role of information in industrial relations, labor law, personnel management, and industrial safety throughout the world. The Catherwood Library at the New York State School of Industrial and Labor Relations, Cornell University, is featured; Catherwood reference librarian Stuart Basefsky speaks on the importance of ILO information for business planning and for academic research.

Description:
1 videocassette (21 min) : sd., col. ; 1/2 in.

The following is from:
World of Work: The Magazine of the ILO, No. 28, February 1999, page 34
http://www.ilo.org/wcmsp5/groups/public/---dgreports/---dcomm/documents/publication/dwcms_080627.pdf

“Work with information – the ILO way” A videocassette produced for the ILO Library 21 minutes – PAL and NTSC versions The ILO houses the world’s most important resources for information on workplace concerns. But many people are not aware that ILO information products and services are available to users around the world. This 21-minute videocassette gives an overview of a wide range of services, including the ILO’s Web site offerings, the ILO Library and the ILO’s network of documentation centres around the world, ILO publications, ILO statistical, legislative and bibliographic databases, and many more. The film goes on to show a wide range of users of ILO information in workplaces, in labour ministries, in multinational corporations, in trade unions, in universities, and illustrates how the ILO has helped each of them to get the information they need.... Each of these users found that sometimes, the information you need may be as close as a phone call or an e-mail. The film is available free of charge to users in libraries, research centres, governments, and labour-related institutions. Please contact the ILO Library, International Labour Office, CH-1211 Geneva 22 (Switzerland) (Fax: +4122/ 799.65.16 ; E-mail: bibl@ilo.org) and include the your organization’s full name and address, and the type of institution (government, trade union, etc.) Available in English, French and Spanish.

Founder and originator of "ILR IN THE NEWS"

Stuart Basefsky was the founder and originator of ILR IN THE NEWS.

Prior to the development of a strong Communications and Marketing Office for the ILR School, Stuart took the initiative of developing the service known as "ILR IN THE NEWS."

At first the service was run via e-mail for internal purposes and to inform Alumni about the impact faculty and alumni were having in the public policy arena. The service was made possible by Stuart acquiring access to LEXIS for the ILR School. Starting in July 2004, the service was converted into a Blog format. The archives of this Blog can be found at

http://ilrinthenews.blogspot.com/

This service was to turned over to the Communications and  Marketing Office in July 2010 [note that each posting after that date comes from the ILR School at the bottom of each story instead of from SBasefsky]

When Stuart moved to Gainesville, FL [May 2011] where he continued to work for the ILR School as a lecturer and Director of the IWS News Bureau, the ILR IN THE NEWS service continued on his Blog until September 8, 2014. On that date, the ILR School took the service under its wing where it can now be found at http://www.ilr.cornell.edu/news/ilr-news

C.U. Library Now U.N. Depository [International Labour Organization (ILO) Depository] [Basefsky] in The Cornell Daily Sun, February 22, 2002

The following article can be found at
https://wayback.archive-it.org/2566/20140830225002/http://cornellsun.com/blog/2002/02/26/cu-library-now-un-depository/

C.U. Library Now U.N. Depository

FEBRUARY 26, 2002 7:00 PM0 COMMENTS

Archives

The Martin P. Catherwood Library in the School of Industrial and Labor Relations (ILR) has been designated as an official depository library by the International Labor Organization (ILO), making it the only library in the country, besides the Library of Congress, to serve this function.

The ILO is a specialized United Nations agency, which studies a wide variety of labor issues and creates international labor standards by working with representatives from governments, employee groups and employer groups.

Normally, each country only has one depository library for ILO documents, so “we had to make a case for why we should be a second depository,” said senior reference librarian Stuart Basefsky.

Basefsky had established a relationship with the ILO and has been arguing to make the Catherwood Library a second depository since 1996.

“It is a result of Stuart’s relationship and persistence that we have be able to make this relationship more formal,” said Gordon Law, director of the Catherwood Library.

The library was finally selected because of its quality collection of workplace and labor related issues in the United States, its large international clientele and its ability to provide a broad range of resources via the internet.

The Catherwood Library has been ordering ILO documents since the ILR school was established. However, now “nobody will have to order them. They will come automatically.” Law said. “This assures us that we won’t miss any documents,” he added.

The library will receive all ILO documents for free now, which will save the library between $5,000 and $10,000 per year, according to Basefsky. This will allow the library to use those funds to purchase other resources.

Furthermore, Basefsky believes that the new relationship established by the library and the ILO will also make it easier for researchers in ILR to get research grant approvals. “This gives us a natural partnership,” Basefsky said.

The ILO documents will also benefit various departments in the College of Agriculture and Life Science and the College of Arts and Sciences which are interested in labor relationships.

“Anyone who has used our resources almost can’t avoid using ILO material,” Basefsky said.

The Catherwood Library will archive, catalog and make all the documents it receives available to the public.

Right now, the Cornell Law Library serves as a mirror site for the ILO website, providing an exact copy of all website content. This website already includes the documents that the Catherwood Library will be receiving. However, obtaining paper copies is very important according to Basefsky, since printed material is still the best way to preserve material for future use without the need to worry about any changes in electronic storage formats.

Archived article by Luke Hejnar

Sound Advice for a Raise - You can get more pay, but you have to ask - politely [Stuart Basefsky] in Daytona Beach News-Journal, December 5, 2005, page 12A.

Sound Advice for a Raise - You can get more pay, but you have to ask - politely

Daytona Beach News-Journal, The (FL) (Published as Daytona Beach News-Journal (FL)) - December 5, 2005

·         Author/Byline: DONNA CALLEA - BUSINESS WRITER

·         Edition: Final

·         Section: Section A

·         Page: 12A

DAYTONA BEACH -Attention average worker.

If you've been doing an average job for your employer, and your employer is about average when it comes to compensation, you can expect an average pay raise of about 3.6 percent in 2006. That's what several recent market studies conclude.

But what's that, you say?

You're not average? You're well above average - not to mention highly reliable, with skills, talents, stamina and/or other qualities that make you deserving of more?

Well then, you'd better ask if you want to receive, advises Stuart Basefsky of the Institute for Workplace Studies at Cornell University in New York.

"People still do ask for raises," he said in a telephone interview. And they should - assuming they've honestly and fairly evaluated their worth to their employers, investigated the going rate for workers such as themselves, and concluded they're underpaid. In today's working world, nothing is automatic - including receiving just rewards for jobs well done, he pointed out. And employees no longer pledge themselves to companies for decades on end, if they think they can do better elsewhere.

"It used to be that people were loyal to their firms, and firms were loyal to their workers. There used to be quid pro quo," Basefskysaid. But with downsizing and other cost-cutting measures, "workers have lost confidence and trust in companies." They may feel as if they're just a commodity. And "if you're a commodity you might as well act like a commodity," he said. Especially in times such as now, when unemployment is very low.

Of course, no one is irreplaceable. "Employers say everyone can be replaced, and they can," Basefsky acknowledged. "But the cost of turnover can be a problem." Depending on the sector and the timing, it may be difficult and expensive for companies to fill vacancies.

Still, asking for a salary increase isn't an easy thing for most people to do.

"It can be intimidating," acknowledged Wayne Green, a 39-year-old construction masonry worker from DeLand, who successfully negotiated a raise about three weeks ago.

The rising price of gas and increasingly high cost of his commute to work prompted his request. But the important thing was, his employer "knew I was a good worker," said Green. "I had a good work history, and that boosted my confidence."

He asked for a dollar more an hour, and got 50 cents. "It was a compromise," he said.

Gerda Winger, 79, a part-time hostess at Mr. Dunderbak's in Volusia Mall, still vividly recalls the first time she asked a boss for a raise.

She was in her early 20s, working as a fashion model in Sweden, and it wasn't all glamour.

"I told the owner I'd like a raise. And he said: 'What for?' I said: 'You're working me to death. If you don't give me a raise, you can kiss my heinie,' " Winger recalled with a chuckle. And he did. Give her a raise, that is.

That approach, however, is not generally recommended by human resources experts. "You want to be respectful," Basefsky said. "You don't want to ever threaten (to walk)." Sometimes an employer may truly not be able to afford to pay more money, but can offer other perks such as more flexible hours or better working conditions.

The bottom line, though, is employees are "remiss if they don't ask for rewards for their loyalty and increasingly good performance," he said.

Getting a Raise

Here are tips from experts on asking for a raise.

*Be respectful and make a request rather than a demand.

*Back up your request with facts about your performance.

*Do your own market research (available at many employment sites on the Internet), and point out what the going rate is for people in your position in your industry in your geographical area.

*If you're in a supervisory position, emphasize the success of those who report to you.

*Emphasize any additional training, education, certification, awards or praise you've received.

*Saying you need more money because of your personal situation isn't an effective argument and typically doesn't cut any ice.

SOURCE: News-Journal research

·         Dateline: DAYTONA BEACH

·         Record: 409476877

·         Copyright: Copyright, 2005, The News-Journal Corporation

New Database Brings Congress to Cornell [Stuart Basefsky] in The Cornell Daily Sun, Friday, October 21, 1994, page 3.

When Stuart Basefsky moved from Duke University to Cornell University, he brought access to the Washington Alert Service created by Congressional Quarterly (CQ) with him.

A GIFT FOR BOYNTON [Origin of Ithaca Public Education Initiative (IPEI)] in The Ithaca Journal, Wednesday, April 20, 1994, pages 3A and 4A

Stuart Basefsky and his family (Claire Germain, wife, and Nicolas Germain, son) became the catalyst for the formation of the Ithaca Public Education Initiative (IPEI) with their donation to Boynton Middle School which is documented in the article below.

Dublin Foundation (EUROFOUND) Briefing, 6 April 2005 by Stuart Basefsky [The role of Stuart Basefsky in formulating MOU's with EUROFOUND, the ILO, and University College Dublin (UCB)]

The following provides a briefing on the relationship between the ILR School and the Dublin Foundation (EUROFOUND) from Spring 2003 to March 2005. In addition, it provides the background information that brought about the MOU and its status as of 6 April 2005. Stuart Basefsky's role is clearly indicated in developing not only the MOU with EUROFOUND but also the MOU's with the ILO and the University College Dublin (see Internship Program in document below).
[Note: Stuart Basefsky initiated the contact between Prof. Roland Erne and Prof. Clete Daniel].

MEMORANDUM OF UNDERSTANDING (MOU) between the European Foundation for the Improvement of Living and Working Conditions and the School of Industrial and Labor Relations, Cornell University, 10 June 2004

The following MOU between the European Foundation for the Improvement of Living and Working Conditions (known as the Dublin Foundation and later as EUROFOUND) and the ILR School was signed by Dean Edward J. Lawler (Dean of the ILR School) and Willy Buschak (Acting Director of the Dublin Foundation). The agreement was finalized on 10 June 2004.

ESCP-EAP (European School of Management in Paris): Report of Visit to Cornell, 7-9 October 2002

The following is a report of the visit of Beatrice Collin and Jean-Francois Delplancke to Cornell University in October 2002. This event ultimately resulted in a partnership agreement between ESCP and the ILR School including a joint degree program. Stuart Basefsky was instrumental in bringing this endeavor to reality.

MEMORANDUM OF UNDERSTANDING (MOU) between the International Institute for Labour Studies (at the ILO) and the School of Industrial and Labor Relations, Cornell University [to be signed 23 September 2003]

Below is the final draft of the MOU as presented to Stuart Basefsky (his copy).

MEMORANDUM OF UNDERSTANDING (MOU) between the International Institute for Labour Studies (at the ILO) and the School of Industrial and Labor Relations, Cornell University [to be signed 23 September 2003]

BRIEF CHRONOLOGY OF RELATIONS AND CONTACTS WITH THE ILO MADE BY STUART BASEFSKY, 19 August 2002

Brief Chronology of Relations and Contacts with the ILO made by Stuart Basefsky (19 August 2002 by Stuart Basefsky

Cornell Library Gets Special ILO Status [Stuart Basefsky], ILO Focus, vol. 15, no. 1, Spring 2002, page 16

ILO Focus is published by the Washington Branch Office of the International Labor Organization.
The following comes from ILO Focus, vol. 15, no. 1, Spring 2002, page 16.

Stuart was a member of the INTERNATIONAL PROGRAMS ACADEMIC COMMITTEE of the ILR School

see
http://web.archive.org/web/20100317010247/http://www.ilr.cornell.edu/international/about.html

Stuart first appears online as a member in 2004--see
http://web.archive.org/web/20040706052250/http://www.ilr.cornell.edu/international/contact.html

International Programs

117 Ives Hall, 607-254-7255

·         Service Learning

·         Students

·         Visiting Fellows

·         ILR Faculty

·         Alumni & Friends

·         News

·         Profiles

About Us

ILR International Programs at Cornell University's School of Industrial and Labor Relations (ILR) promotes ILR's core mission in research, teaching, and extension programming around the world. Guided by our academic committee, we aim to support the integration of international dimensions into teaching and research at ILR.

Our activities include:

·         Promotion of international research and exchange

·         Expansion of opportunities for students' international education

·         Development of international conferences

·         Publicity for international activities at ILR

·         Dissemination of faculty international research

ILR Worldwide

Academic Committee

·         Lee Adler

·         Stuart Basefsky

·         Rose Batt

·         Maria Cook

·         Clete Daniel

·         Gary Fields

·         Sarosh Kuruvilla

·         Sean Sweeney

·         Lowell Turner

Role of Stuart for International Programs?

The following e-mail exchanges tell the story.

Role of Stuart for International Programs?

Re: Role of Stuart for International Programs?

Sarosh Kuruvilla sck4@cornell.edu 04/17/08
to Stuart

Stuart:
looks good. I think we generally know what your role is.......and how you are contributing to the international mission of the school by raising its profile internationally. The bigger questions are
a) Do you have a project or something that you want to execute that requires IP approval and funds? 
b) IS there a long term plan and strategy i.e. some goal that you would like to reach with your international outreach efforts? I.e., how do you know when you are successful and are there milestones along the way that will be useful markers?
c) How to develop cross-overs and linkages between what you do and what the faculty (research an teaching)  are doing, and it would be nice to see that (e.g., franklin projects).
S
**********************************************

At 11:39 AM 4/17/2008, you wrote:

Dear All,
From time to time, I get a question about my role in International Programs here at ILR. I thought I should give you a brief explanation and example.

As many of you know, I have played a major role in establishing and/or maintaining relations with the ILO, the European Foundation for the Improvement of Living and Working Conditions, Hans Boeckler Foundation, the ESCP-EAP (European School of Management) in Paris, the University College Dublin, and other organizations and individuals in Europe, Latin America, Asia, Africa, and here in N. America. I do this primarily through my ability to leverage information services for the advantage of all parties. I do this through the IWS Documented News Service. See a brief overview of the public policy issues that this service is designed to address --
http://www.ilr.cornell.edu/iws/news-bureau/faq.html

I continually get requests from many of these organizations and their leaders to help them disseminate their intellectual product -- working papers, studies, reports, etc. In addition, they often write to ask me to place more of their colleagues on my distributions lists.

As a quick example, today I received two e-mails. One from Simon Cox and another from Andranik Tangian --
(1) Simon COX, Coordinator in charge of Transnational Companies and European Works Councils. EFFAT is the European Federation of Food, Agriculture and Tourism Trade Unions (in Brussels)
(2) Andranik TANGIAN, Head of Econometrics and Development of New Indicators at the Institute for Economic and Social Research (WSI) in the Hans-BÄockler-Foundation, DÄusseldorf, Germany & Privat-dozent at the University of Karlsruhe, Germany, course \Theory and practice of decision-making in politics and economics

The correspondence follows:

(1)

Subject: New addition to the Weekly Bulletin
Date: Thu, 17 Apr 2008 09:46:18 +0200
From: "Simon Cox" <s.cox@effat.org>
To: <smb6@cornell.edu>


Hi Stuart,

I continue to get the weekly bulletin and I take this opportunity to thank you again for your excellent work. This is a great resource. Could I also ask you to add my collegue Daria Cibrario at the IUF to the list? Her email is:

 daria.cibrario@iuf.org

thanks

Simon Cox
EFFAT

(2)
Subject: Report on indexing decent work

Date: Thu, 17 Apr 2008 10:35:14 +0200
From: "Andranik Tangian" <Andranik-Tangian@BOECKLER.DE>
To: "Stuart Basefsky" <smb6@cornell.edu>, <smb6@postoffice8.mail.cornell.edu>


Dear Stuart,

I would be most grateful if you could inform the subscribers of the REINET about the report announced below (dated December 2007 but available in Internet only since yesterday).

Thank you in advance.

Yours sincerely

Andranik Tangian
WSI
Hans Boeckler Foundation
Hans-Boeckler-Str. 39
40476 Duesseldorf
GERMANY
Tel: +49 211 7778-259
Fax: +49 211 7778-190
Email: andranik-tangian@boeckler.de


Andranik Tangian
Is work in Europe decent? A study based on the 4th European survey of working conditions 2005
Hans Boeckler Foundation, Duesseldorf, WSI-Diskussionspapier Nr.157
(Print)  ISSN 1861-0625
(Internet)    ISSN 1861-0633
http://www.boeckler.de/pdf/p_wsi_diskp_157_e.pdf

Abstract
Composite indicators of Decent work for 31 European countries are constructed with the data of the Fourth European Working Conditions Survey 2005 (EWCS 2005) of the European Foundation. Partial indices reflect 15 aspects of working conditions as in the recently published German DGB-index Gute-Arbeit. In a sense, the German indicator is extended to European data. Two methodologies, of the OECD and of the Hans Boeckler Foundation, differing in scaling, give very similar results. The main findings are as follows:

1. Evaluation of working conditions. Working conditions are evaluated on the average with 61 conditional % (= low medium level), ranging  from 51 in Turkey (inferior level) to 67 in Switzerland (upper medium level). A good evaluation (>80) is inherent only in the meaningfulness of work (81). Two aspects got a bad evaluation (<50): qualification and development possibilities (33) and career chances (49).

  Importance of different aspects of working conditions. Stepwise regression reveals that job stability is the most important factor for the satisfaction with working conditions. Strains, career chances, meaningfulness of work go next. Income and collegiality are ranked 5th or 6th, depending on the evaluation method. Creativity and industrial culture make no statistically significant impact. Learning and good management are regarded as shortcomings rather than as advantages.

  Disparities among countries and social groups. The evaluation shows significant disparities among European countries and social groups. Those who work in finances have by far better working conditions, even comparing with the next best group of business people, women have worse working conditions than men with respect to 9 of 15 aspects, and all types of atypical employees (other than permanent employees) have working conditions below the European average, to say nothing of those with permanent contract.

  Insufficient quality of work. The evaluation reveals bad qualification possibilities (33) and career chances (49), low transparency (51), emotional strains (52), inconvenient time arrangements (55), and  modest income (55) show how far is Europe from creating 'more and better jobs' for the Agenda 2010. In particular, poor qualification and development possibilities mean that the European Employment Strategy oriented towards flexible employment and life-long learning is not yet consistently implemented.

  Role of strong trade unions for job stability. A high job stability is observed in some countries with relaxed employment protection and strong trade unions. At the same time, a low job stability is inherent in some countries with strict employment protection but weak trade unions. It means that the institutional employment protection alone does not guarantee job stability, and other factors, like strong trade unions,  can be even more important.

To stimulate employers to equalize working conditions it is proposed to introduce a workplace tax for bad working conditions which should protect 'the working environment' in the same way as the green tax protects the natural environment. Indexing working conditions at every workplace developed in our study can be regarded as prototype measuring the 'social pollution' and used to determine the tax amount.


I hope the above provides some understanding of my uncommon role in this organization. Please note, I get correspondence regularly from our ILR contacts around the globe. Currently, the IWS Documented News Service reaches approximately 2,000 people including journalists (NYT, Chicago Tribune, Washington Post, and more), faculty (at universities around the globe), practitioners (lawyers, hr professionals, etc.), policy makers (in NY, Washington, ILO, European Union, etc.) and others.
Best regards,
Stuart Basefsky

****************************************
Stuart Basefsky                  
Director, IWS News Bureau               
Institute for Workplace Studies
Cornell/ILR School                       
16 E. 34th Street, 4th Floor            
New York, NY 10016                       
                                           
Telephone: (607) 255-2703               
Fax: (607) 255-9641                      
E-mail: smb6@cornell.edu                 
****************************************

THE ILR SCHOOL AND THE ILO -- WORK: TOWARDS A FAIRER GLOBALIZATION by Stuart Basefsky

While Stuart Basefsky wrote the following article, it was he who was the primary negotiator with the ILO. After visiting the ILO several times, he created a network of contacts not only for the Catherwood Library but for all the interested parties at the ILR School. Stuart arranged the agenda and the visit with the ILO in large part.

THE ILR SCHOOL AND THE ILO
WORK: TOWARDS A FAIRER GLOBALIZATION
by Stuart Basefsky
hrSPECTRUM, May-June 2004, page 3
http://digitalcommons.ilr.cornell.edu/cgi/viewcontent.cgi?article=1014&context=cahrshrspectrum

MOU between EUROFOUND and the ILR SCHOOL (Renewal, February 2009)

[Renewal of MOU, February 2009, Draft before signing]

Memorandum of Understanding

Between

the European Foundation for the Improvement of

Living and Working Conditions (Eurofound)

Dublin, Ireland

And

Cornell University

for and on behalf of its

School of Industrial and Labor Relations

Ithaca, New York

In consideration of increased globalization and the changing nature and characteristics of the workplace, it is important that our organizations share their knowledge of the factors influencing living and working conditions and cooperate in their programmes of research, education and the dissemination of publications and findings. The European Foundation for the Improvement of Living and Working Conditions (Eurofound) and the School of Industrial and Labor Relations (ILR), Cornell University, both of which are concerned to provide findings of relevance for their constituencies (public authorities, employers’ and workers’ organizations) agree to work together in the framework of this Memorandum of Understanding (MOU), which establishes a formalized relationship between the two institutions in order to enhance the quality and effectiveness of research and its practical applications.

I.       Internship Programme

1.1     Eurofound will accept 3-4 interns per semester from the ILR School at Cornell University. Appropriate candidatures from graduate or undergraduate students will be submitted in advance by the ILR faculty, through the Director of Off-Campus Credit Programs, to the Director of Eurofound for consideration. Preference will be given to candidates capable of contributing to the analysis of social and labor policies in a comparative or global perspective and of working in a multicultural environment. An additional consideration in the selection of candidates will be gender balance.

1.2     Each intern will be supervised by a senior staff member working in the research programme of Eurofound. The candidate will work as an assistant on a specific project, making a contribution to Eurofound’s work programme. At the end of the internship, each student could be called to present the results of his/her work in an internal Eurofound workshop.

1.3     As a rule, such internships at Eurofound will not be remunerated.

II.     Visiting Scholar Programme

2.1     Eurofound will welcome ILR faculty members as visiting scholars. This is subject to prior approval.  He/she will be provided office space, computer facilities and access to Eurofound library and information centers. Eurofound may facilitate contacts between the visiting scholar and the relevant experts in the European Institutions and among Eurofound’s stakeholders. Visiting scholars will be asked to make a presentation of their work at either an internal Eurofound research meeting or to a wider audience.

2.2     The ILR School will consider modalities to facilitate, on the same basis as visiting scholars to Eurofound, study visits from selected Eurofound staff on temporary leave who are willing to upgrade their academic skills or to undertake research at Cornell.

III.    Information Services, Conferences and Research Projects

3.1     The ILR School will continue to provide its expertise upon request to enhance Eurofound’s information services, and both institutions will pursue their cooperation in the field of information and communication technologies in order to improve the dissemination of information on Eurofound’s programmes and activities towards the academic and research community.

3.2        Both institutions will keep the other informed of forthcoming conferences, seminars or special lectures of mutual interest, and will encourage the participation of the relevant experts in such events.

3.3        Research cooperation is to be encouraged when there is an appropriate match of interest and capacity. An ongoing example is Eurofound’s work programme, which presently includes comparative work on industrial relations developments in Europe, Japan, USA and other global economies. ILR faculty members and researchers have contributed to this work in the past, and it is agreed as long as there is continuing interest that they will take part in future project agreements. It is understood that complementarities between specific research projects in both institutions should be further explored.

3.4        ILR academic staff may be invited to provide training to Eurofound’s staff in line with programme requirements. Details of this activity can be agreed between the two parties.

IV.     Duration/Termination of MOU

4.1     This MOU will enter into force upon signature by the Dean of the ILR School at Cornell and the Director of Eurofound and shall continue for a period of 5 years.  The MOU can be modified or renewed by mutual written agreement of the parties.

4.2   This MOU or any other project agreement can be terminated at any time for material breach upon provision of written notice and a reasonable opportunity to cure.  Termination may also occur for any reason upon 6 months written notice, in which case all reasonable efforts will be made to minimize disruption of work under existing project agreements.

V.      Other provisions

1.       Project Agreements. The terms of cooperation for each specific activity implemented under this Memorandum of Understanding (MOU), including financial aspects, shall be mutually discussed and agreed upon in writing by both parties prior to the initiation of that activity. These Project Agreements shall be subject to the terms of this MOU and shall be attached hereto in Appendix A. 

2.       Academic Freedom. Basic principles of academic freedom will be applicable to all educational and research activities undertaken by, or under the direction of, faculty who participate in the projects contemplated by this MOU. Cornell's equal opportunity and non-discrimination policies will also be applicable to the employment and assignment of faculty and staff, and to the selection and supervision of students. 

3.       Non-Discrimination. Specifically, both institutions agree not to discriminate against any person because of age, ancestry, color, disability or handicap, national origin, race, religious creed, sex, sexual orientation, or veteran status. Cornell, and Eurofound- in alignment with its Staff Regulations, shall abide by these principles in the administration of this MOU, and neither institution shall impose criteria for the exchange of faculty or students which would violate the principles of non-discrimination. Breach of this covenant may be regarded as a material breach of this Memorandum of Understanding and any related agreements. 

4.       Intellectual Property. Each party to this MOU shall own the intellectual property (IP) conceived or first reduced to practice solely by its employees or agents in furtherance of projects or activities contemplated by this MOU. IP conceived or first reduced to practice jointly by employees or agents of both parties shall be jointly owned, except where conflicting intellectual property rights exist and are disclosed prior to the project agreements being entered into.  

5.         Export Compliance. The parties hereto agree to comply with all applicable United States export laws and regulations. Unless authorized by applicable government license or regulation, neither party will directly or indirectly export or re-export, at any time any technical information or software, furnished or developed under this MOU to any prohibited country (including release of such technical information or software to nationals, wherever they may be located, of any prohibited country) as specified in applicable United States export, embargo, and sanctions regulations.

6.         Indemnification. Cornell and Eurofound shall each indemnify and hold harmless the other, its officers, agents and employees, for any and all liability, damages and cost attributable to the negligent acts or omissions of the indemnifying party, its officers, agents and employees while acting in the scope of their employment, and in furtherance of activities described in this Memorandum of Understanding.

7        Liability Insurance. Each party shall maintain its own insurance in amounts deemed appropriate for its operations. Such insurance shall provide coverage for negligent acts, errors, or omissions and provide protection against bodily injury or property damage claims. It is expressly understood that each party shall be solely responsible for its own actions and such insurance shall not extend to protect any other party. 

8.         Conduct. Exchange faculty and students must abide by the laws of the host country affecting foreign nationals, and by the rules and regulations of the host organisation.

9.         Use of Name. Any use of the respective name -Cornell University’ and Eurofound- including any of its constituent colleges or programs, or Cornell/Eurofound related logos in advertisements, publications or notices relating in any way to the activities described in this MOU shall be subject to the prior written approval of competent authorities from Cornell University/ Eurofound.

10.       Non-Assignment. Neither party to this Agreement shall have the right to assign any duty or responsibility arising hereunder without the written consent of the other party.

11.       Relationship of Parties. This Agreement shall not be construed to create a relationship of partners, employees, servants or agents as between parties. The parties to this Agreement are acting as independent entities. 

12.     Law/Enforcement. The Parties will consult with each other and attempt to resolve disputes or misunderstandings that arise in the administration of this MOU or any Project Agreement informally.  In the event that internal attempts at resolution are not successful, the parties agree that any formal claims in connection with this MOU or any Project Agreement against Cornell, its officers, agents and employees shall be brought in State or Federal Court having jurisdiction in Tompkins County, State of New York, and claims against EuroFound shall be brought in the courts of Ireland.  The MOU and any Project Agreement shall be construed in accord with the law of the courts in which the proceedings are brought.

Cornell University for and on behalf of its School of Industrial and Labour Relations, Cornell University, _________________________________	For the European Foundation for the Improvement of Living and Working Conditions, ______________________________
Harry Katz	Jorma Karppinen
Dean	Director
Date : ……………….	Date : ………………….