GSZ541 Smart Decision Making: Beyond Digital and Big Data
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: | GSZ541 |
|---|---|
| Prerequisite(s): | GSZ405 |
| Credit points: | 6 |
| Timetable | Details in HiQ, if available |
| Availabilities |
|
Unit Outline: Flexible Period - 04B 2020, Canberra, Online (Start Date: 18 Mar 2020)
| Unit code: | GSZ541 |
|---|---|
| Credit points: | 6 |
| Pre-requisite: | GSZ405 |
| Coordinators: | Michael Rosemann | m.rosemann@qut.edu.au |
Overview
One of the defining characteristics of the 21st century is the overwhelming volume of data generated by humanity’s modern existence. Equally the ability to store, and analyse these large-scale data sets (or “big data”) has matured to a point where long held assumptions about the role and use of data in strategic decision making are now being challenged. Emerging business models and data architectures present an array of potential opportunities and pitfalls that are not immediately obvious, yet organisations must make decisions in this rapidly changing data-centric context. Without sufficient awareness or understanding of the nascent changes in 'digital' and 'data' strategic platforms, decision makers may limit their organisations' ability to maintain a sustainable competitive advantage and/or continue delivering value to its stakeholders. As is often the case our generation and storage of raw data has outstripped our organisational ability to effectively leverage new technological capabilities, and effectively incorporate them into the leadership and governance of our organisations.
Nevertheless, it is increasingly clear that the ability to incorporate advanced data analytics into the practice of leading organisations is becoming a determining factor in securing competitive advantage, identifying emerging opportunities and/or mitigating against possible disruptive elements. Further, understanding opportunities to embed and leverage smart data structures into the design of organisations should better enable organisations to adapt with disruptive technologies such as blockchain. In order to achieve this however it is essential that senior leaders not only have a solid understanding of the technical origins of large-scale data sets, advanced analytics, and data verification technologies, but how it might be incorporated into the operating and decision-making fabric of the organisation. This often neglected component of the data analytics discussion will be a key focus of this unit with a particular emphasis on the business model, governance and ethical implications of adopting a data led strategic approach to organsational competitiveness and sustainability.
This unit is designed to build on the fundamentals of data analysis covered in GSN408 and is designed to complement the material and concepts covered in GSN490 Managing Technological Innovation and GSN498 Investment Strategies for Technology.
Learning Outcomes
On successful completion of this unit you will be able to:
- Critically evaluate the suitability and utility of big data approaches to generate solutions to operational and strategic issues.
- Demonstrate the capability to generate insight from large-scale data visualisation tools.
- Determine the capability of an existing business model to exploit an advanced analytics approach to strategic decision making.
- Identify the key ethical and governance issues present in the analysis and use of large-scale data-sets for strategic decision making.
Content
- Beyond Digital and Big data: data architecture and strategic analytics for smart decision making
- Generating insight and value from large scale data-set analytics and visualisation
- Data, ethical decisions and governance
- Crafting a data-led strategy
- Organisational readiness for data-led strategies
- Data driven business models
Relates to learning outcomes
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. Students 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.
The specific course learning goals that apply to this unit are shown in the assessment section of this unit outline.
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 Blackboard 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, 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 Blackboard 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
Overview
A further Guide to the Assessment Items is available from the unit Blackboard Site: http://blackboard.qut.edu.au
At the end of the teaching period the Faculty Academic Board determines students' grades. The Unit Coordinators provide the detailed assessment results to the Board, working through the relevant School. These results are advisory in nature and do not necessarily constitute the final grades awarded by the Board. In its decision the Board compares results both within units and programs, using as a guide a set of standard distribution criteria. These criteria enable the Board to systematically compare student performance, but are not applied in a prescriptive fashion.
Assessment Submission and Extensions
Assessment items submitted after the due date without an approved extension will not be marked and will receive a grade of 1 or 0%. If special circumstances prevent you from meeting the assessment due date, you can apply for an extension. If you don't have an approved extension you should submit the work you have done by the due date and it will be marked against the assessment criteria. QUT's assessment submission requirements reflect the expectations of professional practice where you will need to meet deadlines.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Data Analysis Digital Poster
Design a poster using digital media demonstrating the insights generated from your use of data visualisation software and subsequent analysis of the outputs. You will be expected to provide information and visualisations that link to your potential strategies, recommendations or desired outcomes derived from your analysis.
Length/Duration: 1000 works (equivalent)
Formative or Summative Formative and Summative
Relates to learning outcomes
Unit objectives: 1 and 3 and AOL goals: KS 1.2, HO 2.1, PC 3.1
Assessment: Business Model Review
Critically review your organisations' business model in terms of the role played by data in its execution. Determine the potential a revised business model that can leverage data-driven business strategy. Clearly identify the ability of the organisation to adopt this new business model explicitly referring to the cultural, resource, governance and ethical implications of such a transition.
Length/Duration: 2500 words
Formative or Summative Summative
Relates to learning outcomes
Unit objectives: 1, 2 and 4 and AOL goals: HO 2.1, HO 2.2 and SEU 5.2
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
Other Resources: GSZ541 Blackboard site
Risk Assessment Statement
There are no out of the ordinary risks associated with 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 view the Emergency video.
Unit Outline: Flexible Period - 05A 2020, Gardens Point, Block (Start Date: 03 Apr 2020)
| Unit code: | GSZ541 |
|---|---|
| Credit points: | 6 |
| Pre-requisite: | GSZ405 |
| Coordinators: | Kevin Desouza | kevin.desouza@qut.edu.au |
Overview
One of the defining characteristics of the 21st century is the overwhelming volume of data generated by humanity’s modern existence. Equally the ability to store, and analyse these large-scale data sets (or “big data”) has matured to a point where long held assumptions about the role and use of data in strategic decision making are now being challenged. Emerging business models and data architectures present an array of potential opportunities and pitfalls that are not immediately obvious, yet organisations must make decisions in this rapidly changing data-centric context. Without sufficient awareness or understanding of the nascent changes in 'digital' and 'data' strategic platforms, decision makers may limit their organisations' ability to maintain a sustainable competitive advantage and/or continue delivering value to its stakeholders. As is often the case our generation and storage of raw data has outstripped our organisational ability to effectively leverage new technological capabilities, and effectively incorporate them into the leadership and governance of our organisations.
Nevertheless, it is increasingly clear that the ability to incorporate advanced data analytics into the practice of leading organisations is becoming a determining factor in securing competitive advantage, identifying emerging opportunities and/or mitigating against possible disruptive elements. Further, understanding opportunities to embed and leverage smart data structures into the design of organisations should better enable organisations to adapt with disruptive technologies such as blockchain. In order to achieve this however it is essential that senior leaders not only have a solid understanding of the technical origins of large-scale data sets, advanced analytics, and data verification technologies, but how it might be incorporated into the operating and decision-making fabric of the organisation. This often neglected component of the data analytics discussion will be a key focus of this unit with a particular emphasis on the business model, governance and ethical implications of adopting a data led strategic approach to organsational competitiveness and sustainability.
This unit is designed to build on the fundamentals of data analysis covered in GSN408 and is designed to complement the material and concepts covered in GSN490 Managing Technological Innovation and GSN498 Investment Strategies for Technology.
Learning Outcomes
On successful completion of this unit you will be able to:
- Critically evaluate the suitability and utility of big data approaches to generate solutions to operational and strategic issues.
- Demonstrate the capability to generate insight from large-scale data visualisation tools.
- Determine the capability of an existing business model to exploit an advanced analytics approach to strategic decision making.
- Identify the key ethical and governance issues present in the analysis and use of large-scale data-sets for strategic decision making.
Content
- Beyond Digital and Big data: data architecture and strategic analytics for smart decision making
- Generating insight and value from large scale data-set analytics and visualisation
- Data, ethical decisions and governance
- Crafting a data-led strategy
- Organisational readiness for data-led strategies
- Data driven business models
Relates to learning outcomes
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. Students 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.
The specific course learning goals that apply to this unit are shown in the assessment section of this unit outline.
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 Blackboard 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, 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 Blackboard 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
Overview
A further Guide to the Assessment Items is available from the unit Blackboard Site: http://blackboard.qut.edu.au
At the end of the teaching period the Faculty Academic Board determines students' grades. The Unit Coordinators provide the detailed assessment results to the Board, working through the relevant School. These results are advisory in nature and do not necessarily constitute the final grades awarded by the Board. In its decision the Board compares results both within units and programs, using as a guide a set of standard distribution criteria. These criteria enable the Board to systematically compare student performance, but are not applied in a prescriptive fashion.
Assessment Submission and Extensions
Assessment items submitted after the due date without an approved extension will not be marked and will receive a grade of 1 or 0%. If special circumstances prevent you from meeting the assessment due date, you can apply for an extension. If you don't have an approved extension you should submit the work you have done by the due date and it will be marked against the assessment criteria. QUT's assessment submission requirements reflect the expectations of professional practice where you will need to meet deadlines.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Data Analysis Digital Poster
Design a poster using digital media demonstrating the insights generated from your use of data visualisation software and subsequent analysis of the outputs. You will be expected to provide information and visualisations that link to your potential strategies, recommendations or desired outcomes derived from your analysis.
Length/Duration: 1000 works (equivalent)
Formative or Summative Formative and Summative
Relates to learning outcomes
Unit objectives: 1 and 3 and AOL goals: KS 1.2, HO 2.1, PC 3.1
Assessment: Business Model Review
Critically review your organisations' business model in terms of the role played by data in its execution. Determine the potential a revised business model that can leverage data-driven business strategy. Clearly identify the ability of the organisation to adopt this new business model explicitly referring to the cultural, resource, governance and ethical implications of such a transition.
Length/Duration: 2500 words
Formative or Summative Summative
Relates to learning outcomes
Unit objectives: 1, 2 and 4 and AOL goals: HO 2.1, HO 2.2 and SEU 5.2
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
Other Resources: GSZ541 Blackboard site
Risk Assessment Statement
There are no out of the ordinary risks associated with 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 view the Emergency video.