GSZ535 Sourcing and Contracting Strategies in a Global Environment
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: | GSZ535 |
|---|---|
| Equivalent(s): | GSZ527,GSN527 |
| Credit points: | 6 |
| Timetable | Details in HiQ, if available |
| Availabilities |
|
| Domestic tuition unit fee | $3,798 |
| International unit fee | $3,690 |
Unit Outline: Flexible Period - 05A 2025, Gardens Point, Internal (Start Date: 05 Apr 2025)
| Unit code: | GSZ535 |
|---|---|
| Credit points: | 6 |
| Equivalent: | GSZ527,GSN527 |
| Coordinator: | John Davies | john.davies@qut.edu.au |
Overview
Global complex projects and programs use many ways to deliver outcomes, including strategic procurement sourcing and contracting throughout the capability/program lifecycle. Complex project and program managers must be able to critically assess markets and appraise options for identifying and realising benefits from investments in strategic projects. The unit develops students’ skills and expertise in developing sourcing and contracting strategies, for domestic and international transactions. The unit aims to enhance awareness of alternative strategies and contracting models, their influence on commercial partnering behaviour and impact on the delivery of outcomes. This unit develops knowledge and skills related to sourcing and contracting strategies in a global environment. It builds on strategy and basic business law, examining: sourcing models, common types of contracting arrangements; and key issues in framing contracts and relationships that influence successful outcomes.
Learning Outcomes
On successful completion of this unit you will be able to:
- Evaluate the significant factors affecting a strategic procurement (including international constraints - eg WTO; FTAs, US Defence Policy ITAR and EAR) and prepare a sourcing strategy designed to maximize value identification and realisation, addressing industry engagement and market assessment. KS 1.1, KS 1.2, HO 2.1, HO 2.2, PC 3.1
- Assess and frame strategic procurement contracting model(s), optimized to support of the procurement strategy and across the project/capability lifecycle. KS 1.2, HO 2.2, PC 3.1, SEC 5.1
- Generate creative, effective and well-justified recommendations for the development and implementation of strategy, and use a range of communication tools, and media and/or technologies to effectively communicate with and engage an audience. KS 1.2, PC 3.2
Content
- Complex Strategic Procurement
- Sourcing Strategies
- Contracting Strategies
- Commercial Leadership
- Team Presentations: Assignment 1
- Performance Based Contracting
Course Learning Outcomes (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. Students will develop the following capabilities relevant to a contemporary global and sustainable business environment:
Knowledge and Technological Skills (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.
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.
Higher Order Thinking (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.
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.
Professional Communication (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.
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.
Self and Leadership (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.
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.
Social, Ethical and Cultural Understanding (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.
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.
Webinars an intensive face-to-face class sessions 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 are available on the unit Canvas site and supplement 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, with a particular focus on the application of holistic thinking and Systems Thinking approaches to solving complex problems. 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
Students 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 students 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 unit Canvas site at the commencement of the unit. Students 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: Presentation
Evaluation of a complex strategic procurement sourcing and contracting strategy from a published case.
In groups:
- Select a complex strategic procurement project that you have little knowledge of and has been reported on by a government audit office.
- Read and discuss the audit report. Research other sources for additional insights.
- Analyse the strategic procurement project, exploring how value was created, leaked or destroyed. Your analysis should:
a) Leverage models from across your EMBA
b) Utilise as evaluation lenses, the key sourcing strategy parameters, sourcing engagement models and contracting models
c) Identify information limitations and your assumptions
d) Explore from the perspective of the purchasing organisation, the wider market, contracted supplier(s) and other stakeholders - Recommend alternative sourcing strategy decisions (with the benefit of hindsight) that may have fostered the generation of value for the parties.
- Present your analysis at the upcoming F2F workshop.
Formative or Summative: Formative and Summative
Postgraduate Executive (AoL goals): HO (2.1, 2.2), PC (3.2)
Assessment: Report
Individual report on the sourcing and contracting strategy for a complex project in your organisation.
Develop a sourcing and contracting strategy for a upcoming complex acquisition project in your organisation.
or
Critically analyse and make recommendations to refine the sourcing and contracting strategy for a current complex acquisition project in your organisation that you are actively involved in.
Formative or Summative: Summative
Postgraduate Executive (AoL goals): HO (2.1, 2.2), PC (3.1), SEC (5.1)
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
Resource Materials
Prescribed text(s)
Keith, B., Vitasek, K., Manrodt, K., & Kling, J. (2016). Strategic sourcing in the new economy. Basingstoke: Palgrave Macmillan.
Other
GSZ535 Canvas site
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.
Standards/Competencies
This unit is designed to support your development of the following standards\competencies.
QUT Business Capabilities (Postgraduate Executive)
HO (2.1): Critical Analysis
Relates to: ULO1, Presentation, Report
HO (2.2): Independent Judgement and Decision-Making
Relates to: ULO1, ULO2, Presentation, Report
KS (1.1): Advanced Discipline and Professional Practice Knowledge
Relates to: ULO1
KS (1.2): Advanced Technical and Technological Skills
PC (3.1): Professional Communication (Written)
Relates to: ULO1, ULO2, Report
PC (3.2): Professional Communication (Oral)
Relates to: ULO3, Presentation
SE (5.1): Social, Ethical and Legal Understanding
Course Learning Outcomes
This unit is designed to support your development of the following course/study area learning outcomes.GS50 Executive Master of Business Administration
- 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, professional practice, and digital innovation.
Relates to: ULO1 - Apply advanced technical and technological knowledge and skills from a range of business disciplines to critically reflect on, evaluate and contribute to developments that enhance innovative, sustainable, effective, and transformational business performance in local, national, global, and virtual business environments.
Relates to: ULO1, ULO2, ULO3 - Provide evidence of effective analysis, interpretation, evaluation and synthesis of complex data, theories, ideas, issues, situations, and trends across multiple contexts and demonstrate knowledge of how research and inquiry can be used to interpret, contribute to and create theoretical and practical knowledge.
Relates to: ULO1, Presentation, Report - Provide evidence of higher order thinking including creativity, judgement, cognitive flexibility and critical reflection in designing, planning and implementing transdisciplinary digital strategies and solutions for effective performance in complex digital business environments.
Relates to: ULO1, ULO2, Presentation, Report - Demonstrate advanced use of language and argumentation in written communication, including digital communication, to frame strategic and influential responses to engage, persuade, negotiate, collaborate, lead, and transform in diverse and complex contexts (both physical and digital) and for diverse audiences.
Relates to: ULO1, Report - 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 (both physical and digital) and for diverse audiences.
Relates to: ULO2, ULO3, Presentation - Demonstrate and apply knowledge of ethical, legal and responsible leadership principles and practices of business, to contribute to responsible organisational governance and citizenship in local, national, global, and virtual business environments.
Relates to: ULO2, Report