GSN444 Special Topic 1
To view more information for this unit, select Unit Outline from the list below. Please note the teaching period for which the Unit Outline is relevant.
| Unit code: | GSN444 |
|---|---|
| Credit points: | 6 |
| Timetable | Details in HiQ, if available |
| Availabilities |
|
| Domestic tuition unit fee | $3,186 |
| International unit fee | $3,570 |
Unit Outline: Flexible Period - 02A 2025, Gardens Point, Internal (Start Date: 13 Jan 2025)
| Unit code: | GSN444 |
|---|---|
| Credit points: | 6 |
| Assumed Knowledge: | GSN405 Strategy GSN490 Managing Technological Innovation GSN464 Systems Thinking for Managers |
Overview
This unit provides you with the opportunity to collaborate with international MBA colleagues, exploring the emergent entrepreneurial opportunities aligned to the infrastructure and mobility requirements associated with the 2032 Olympic and Paralympic Games during a week long Collaboration Sprint at QUT. While participating in the Collaboration Sprint model you will be guided by MIT - Martin Trust Center (Jenny Larios Berlin) and QUT faculty, work with MIT MBAs, visit mobility startups, and interact with senior public servants associated with the delivery of the 2032 Games. Following the week-long bootcamp interaction, you will submit your final deliverables to a senior panel of entrepreneurs and senior industry representatives.
Learning Outcomes
On successful completion of this unit you will be able to:
- Critically evaluate the entrepreneurial opportunities and challenges associated with mobility and transport infrastructure requirements of the 2032 Olympic and Paralympic Games
- Demonstrate the ability to communicate a complex set of analysis and recommendations to both industry and academic audiences
Content
Large Scale event logistics, transport infrastructure and mobility requirements
Emerging mobility technologies (e.g. air taxi)
Autonomous technologies; mass transport trends; mass transit vs micro-vehicle strategies
Sustainable transport solutions
Design sprint methodologies
Entrepreneurship eco-system / industry site visits
Course Learning Goals (Postgraduate - Executive)
The Graduate School of Business has established the Assurance of Learning (AOL) Goals to meet contemporary industry needs and standards. Achieving these learning outcomes will assist you to meet the desired graduate outcomes set at QUT - aligned with other internationally renowned business schools. Associates will develop the following capabilities relevant to a contemporary global and sustainable business environment:
KS 1.1
Demonstrate and apply integrated and advanced theoretical and practical knowledge (including systems thinking approaches, multidisciplinary frameworks and knowledge of research principles and methods) that incorporate recent development in business disciplines and professional practice.
KS 1.2
Apply advanced technical and technological knowledge and skills to critically reflect on, evaluate and contribute to developments that enhance innovative, sustainable and effective business performance in local, national and global business environments.
HO 2.1
Provide evidence of effective analysis, interpretation, evaluation and synthesis of complex data, theories, ideas, issues and situations and demonstrate knowledge of how research and inquiry can be used to interpret, contribute to and create theoretical and practical knowledge.
HO 2.2
Provide evidence of higher order thinking including creativity, judgement, cognitive flexibility and critical reflection in designing, planning and implementing strategies and solutions for effective performance in complex business environments.
PC 3.1
Demonstrate advanced use of language and argumentation in written communication, including digital communication, to frame strategic and influential responses to engage, persuade, negotiate, collaborate and lead in diverse and complex contexts and for diverse audiences.
PC 3.2
Demonstrate advanced use of language and argumentation in oral communication, including digital communication, to frame strategic and influential responses to engage, persuade, negotiate, collaborate and lead across diverse and complex contexts and for diverse audiences.
SL 4.1
Demonstrate adaptive personal leadership and accountability, including self-awareness, reflective practice and foresight in adapting and applying knowledge and skills to inform and influence effective and innovative practice.
SL 4.2
Lead, manage and foster the development of collaborative teams that value and leverage the diverse knowledge and skills of others to contribute to the development of robust, adaptable and sustainable courses of action.
SEC 5.1
Demonstrate and apply knowledge of ethical and legal principles and practices of business, to contribute to responsible organisational governance and citizenship in local, national and global business environments.
SEC 5.2
Apply knowledge and skills to demonstrate, interpret and critically reflect on, appropriate culturally and socially inclusive and responsible decisions and actions across diverse social and cultural contexts.
Learning Approaches
This unit adopts a blended learning approach and as such, includes a variety of teaching and learning approaches.
Intensive face-to-face class sessions and/or webinars are the primary methods of teaching this unit. A textbook and/or readings and a range of digital materials that are designed to support and extend learning prior to, during and after class sessions available in the unit Canvas site supplements the classes and/or webinars. Where appropriate, social media tools and forums will be used to extend learning and build connections with students outside the class or webinar sessions. Given the importance of the unit Blackboard site to the teaching and learning strategy used in this unit, a computer and tablet device with internet access is strongly recommended for all students.
The principal purpose of the classes, webinars and readings is to build upon the key concepts that were introduced through the Preparation for Class activities and readings. The purpose of the case study work, experiential learning tasks and assessment tasks is to help the student develop their understanding of the concepts and enable them to be applied within a range of business contexts.
There is an expectation that the student will participate in class sessions and/or webinars, to take advantage of the opportunity to discuss important issues with their instructor and their peers.
It is expected that students have completed all Preparation for Class activities and readings identified in the unit Blackboard site prior to coming to class and/or webinar to be able to maximise the learning opportunities of the class sessions.
A variety of learning activities designed to engage students in their learning will be incorporated into the lectures/workshops and webinars. Such learning activities may include short lectures, class discussions, debates, role plays, group work, guest speakers, student presentations, simulations, case study analysis, videos, readings, wikis, media/current events reports, web searches, etc.
There is a commitment to critical inquiry and intellectual debate in regard to the material covered. Students are encouraged to relate the theories and research discussed to situations known to them and will be encouraged to share their experiences relating to the topics explored in this unit with the class to enrich the overall learning experience of all students.
Expanding the awareness of Australian management policies and practices into intercultural and global perspectives is fostered within this unit. Typically, students enrolling in this unit have extremely varied backgrounds. There is diversity of professional background and socio-cultural background. Students are reminded that this is to their advantage and they have much to learn from one another. To this end, students are strongly encouraged to be sensitive to cultural, gender-related and international issues.
Feedback on Learning and Assessment
Associates will receive a variety of formative feedback throughout this unit.
Informally, feedback will be given verbally in class through class discussions and during the debriefing of learning activities.
Direct feedback will be available to those associates who request a private or group consultation session with the lecturer.
Formal feedback will be received on both formative and summative assessment tasks through a Criterion Reference Assessment sheet, which will also include written feedback on the assessment task. The Criterion Reference Assessment Sheet will be available in the GSN409 Blackboard site at the commencement of the unit. Associates will receive feedback on their formative assessment task prior to their summative assessment task being submitted.
Assessment
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Proof of Concept
Group presentation
"Proof of Concept" - As a group you will pitch your proposed mobility entrepreneurial opportunities to a senior panel that will evaluate your proposal on the following elements
- The value added by the proposed venture to the 2032 Olympic Games eco-system
- The ongoing commercial potential of the venture beyond the 2032 Olympic Games
- The “time-2-solution” and runway required to realise the potential of the venture
- The amount and type of resourcing required to to realise the potential of the venture
Length/Duration 10 minutes plus questions and two page summary document for the panel
Relates to learning outcomes
Unit objectives: 1, 2, 3 and AOL goals: KS1.2, HO 2.2, PC 3.2
Assessment: Industry Review
You are required to critically reflect on the key challenges and opportunities offered by the 2032 Olympic and Paralympic Games to your own industry and offer some recommendations as to how your organisation may position itself to take advantage of those opportunities.
Relates to learning outcomes
Unit objectives: 1, 3 and AOL goals: KS1.1, HO2.1, PC 3.1
Academic Integrity
Academic integrity is a commitment to undertaking academic work and assessment in a manner that is ethical, fair, honest, respectful and accountable.
The Academic Integrity Policy sets out the range of conduct that can be a failure to maintain the standards of academic integrity. This includes, cheating in exams, plagiarism, self-plagiarism, collusion and contract cheating. It also includes providing fraudulent or altered documentation in support of an academic concession application, for example an assignment extension or a deferred exam.
You are encouraged to make use of QUT’s learning support services, resources and tools to assure the academic integrity of your assessment. This includes the use of text matching software that may be available to assist with self-assessing your academic integrity as part of the assessment submission process.
Breaching QUT’s Academic Integrity Policy or engaging in conduct that may defeat or compromise the purpose of assessment can lead to a finding of student misconduct (Code of Conduct – Student) and result in the imposition of penalties under the Management of Student Misconduct Policy, ranging from a grade reduction to exclusion from QUT.
Resources
All required resources for the unit will be provided inside the LMS.
Risk Assessment Statement
There are no out-of-the-ordinary risks associated with lectures or tutorials in this unit.
You should, however, familiarise yourself with evacuation procedures operating in the buildings in which you attend classes and take the time to view the Emergency video http://www.fmd.qut.edu.au/security/dvd/Evacuation_282k.wmv.
Unit Outline: Flexible Period - 04A 2025, Gardens Point, Internal (Start Date: 10 Mar 2025)
| Unit code: | GSN444 |
|---|---|
| Credit points: | 6 |
| Assumed Knowledge: | GSN405 Strategy GSN490 Managing Technological Innovation GSN464 Systems Thinking for Managers |
Overview
This unit provides you with the opportunity to collaborate with international MBA colleagues, exploring the emergent entrepreneurial opportunities aligned to the infrastructure and mobility requirements associated with the 2032 Olympic and Paralympic Games during a week long Collaboration Sprint at QUT. While participating in the Collaboration Sprint model you will be guided by MIT - Martin Trust Center (Jenny Larios Berlin) and QUT faculty, work with MIT MBAs, visit mobility startups, and interact with senior public servants associated with the delivery of the 2032 Games. Following the week-long bootcamp interaction, you will submit your final deliverables to a senior panel of entrepreneurs and senior industry representatives.
Learning Outcomes
On successful completion of this unit you will be able to:
- Critically evaluate the entrepreneurial opportunities and challenges associated with mobility and transport infrastructure requirements of the 2032 Olympic and Paralympic Games
- Demonstrate the ability to communicate a complex set of analysis and recommendations to both industry and academic audiences
Content
Large Scale event logistics, transport infrastructure and mobility requirements
Emerging mobility technologies (e.g. air taxi)
Autonomous technologies; mass transport trends; mass transit vs micro-vehicle strategies
Sustainable transport solutions
Design sprint methodologies
Entrepreneurship eco-system / industry site visits
Course Learning Goals (Postgraduate - Executive)
The Graduate School of Business has established the Assurance of Learning (AOL) Goals to meet contemporary industry needs and standards. Achieving these learning outcomes will assist you to meet the desired graduate outcomes set at QUT - aligned with other internationally renowned business schools. Associates will develop the following capabilities relevant to a contemporary global and sustainable business environment:
KS 1.1
Demonstrate and apply integrated and advanced theoretical and practical knowledge (including systems thinking approaches, multidisciplinary frameworks and knowledge of research principles and methods) that incorporate recent development in business disciplines and professional practice.
KS 1.2
Apply advanced technical and technological knowledge and skills to critically reflect on, evaluate and contribute to developments that enhance innovative, sustainable and effective business performance in local, national and global business environments.
HO 2.1
Provide evidence of effective analysis, interpretation, evaluation and synthesis of complex data, theories, ideas, issues and situations and demonstrate knowledge of how research and inquiry can be used to interpret, contribute to and create theoretical and practical knowledge.
HO 2.2
Provide evidence of higher order thinking including creativity, judgement, cognitive flexibility and critical reflection in designing, planning and implementing strategies and solutions for effective performance in complex business environments.
PC 3.1
Demonstrate advanced use of language and argumentation in written communication, including digital communication, to frame strategic and influential responses to engage, persuade, negotiate, collaborate and lead in diverse and complex contexts and for diverse audiences.
PC 3.2
Demonstrate advanced use of language and argumentation in oral communication, including digital communication, to frame strategic and influential responses to engage, persuade, negotiate, collaborate and lead across diverse and complex contexts and for diverse audiences.
SL 4.1
Demonstrate adaptive personal leadership and accountability, including self-awareness, reflective practice and foresight in adapting and applying knowledge and skills to inform and influence effective and innovative practice.
SL 4.2
Lead, manage and foster the development of collaborative teams that value and leverage the diverse knowledge and skills of others to contribute to the development of robust, adaptable and sustainable courses of action.
SEC 5.1
Demonstrate and apply knowledge of ethical and legal principles and practices of business, to contribute to responsible organisational governance and citizenship in local, national and global business environments.
SEC 5.2
Apply knowledge and skills to demonstrate, interpret and critically reflect on, appropriate culturally and socially inclusive and responsible decisions and actions across diverse social and cultural contexts.
Learning Approaches
This unit adopts a blended learning approach and as such, includes a variety of teaching and learning approaches.
Intensive face-to-face class sessions and/or webinars are the primary methods of teaching this unit. A textbook and/or readings and a range of digital materials that are designed to support and extend learning prior to, during and after class sessions available in the unit Canvas site supplements the classes and/or webinars. Where appropriate, social media tools and forums will be used to extend learning and build connections with students outside the class or webinar sessions. Given the importance of the unit Blackboard site to the teaching and learning strategy used in this unit, a computer and tablet device with internet access is strongly recommended for all students.
The principal purpose of the classes, webinars and readings is to build upon the key concepts that were introduced through the Preparation for Class activities and readings. The purpose of the case study work, experiential learning tasks and assessment tasks is to help the student develop their understanding of the concepts and enable them to be applied within a range of business contexts.
There is an expectation that the student will participate in class sessions and/or webinars, to take advantage of the opportunity to discuss important issues with their instructor and their peers.
It is expected that students have completed all Preparation for Class activities and readings identified in the unit Blackboard site prior to coming to class and/or webinar to be able to maximise the learning opportunities of the class sessions.
A variety of learning activities designed to engage students in their learning will be incorporated into the lectures/workshops and webinars. Such learning activities may include short lectures, class discussions, debates, role plays, group work, guest speakers, student presentations, simulations, case study analysis, videos, readings, wikis, media/current events reports, web searches, etc.
There is a commitment to critical inquiry and intellectual debate in regard to the material covered. Students are encouraged to relate the theories and research discussed to situations known to them and will be encouraged to share their experiences relating to the topics explored in this unit with the class to enrich the overall learning experience of all students.
Expanding the awareness of Australian management policies and practices into intercultural and global perspectives is fostered within this unit. Typically, students enrolling in this unit have extremely varied backgrounds. There is diversity of professional background and socio-cultural background. Students are reminded that this is to their advantage and they have much to learn from one another. To this end, students are strongly encouraged to be sensitive to cultural, gender-related and international issues.
Feedback on Learning and Assessment
Associates will receive a variety of formative feedback throughout this unit.
Informally, feedback will be given verbally in class through class discussions and during the debriefing of learning activities.
Direct feedback will be available to those associates who request a private or group consultation session with the lecturer.
Formal feedback will be received on both formative and summative assessment tasks through a Criterion Reference Assessment sheet, which will also include written feedback on the assessment task. The Criterion Reference Assessment Sheet will be available in the GSN409 Blackboard site at the commencement of the unit. Associates will receive feedback on their formative assessment task prior to their summative assessment task being submitted.
Assessment
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Proof of Concept
Group presentation
"Proof of Concept" - As a group you will pitch your proposed mobility entrepreneurial opportunities to a senior panel that will evaluate your proposal on the following elements
- The value added by the proposed venture to the 2032 Olympic Games eco-system
- The ongoing commercial potential of the venture beyond the 2032 Olympic Games
- The “time-2-solution” and runway required to realise the potential of the venture
- The amount and type of resourcing required to to realise the potential of the venture
Length/Duration 10 minutes plus questions and two page summary document for the panel
Relates to learning outcomes
Unit objectives: 1, 2, 3 and AOL goals: KS1.2, HO 2.2, PC 3.2
Assessment: Industry Review
You are required to critically reflect on the key challenges and opportunities offered by the 2032 Olympic and Paralympic Games to your own industry and offer some recommendations as to how your organisation may position itself to take advantage of those opportunities.
Relates to learning outcomes
Unit objectives: 1, 3 and AOL goals: KS1.1, HO2.1, PC 3.1
Academic Integrity
Academic integrity is a commitment to undertaking academic work and assessment in a manner that is ethical, fair, honest, respectful and accountable.
The Academic Integrity Policy sets out the range of conduct that can be a failure to maintain the standards of academic integrity. This includes, cheating in exams, plagiarism, self-plagiarism, collusion and contract cheating. It also includes providing fraudulent or altered documentation in support of an academic concession application, for example an assignment extension or a deferred exam.
You are encouraged to make use of QUT’s learning support services, resources and tools to assure the academic integrity of your assessment. This includes the use of text matching software that may be available to assist with self-assessing your academic integrity as part of the assessment submission process.
Breaching QUT’s Academic Integrity Policy or engaging in conduct that may defeat or compromise the purpose of assessment can lead to a finding of student misconduct (Code of Conduct – Student) and result in the imposition of penalties under the Management of Student Misconduct Policy, ranging from a grade reduction to exclusion from QUT.
Resources
All required resources for the unit will be provided inside the LMS.
Risk Assessment Statement
There are no out-of-the-ordinary risks associated with lectures or tutorials in this unit.
You should, however, familiarise yourself with evacuation procedures operating in the buildings in which you attend classes and take the time to view the Emergency video http://www.fmd.qut.edu.au/security/dvd/Evacuation_282k.wmv.
Unit Outline: Flexible Period - 06A 2025, Gardens Point, Internal (Start Date: 06 May 2025)
| Unit code: | GSN444 |
|---|---|
| Credit points: | 6 |
| Assumed Knowledge: | GSN405 Strategy GSN490 Managing Technological Innovation GSN464 Systems Thinking for Managers |
Overview
This unit provides you with the opportunity to collaborate with international MBA colleagues, exploring the emergent entrepreneurial opportunities aligned to the infrastructure and mobility requirements associated with the 2032 Olympic and Paralympic Games during a week long Collaboration Sprint at QUT. While participating in the Collaboration Sprint model you will be guided by MIT - Martin Trust Center (Jenny Larios Berlin) and QUT faculty, work with MIT MBAs, visit mobility startups, and interact with senior public servants associated with the delivery of the 2032 Games. Following the week-long bootcamp interaction, you will submit your final deliverables to a senior panel of entrepreneurs and senior industry representatives.
Learning Outcomes
On successful completion of this unit you will be able to:
- Critically evaluate the entrepreneurial opportunities and challenges associated with mobility and transport infrastructure requirements of the 2032 Olympic and Paralympic Games
- Demonstrate the ability to communicate a complex set of analysis and recommendations to both industry and academic audiences
Content
Large Scale event logistics, transport infrastructure and mobility requirements
Emerging mobility technologies (e.g. air taxi)
Autonomous technologies; mass transport trends; mass transit vs micro-vehicle strategies
Sustainable transport solutions
Design sprint methodologies
Entrepreneurship eco-system / industry site visits
Course Learning Goals (Postgraduate - Executive)
The Graduate School of Business has established the Assurance of Learning (AOL) Goals to meet contemporary industry needs and standards. Achieving these learning outcomes will assist you to meet the desired graduate outcomes set at QUT - aligned with other internationally renowned business schools. Associates will develop the following capabilities relevant to a contemporary global and sustainable business environment:
KS 1.1
Demonstrate and apply integrated and advanced theoretical and practical knowledge (including systems thinking approaches, multidisciplinary frameworks and knowledge of research principles and methods) that incorporate recent development in business disciplines and professional practice.
KS 1.2
Apply advanced technical and technological knowledge and skills to critically reflect on, evaluate and contribute to developments that enhance innovative, sustainable and effective business performance in local, national and global business environments.
HO 2.1
Provide evidence of effective analysis, interpretation, evaluation and synthesis of complex data, theories, ideas, issues and situations and demonstrate knowledge of how research and inquiry can be used to interpret, contribute to and create theoretical and practical knowledge.
HO 2.2
Provide evidence of higher order thinking including creativity, judgement, cognitive flexibility and critical reflection in designing, planning and implementing strategies and solutions for effective performance in complex business environments.
PC 3.1
Demonstrate advanced use of language and argumentation in written communication, including digital communication, to frame strategic and influential responses to engage, persuade, negotiate, collaborate and lead in diverse and complex contexts and for diverse audiences.
PC 3.2
Demonstrate advanced use of language and argumentation in oral communication, including digital communication, to frame strategic and influential responses to engage, persuade, negotiate, collaborate and lead across diverse and complex contexts and for diverse audiences.
SL 4.1
Demonstrate adaptive personal leadership and accountability, including self-awareness, reflective practice and foresight in adapting and applying knowledge and skills to inform and influence effective and innovative practice.
SL 4.2
Lead, manage and foster the development of collaborative teams that value and leverage the diverse knowledge and skills of others to contribute to the development of robust, adaptable and sustainable courses of action.
SEC 5.1
Demonstrate and apply knowledge of ethical and legal principles and practices of business, to contribute to responsible organisational governance and citizenship in local, national and global business environments.
SEC 5.2
Apply knowledge and skills to demonstrate, interpret and critically reflect on, appropriate culturally and socially inclusive and responsible decisions and actions across diverse social and cultural contexts.
Learning Approaches
This unit adopts a blended learning approach and as such, includes a variety of teaching and learning approaches.
Intensive face-to-face class sessions and/or webinars are the primary methods of teaching this unit. A textbook and/or readings and a range of digital materials that are designed to support and extend learning prior to, during and after class sessions available in the unit Canvas site supplements the classes and/or webinars. Where appropriate, social media tools and forums will be used to extend learning and build connections with students outside the class or webinar sessions. Given the importance of the unit Blackboard site to the teaching and learning strategy used in this unit, a computer and tablet device with internet access is strongly recommended for all students.
The principal purpose of the classes, webinars and readings is to build upon the key concepts that were introduced through the Preparation for Class activities and readings. The purpose of the case study work, experiential learning tasks and assessment tasks is to help the student develop their understanding of the concepts and enable them to be applied within a range of business contexts.
There is an expectation that the student will participate in class sessions and/or webinars, to take advantage of the opportunity to discuss important issues with their instructor and their peers.
It is expected that students have completed all Preparation for Class activities and readings identified in the unit Blackboard site prior to coming to class and/or webinar to be able to maximise the learning opportunities of the class sessions.
A variety of learning activities designed to engage students in their learning will be incorporated into the lectures/workshops and webinars. Such learning activities may include short lectures, class discussions, debates, role plays, group work, guest speakers, student presentations, simulations, case study analysis, videos, readings, wikis, media/current events reports, web searches, etc.
There is a commitment to critical inquiry and intellectual debate in regard to the material covered. Students are encouraged to relate the theories and research discussed to situations known to them and will be encouraged to share their experiences relating to the topics explored in this unit with the class to enrich the overall learning experience of all students.
Expanding the awareness of Australian management policies and practices into intercultural and global perspectives is fostered within this unit. Typically, students enrolling in this unit have extremely varied backgrounds. There is diversity of professional background and socio-cultural background. Students are reminded that this is to their advantage and they have much to learn from one another. To this end, students are strongly encouraged to be sensitive to cultural, gender-related and international issues.
Feedback on Learning and Assessment
Associates will receive a variety of formative feedback throughout this unit.
Informally, feedback will be given verbally in class through class discussions and during the debriefing of learning activities.
Direct feedback will be available to those associates who request a private or group consultation session with the lecturer.
Formal feedback will be received on both formative and summative assessment tasks through a Criterion Reference Assessment sheet, which will also include written feedback on the assessment task. The Criterion Reference Assessment Sheet will be available in the GSN409 Blackboard site at the commencement of the unit. Associates will receive feedback on their formative assessment task prior to their summative assessment task being submitted.
Assessment
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Proof of Concept
Group presentation
"Proof of Concept" - As a group you will pitch your proposed mobility entrepreneurial opportunities to a senior panel that will evaluate your proposal on the following elements
- The value added by the proposed venture to the 2032 Olympic Games eco-system
- The ongoing commercial potential of the venture beyond the 2032 Olympic Games
- The “time-2-solution” and runway required to realise the potential of the venture
- The amount and type of resourcing required to to realise the potential of the venture
Length/Duration 10 minutes plus questions and two page summary document for the panel
Relates to learning outcomes
Unit objectives: 1, 2, 3 and AOL goals: KS1.2, HO 2.2, PC 3.2
Assessment: Industry Review
You are required to critically reflect on the key challenges and opportunities offered by the 2032 Olympic and Paralympic Games to your own industry and offer some recommendations as to how your organisation may position itself to take advantage of those opportunities.
Relates to learning outcomes
Unit objectives: 1, 3 and AOL goals: KS1.1, HO2.1, PC 3.1
Academic Integrity
Academic integrity is a commitment to undertaking academic work and assessment in a manner that is ethical, fair, honest, respectful and accountable.
The Academic Integrity Policy sets out the range of conduct that can be a failure to maintain the standards of academic integrity. This includes, cheating in exams, plagiarism, self-plagiarism, collusion and contract cheating. It also includes providing fraudulent or altered documentation in support of an academic concession application, for example an assignment extension or a deferred exam.
You are encouraged to make use of QUT’s learning support services, resources and tools to assure the academic integrity of your assessment. This includes the use of text matching software that may be available to assist with self-assessing your academic integrity as part of the assessment submission process.
Breaching QUT’s Academic Integrity Policy or engaging in conduct that may defeat or compromise the purpose of assessment can lead to a finding of student misconduct (Code of Conduct – Student) and result in the imposition of penalties under the Management of Student Misconduct Policy, ranging from a grade reduction to exclusion from QUT.
Resources
All required resources for the unit will be provided inside the LMS.
Risk Assessment Statement
There are no out-of-the-ordinary risks associated with lectures or tutorials in this unit.
You should, however, familiarise yourself with evacuation procedures operating in the buildings in which you attend classes and take the time to view the Emergency video http://www.fmd.qut.edu.au/security/dvd/Evacuation_282k.wmv.
Unit Outline: Flexible Period - 08A 2025, Gardens Point, Internal (Start Date: 30 Jun 2025)
| Unit code: | GSN444 |
|---|---|
| Credit points: | 6 |
| Assumed Knowledge: | GSN405 Strategy GSN490 Managing Technological Innovation GSN464 Systems Thinking for Managers |
Overview
This unit provides you with the opportunity to collaborate with international MBA colleagues, exploring the emergent entrepreneurial opportunities aligned to the infrastructure and mobility requirements associated with the 2032 Olympic and Paralympic Games during a week long Collaboration Sprint at QUT. While participating in the Collaboration Sprint model you will be guided by MIT - Martin Trust Center (Jenny Larios Berlin) and QUT faculty, work with MIT MBAs, visit mobility startups, and interact with senior public servants associated with the delivery of the 2032 Games. Following the week-long bootcamp interaction, you will submit your final deliverables to a senior panel of entrepreneurs and senior industry representatives.
Learning Outcomes
On successful completion of this unit you will be able to:
- Critically evaluate the entrepreneurial opportunities and challenges associated with mobility and transport infrastructure requirements of the 2032 Olympic and Paralympic Games
- Demonstrate the ability to communicate a complex set of analysis and recommendations to both industry and academic audiences
Content
Large Scale event logistics, transport infrastructure and mobility requirements
Emerging mobility technologies (e.g. air taxi)
Autonomous technologies; mass transport trends; mass transit vs micro-vehicle strategies
Sustainable transport solutions
Design sprint methodologies
Entrepreneurship eco-system / industry site visits
Course Learning Goals (Postgraduate - Executive)
The Graduate School of Business has established the Assurance of Learning (AOL) Goals to meet contemporary industry needs and standards. Achieving these learning outcomes will assist you to meet the desired graduate outcomes set at QUT - aligned with other internationally renowned business schools. Associates will develop the following capabilities relevant to a contemporary global and sustainable business environment:
KS 1.1
Demonstrate and apply integrated and advanced theoretical and practical knowledge (including systems thinking approaches, multidisciplinary frameworks and knowledge of research principles and methods) that incorporate recent development in business disciplines and professional practice.
KS 1.2
Apply advanced technical and technological knowledge and skills to critically reflect on, evaluate and contribute to developments that enhance innovative, sustainable and effective business performance in local, national and global business environments.
HO 2.1
Provide evidence of effective analysis, interpretation, evaluation and synthesis of complex data, theories, ideas, issues and situations and demonstrate knowledge of how research and inquiry can be used to interpret, contribute to and create theoretical and practical knowledge.
HO 2.2
Provide evidence of higher order thinking including creativity, judgement, cognitive flexibility and critical reflection in designing, planning and implementing strategies and solutions for effective performance in complex business environments.
PC 3.1
Demonstrate advanced use of language and argumentation in written communication, including digital communication, to frame strategic and influential responses to engage, persuade, negotiate, collaborate and lead in diverse and complex contexts and for diverse audiences.
PC 3.2
Demonstrate advanced use of language and argumentation in oral communication, including digital communication, to frame strategic and influential responses to engage, persuade, negotiate, collaborate and lead across diverse and complex contexts and for diverse audiences.
SL 4.1
Demonstrate adaptive personal leadership and accountability, including self-awareness, reflective practice and foresight in adapting and applying knowledge and skills to inform and influence effective and innovative practice.
SL 4.2
Lead, manage and foster the development of collaborative teams that value and leverage the diverse knowledge and skills of others to contribute to the development of robust, adaptable and sustainable courses of action.
SEC 5.1
Demonstrate and apply knowledge of ethical and legal principles and practices of business, to contribute to responsible organisational governance and citizenship in local, national and global business environments.
SEC 5.2
Apply knowledge and skills to demonstrate, interpret and critically reflect on, appropriate culturally and socially inclusive and responsible decisions and actions across diverse social and cultural contexts.
Learning Approaches
This unit adopts a blended learning approach and as such, includes a variety of teaching and learning approaches.
Intensive face-to-face class sessions and/or webinars are the primary methods of teaching this unit. A textbook and/or readings and a range of digital materials that are designed to support and extend learning prior to, during and after class sessions available in the unit Canvas site supplements the classes and/or webinars. Where appropriate, social media tools and forums will be used to extend learning and build connections with students outside the class or webinar sessions. Given the importance of the unit Blackboard site to the teaching and learning strategy used in this unit, a computer and tablet device with internet access is strongly recommended for all students.
The principal purpose of the classes, webinars and readings is to build upon the key concepts that were introduced through the Preparation for Class activities and readings. The purpose of the case study work, experiential learning tasks and assessment tasks is to help the student develop their understanding of the concepts and enable them to be applied within a range of business contexts.
There is an expectation that the student will participate in class sessions and/or webinars, to take advantage of the opportunity to discuss important issues with their instructor and their peers.
It is expected that students have completed all Preparation for Class activities and readings identified in the unit Blackboard site prior to coming to class and/or webinar to be able to maximise the learning opportunities of the class sessions.
A variety of learning activities designed to engage students in their learning will be incorporated into the lectures/workshops and webinars. Such learning activities may include short lectures, class discussions, debates, role plays, group work, guest speakers, student presentations, simulations, case study analysis, videos, readings, wikis, media/current events reports, web searches, etc.
There is a commitment to critical inquiry and intellectual debate in regard to the material covered. Students are encouraged to relate the theories and research discussed to situations known to them and will be encouraged to share their experiences relating to the topics explored in this unit with the class to enrich the overall learning experience of all students.
Expanding the awareness of Australian management policies and practices into intercultural and global perspectives is fostered within this unit. Typically, students enrolling in this unit have extremely varied backgrounds. There is diversity of professional background and socio-cultural background. Students are reminded that this is to their advantage and they have much to learn from one another. To this end, students are strongly encouraged to be sensitive to cultural, gender-related and international issues.
Feedback on Learning and Assessment
Associates will receive a variety of formative feedback throughout this unit.
Informally, feedback will be given verbally in class through class discussions and during the debriefing of learning activities.
Direct feedback will be available to those associates who request a private or group consultation session with the lecturer.
Formal feedback will be received on both formative and summative assessment tasks through a Criterion Reference Assessment sheet, which will also include written feedback on the assessment task. The Criterion Reference Assessment Sheet will be available in the GSN409 Blackboard site at the commencement of the unit. Associates will receive feedback on their formative assessment task prior to their summative assessment task being submitted.
Assessment
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Proof of Concept
Group presentation
"Proof of Concept" - As a group you will pitch your proposed mobility entrepreneurial opportunities to a senior panel that will evaluate your proposal on the following elements
- The value added by the proposed venture to the 2032 Olympic Games eco-system
- The ongoing commercial potential of the venture beyond the 2032 Olympic Games
- The “time-2-solution” and runway required to realise the potential of the venture
- The amount and type of resourcing required to to realise the potential of the venture
Length/Duration 10 minutes plus questions and two page summary document for the panel
Relates to learning outcomes
Unit objectives: 1, 2, 3 and AOL goals: KS1.2, HO 2.2, PC 3.2
Assessment: Industry Review
You are required to critically reflect on the key challenges and opportunities offered by the 2032 Olympic and Paralympic Games to your own industry and offer some recommendations as to how your organisation may position itself to take advantage of those opportunities.
Relates to learning outcomes
Unit objectives: 1, 3 and AOL goals: KS1.1, HO2.1, PC 3.1
Academic Integrity
Academic integrity is a commitment to undertaking academic work and assessment in a manner that is ethical, fair, honest, respectful and accountable.
The Academic Integrity Policy sets out the range of conduct that can be a failure to maintain the standards of academic integrity. This includes, cheating in exams, plagiarism, self-plagiarism, collusion and contract cheating. It also includes providing fraudulent or altered documentation in support of an academic concession application, for example an assignment extension or a deferred exam.
You are encouraged to make use of QUT’s learning support services, resources and tools to assure the academic integrity of your assessment. This includes the use of text matching software that may be available to assist with self-assessing your academic integrity as part of the assessment submission process.
Breaching QUT’s Academic Integrity Policy or engaging in conduct that may defeat or compromise the purpose of assessment can lead to a finding of student misconduct (Code of Conduct – Student) and result in the imposition of penalties under the Management of Student Misconduct Policy, ranging from a grade reduction to exclusion from QUT.
Resources
All required resources for the unit will be provided inside the LMS.
Risk Assessment Statement
There are no out-of-the-ordinary risks associated with lectures or tutorials in this unit.
You should, however, familiarise yourself with evacuation procedures operating in the buildings in which you attend classes and take the time to view the Emergency video http://www.fmd.qut.edu.au/security/dvd/Evacuation_282k.wmv.
Unit Outline: Flexible Period - 09A 2025, Gardens Point, Internal (Start Date: 25 Aug 2025)
| Unit code: | GSN444 |
|---|---|
| Credit points: | 6 |
| Assumed Knowledge: | GSN405 Strategy GSN490 Managing Technological Innovation GSN464 Systems Thinking for Managers |
Overview
This unit provides you with the opportunity to collaborate with international MBA colleagues, exploring the emergent entrepreneurial opportunities aligned to the infrastructure and mobility requirements associated with the 2032 Olympic and Paralympic Games during a week long Collaboration Sprint at QUT. While participating in the Collaboration Sprint model you will be guided by MIT - Martin Trust Center (Jenny Larios Berlin) and QUT faculty, work with MIT MBAs, visit mobility startups, and interact with senior public servants associated with the delivery of the 2032 Games. Following the week-long bootcamp interaction, you will submit your final deliverables to a senior panel of entrepreneurs and senior industry representatives.
Learning Outcomes
On successful completion of this unit you will be able to:
- Critically evaluate the entrepreneurial opportunities and challenges associated with mobility and transport infrastructure requirements of the 2032 Olympic and Paralympic Games
- Demonstrate the ability to communicate a complex set of analysis and recommendations to both industry and academic audiences
Content
Large Scale event logistics, transport infrastructure and mobility requirements
Emerging mobility technologies (e.g. air taxi)
Autonomous technologies; mass transport trends; mass transit vs micro-vehicle strategies
Sustainable transport solutions
Design sprint methodologies
Entrepreneurship eco-system / industry site visits
Course Learning Goals (Postgraduate - Executive)
The Graduate School of Business has established the Assurance of Learning (AOL) Goals to meet contemporary industry needs and standards. Achieving these learning outcomes will assist you to meet the desired graduate outcomes set at QUT - aligned with other internationally renowned business schools. Associates will develop the following capabilities relevant to a contemporary global and sustainable business environment:
KS 1.1
Demonstrate and apply integrated and advanced theoretical and practical knowledge (including systems thinking approaches, multidisciplinary frameworks and knowledge of research principles and methods) that incorporate recent development in business disciplines and professional practice.
KS 1.2
Apply advanced technical and technological knowledge and skills to critically reflect on, evaluate and contribute to developments that enhance innovative, sustainable and effective business performance in local, national and global business environments.
HO 2.1
Provide evidence of effective analysis, interpretation, evaluation and synthesis of complex data, theories, ideas, issues and situations and demonstrate knowledge of how research and inquiry can be used to interpret, contribute to and create theoretical and practical knowledge.
HO 2.2
Provide evidence of higher order thinking including creativity, judgement, cognitive flexibility and critical reflection in designing, planning and implementing strategies and solutions for effective performance in complex business environments.
PC 3.1
Demonstrate advanced use of language and argumentation in written communication, including digital communication, to frame strategic and influential responses to engage, persuade, negotiate, collaborate and lead in diverse and complex contexts and for diverse audiences.
PC 3.2
Demonstrate advanced use of language and argumentation in oral communication, including digital communication, to frame strategic and influential responses to engage, persuade, negotiate, collaborate and lead across diverse and complex contexts and for diverse audiences.
SL 4.1
Demonstrate adaptive personal leadership and accountability, including self-awareness, reflective practice and foresight in adapting and applying knowledge and skills to inform and influence effective and innovative practice.
SL 4.2
Lead, manage and foster the development of collaborative teams that value and leverage the diverse knowledge and skills of others to contribute to the development of robust, adaptable and sustainable courses of action.
SEC 5.1
Demonstrate and apply knowledge of ethical and legal principles and practices of business, to contribute to responsible organisational governance and citizenship in local, national and global business environments.
SEC 5.2
Apply knowledge and skills to demonstrate, interpret and critically reflect on, appropriate culturally and socially inclusive and responsible decisions and actions across diverse social and cultural contexts.
Learning Approaches
This unit adopts a blended learning approach and as such, includes a variety of teaching and learning approaches.
Intensive face-to-face class sessions and/or webinars are the primary methods of teaching this unit. A textbook and/or readings and a range of digital materials that are designed to support and extend learning prior to, during and after class sessions available in the unit Canvas site supplements the classes and/or webinars. Where appropriate, social media tools and forums will be used to extend learning and build connections with students outside the class or webinar sessions. Given the importance of the unit Blackboard site to the teaching and learning strategy used in this unit, a computer and tablet device with internet access is strongly recommended for all students.
The principal purpose of the classes, webinars and readings is to build upon the key concepts that were introduced through the Preparation for Class activities and readings. The purpose of the case study work, experiential learning tasks and assessment tasks is to help the student develop their understanding of the concepts and enable them to be applied within a range of business contexts.
There is an expectation that the student will participate in class sessions and/or webinars, to take advantage of the opportunity to discuss important issues with their instructor and their peers.
It is expected that students have completed all Preparation for Class activities and readings identified in the unit Blackboard site prior to coming to class and/or webinar to be able to maximise the learning opportunities of the class sessions.
A variety of learning activities designed to engage students in their learning will be incorporated into the lectures/workshops and webinars. Such learning activities may include short lectures, class discussions, debates, role plays, group work, guest speakers, student presentations, simulations, case study analysis, videos, readings, wikis, media/current events reports, web searches, etc.
There is a commitment to critical inquiry and intellectual debate in regard to the material covered. Students are encouraged to relate the theories and research discussed to situations known to them and will be encouraged to share their experiences relating to the topics explored in this unit with the class to enrich the overall learning experience of all students.
Expanding the awareness of Australian management policies and practices into intercultural and global perspectives is fostered within this unit. Typically, students enrolling in this unit have extremely varied backgrounds. There is diversity of professional background and socio-cultural background. Students are reminded that this is to their advantage and they have much to learn from one another. To this end, students are strongly encouraged to be sensitive to cultural, gender-related and international issues.
Feedback on Learning and Assessment
Associates will receive a variety of formative feedback throughout this unit.
Informally, feedback will be given verbally in class through class discussions and during the debriefing of learning activities.
Direct feedback will be available to those associates who request a private or group consultation session with the lecturer.
Formal feedback will be received on both formative and summative assessment tasks through a Criterion Reference Assessment sheet, which will also include written feedback on the assessment task. The Criterion Reference Assessment Sheet will be available in the GSN409 Blackboard site at the commencement of the unit. Associates will receive feedback on their formative assessment task prior to their summative assessment task being submitted.
Assessment
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Proof of Concept
Group presentation
"Proof of Concept" - As a group you will pitch your proposed mobility entrepreneurial opportunities to a senior panel that will evaluate your proposal on the following elements
- The value added by the proposed venture to the 2032 Olympic Games eco-system
- The ongoing commercial potential of the venture beyond the 2032 Olympic Games
- The “time-2-solution” and runway required to realise the potential of the venture
- The amount and type of resourcing required to to realise the potential of the venture
Length/Duration 10 minutes plus questions and two page summary document for the panel
Relates to learning outcomes
Unit objectives: 1, 2, 3 and AOL goals: KS1.2, HO 2.2, PC 3.2
Assessment: Industry Review
You are required to critically reflect on the key challenges and opportunities offered by the 2032 Olympic and Paralympic Games to your own industry and offer some recommendations as to how your organisation may position itself to take advantage of those opportunities.
Relates to learning outcomes
Unit objectives: 1, 3 and AOL goals: KS1.1, HO2.1, PC 3.1
Academic Integrity
Academic integrity is a commitment to undertaking academic work and assessment in a manner that is ethical, fair, honest, respectful and accountable.
The Academic Integrity Policy sets out the range of conduct that can be a failure to maintain the standards of academic integrity. This includes, cheating in exams, plagiarism, self-plagiarism, collusion and contract cheating. It also includes providing fraudulent or altered documentation in support of an academic concession application, for example an assignment extension or a deferred exam.
You are encouraged to make use of QUT’s learning support services, resources and tools to assure the academic integrity of your assessment. This includes the use of text matching software that may be available to assist with self-assessing your academic integrity as part of the assessment submission process.
Breaching QUT’s Academic Integrity Policy or engaging in conduct that may defeat or compromise the purpose of assessment can lead to a finding of student misconduct (Code of Conduct – Student) and result in the imposition of penalties under the Management of Student Misconduct Policy, ranging from a grade reduction to exclusion from QUT.
Resources
All required resources for the unit will be provided inside the LMS.
Risk Assessment Statement
There are no out-of-the-ordinary risks associated with lectures or tutorials in this unit.
You should, however, familiarise yourself with evacuation procedures operating in the buildings in which you attend classes and take the time to view the Emergency video http://www.fmd.qut.edu.au/security/dvd/Evacuation_282k.wmv.
Unit Outline: Flexible Period - 11A 2025, Gardens Point, Internal (Start Date: 20 Oct 2025)
| Unit code: | GSN444 |
|---|---|
| Credit points: | 6 |
| Assumed Knowledge: | GSN405 Strategy GSN490 Managing Technological Innovation GSN464 Systems Thinking for Managers |
Overview
This unit provides you with the opportunity to collaborate with international MBA colleagues while undertaking a Collaboration Sprint, a "high intensity learning" model where you interact and collaborate on a defined contemporary issue over a compressed time period. Consistent with the QUT Real World ethos the Sprint requires you to critically analyse, reflect on and synthesise complex information, problems, concepts and theories. You will be also required to demonstrate how your recommendations for action or problem solving are informed by evidence and/or theory. Adopting this approach encourages you to challenge conventions and go beyond established approaches to industry practice and ideally, equip you to lead and manage decisively in a complex business world. While participating in the Sprint you will be guided by faculty from the MIT - Martin Trust Center and QUT, interact with entrepreneurs, senior public servants and industry experts.
Learning Outcomes
On successful completion of this unit you will be able to:
- Critically evaluate the entrepreneurial opportunities and challenges associated with large scale public policy initiatives, significant technology advances or fundamental shifts in societal trends
- Demonstrate the ability to communicate a complex set of analysis and recommendations to both industry and academic audiences
Content
Entrepreneurial practice and methods
Emerging technologies
Sustainable technology solutions
Design sprint methodologies
Public policy review & analysis
Entrepreneurship eco-system / industry site visits
Course Learning Goals (Postgraduate - Executive)
The Graduate School of Business has established the Assurance of Learning (AOL) Goals to meet contemporary industry needs and standards. Achieving these learning outcomes will assist you to meet the desired graduate outcomes set at QUT - aligned with other internationally renowned business schools. Associates will develop the following capabilities relevant to a contemporary global and sustainable business environment:
KS 1.1
Demonstrate and apply integrated and advanced theoretical and practical knowledge (including systems thinking approaches, multidisciplinary frameworks and knowledge of research principles and methods) that incorporate recent development in business disciplines and professional practice.
KS 1.2
Apply advanced technical and technological knowledge and skills to critically reflect on, evaluate and contribute to developments that enhance innovative, sustainable and effective business performance in local, national and global business environments.
HO 2.1
Provide evidence of effective analysis, interpretation, evaluation and synthesis of complex data, theories, ideas, issues and situations and demonstrate knowledge of how research and inquiry can be used to interpret, contribute to and create theoretical and practical knowledge.
HO 2.2
Provide evidence of higher order thinking including creativity, judgement, cognitive flexibility and critical reflection in designing, planning and implementing strategies and solutions for effective performance in complex business environments.
PC 3.1
Demonstrate advanced use of language and argumentation in written communication, including digital communication, to frame strategic and influential responses to engage, persuade, negotiate, collaborate and lead in diverse and complex contexts and for diverse audiences.
PC 3.2
Demonstrate advanced use of language and argumentation in oral communication, including digital communication, to frame strategic and influential responses to engage, persuade, negotiate, collaborate and lead across diverse and complex contexts and for diverse audiences.
SL 4.1
Demonstrate adaptive personal leadership and accountability, including self-awareness, reflective practice and foresight in adapting and applying knowledge and skills to inform and influence effective and innovative practice.
SL 4.2
Lead, manage and foster the development of collaborative teams that value and leverage the diverse knowledge and skills of others to contribute to the development of robust, adaptable and sustainable courses of action.
SEC 5.1
Demonstrate and apply knowledge of ethical and legal principles and practices of business, to contribute to responsible organisational governance and citizenship in local, national and global business environments.
SEC 5.2
Apply knowledge and skills to demonstrate, interpret and critically reflect on, appropriate culturally and socially inclusive and responsible decisions and actions across diverse social and cultural contexts.
Learning Approaches
This unit adopts a blended learning approach and as such, includes a variety of teaching and learning approaches.
Intensive face-to-face class sessions and/or webinars are the primary methods of teaching this unit. A textbook and/or readings and a range of digital materials that are designed to support and extend learning prior to, during and after class sessions available in the unit Canvas site supplements the classes and/or webinars. Where appropriate, social media tools and forums will be used to extend learning and build connections with students outside the class or webinar sessions. Given the importance of the unit Canvas site to the teaching and learning strategy used in this unit, a computer and tablet device with internet access is strongly recommended for all students.
The principal purpose of the classes, webinars and readings is to build upon the key concepts that were introduced through the Preparation for Class activities and readings. The purpose of the case study work, experiential learning tasks and assessment tasks is to help the student develop their understanding of the concepts and enable them to be applied within a range of business contexts.
There is an expectation that the student will participate in class sessions and/or webinars, to take advantage of the opportunity to discuss important issues with their instructor and their peers.
It is expected that students have completed all Preparation for Class activities and readings identified in the unit Canvas site prior to coming to class and/or webinar to be able to maximise the learning opportunities of the class sessions.
A variety of learning activities designed to engage students in their learning will be incorporated into the lectures/workshops and webinars. Such learning activities may include short lectures, class discussions, debates, role plays, group work, guest speakers, student presentations, simulations, case study analysis, videos, readings, wikis, media/current events reports, web searches, etc.
There is a commitment to critical inquiry and intellectual debate in regard to the material covered. Students are encouraged to relate the theories and research discussed to situations known to them and will be encouraged to share their experiences relating to the topics explored in this unit with the class to enrich the overall learning experience of all students.
Expanding the awareness of Australian management policies and practices into intercultural and global perspectives is fostered within this unit. Typically, students enrolling in this unit have extremely varied backgrounds. There is diversity of professional background and socio-cultural background. Students are reminded that this is to their advantage and they have much to learn from one another. To this end, students are strongly encouraged to be sensitive to cultural, gender-related and international issues.
Feedback on Learning and Assessment
Associates will receive a variety of formative feedback throughout this unit.
Informally, feedback will be given verbally in class through class discussions and during the debriefing of learning activities.
Direct feedback will be available to those associates who request a private or group consultation session with the lecturer.
Formal feedback will be received on both formative and summative assessment tasks through a Criterion Reference Assessment sheet, which will also include written feedback on the assessment task. The Criterion Reference Assessment Sheet will be available in the GSN444 Canvas site at the commencement of the unit. Associates will receive feedback on their formative assessment task prior to their summative assessment task being submitted.
Assessment
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Proof of Concept
Group presentation
"Proof of Concept" - As a group you will pitch your proposed entrepreneurial opportunities to a senior panel that will evaluate your proposal on the following elements
- The value added by the proposed opportunities
- The ongoing commercial potential of the proposed opportunities
- The “time-2-solution” and runway required to realise the potential of the proposed opportunities
- The amount and type of resourcing required to to realise the potential of the proposed opportunities
Length/Duration 10 minutes plus questions and two page summary document for the panel
Relates to learning outcomes
Unit objectives: 1 & 2 and AOL goals: KS1.2, HO 2.2, PC 3.2
Assessment: Industry Review
You are required to critically reflect on the key challenges and opportunities offered by the Collaboration Sprint topic and offer some recommendations as to how you, your organisation or your industry/sector may position itself to take advantage of those opportunities.
Relates to learning outcomes
Unit objectives: 1 & 2 and AOL goals: KS1.1, HO2.1, PC 3.1
This assignment is eligible for the 48-hour late submission period and assignment extensions.
Academic Integrity
Academic integrity is a commitment to undertaking academic work and assessment in a manner that is ethical, fair, honest, respectful and accountable.
The Academic Integrity Policy sets out the range of conduct that can be a failure to maintain the standards of academic integrity. This includes, cheating in exams, plagiarism, self-plagiarism, collusion and contract cheating. It also includes providing fraudulent or altered documentation in support of an academic concession application, for example an assignment extension or a deferred exam.
You are encouraged to make use of QUT’s learning support services, resources and tools to assure the academic integrity of your assessment. This includes the use of text matching software that may be available to assist with self-assessing your academic integrity as part of the assessment submission process.
Breaching QUT’s Academic Integrity Policy or engaging in conduct that may defeat or compromise the purpose of assessment can lead to a finding of student misconduct (Code of Conduct – Student) and result in the imposition of penalties under the Management of Student Misconduct Policy, ranging from a grade reduction to exclusion from QUT.
Resources
All required resources for the unit will be provided inside the LMS.
Risk Assessment Statement
There are no out-of-the-ordinary risks associated with lectures or tutorials in this unit.
You should, however, familiarise yourself with evacuation procedures operating in the buildings in which you attend classes and take the time to view the Emergency video http://www.fmd.qut.edu.au/security/dvd/Evacuation_282k.wmv.