GSZ631 Managing within the Context of Government
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: | GSZ631 |
|---|---|
| Credit points: | 12 |
| Timetable | Details in HiQ, if available |
| Availabilities |
|
Unit Outline: Flexible Period - 05A 2024, Non-QUT location, Online (Start Date: 18 Mar 2024)
| Unit code: | GSZ631 |
|---|---|
| Credit points: | 12 |
Overview
The aim of this unit is to develop students' understanding of the context and influence of the government environment in which they operate so that they are able to best deliver public value. Public sector managers need to understand the context within which they operate. This context is bounded by global, national and local features and constrained by political, institutional and legislative processes and conventions. High performing public sector managers must be able to demonstrate political acumen as well as managerial skill to be high performers. Non-government and private sector managers encouraged to enter the modern public sector need a coherent whole of government understanding before being able to function effectively. This unit is the first unit of the program and builds a foundation of understanding of the context of government within which public sector managers operate. This unit provides the holistic context of operation for the subsequent units.
Learning Outcomes
On successful completion of this unit you will be able to:
- Understand the role of Australian political institutions and their impact on the role of public sector managers.Relates to: EXEC Business Capabilities: KS (1.1)
- Critically analyse frameworks established to ensure government is responsive, responsible and accountable when delivering service.
- Apply strategic and systems thinking to the analysis of policy and service provision.
- Evaluate present and prospective public sector reforms in the light of delivering public value.
- Argue the effect that federalism, global and international institutions, law, treaties and commerce have upon Australian policy making and governance.
Content
- Australian Political Institutions: The role and function of parliament, the judiciary and the cabinet; levels of government and the role of federalism.
- Responsive Responsible Government: Public sector paradigms; the machinery of government; key public sector frameworks; public sector values.
- Administrative Accountability and Acumen: The rule of law; administrative review bodies; citizens' right to information; code of ethics.
- Systems: Systems thinking approaches and strategies to guide governance in complex environments.
- Globalisation: International issues, which impact on government and governance.
- Innovative Government Reform: Change and adaptation in the public sector; international trends; modern public sector practice.
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
There is a commitment to critical inquiry and intellectual debate in regard to the material covered, and students are encouraged to relate the theories and research discussed to situations known to them.
A blended learning approach is taken with this unit. Students engage with the theories, research and practice through a blend of:
- Guided instruction, learning activities and learning resources presented in a comprehensive electronic learning guide. Students are expected to engage with the readings and learning activities in the learning guide prior to face-to-face sessions.
- A comprehensive set of readings, cases, workplace documents and other authentic materials are provided to support student access to the content of the unit. Where appropriate electronic and printed textbooks will also be provided.
- Face-to-face workshops of 3-4 days duration where students actively engage in exploring the concepts, issues and cases provided in the learning guide. A focus on facilitated group learning and collaboration is a feature of these sessions.
- A Canvas learning site providing additional materials such as podcasts, vodcasts, audio, video files and computer simulations, which can be accessed through the life of the unit.
Wherever possible guest speakers from government and industry will be invited to the face-to-face workshops to discuss live issues and real cases in the context of their effect on the delivery of government business and the development of policy.
The learning activities emphasise practical application and deep connection to job experience. The assessments involve tasks that replicate real world challenges and require meaningful performance in work contexts where students are provided the opportunity to demonstrate mastery of the real work done in public sector contexts.
In this unit, students will be encouraged to apply their learning to real workplace practice by actively exploring the many institutional reforms and managerial challenges which emerge from global forces, local political concerns and increasing connectivity and developing responses appropriate to their own context of operation.
Feedback on Learning and Assessment
Feedback
Students will receive feedback in various forms throughout the study period, which may include:
- Informal: worked examples, such as verbal feedback in class or in personal consultation.
- Formal: in writing, using criterion referenced assessment checklists and further written commentary.
- Direct: to individual students, either in written form or in consultation.
- Indirect: to whole class.
Assessment
Overview
Academic honesty means that you are expected to exhibit honesty and act responsibly when undertaking assessment. Any action or practice on your part which would defeat the purposes of assessment is regarded as academic dishonesty. The penalties for academic dishonesty are provided in the Student Rules. For more information you should consult the Academic Integrity Kit and the QUT Library resources for avoiding plagiarism. QUT Reserves the right to use plagiarism detection software.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Case Study
“Governments and their public sector agencies help to create public value through being accountable for their actions and responsive to their communities.”
Critically analyse the concepts in the statement and relate your argument to a public sector reform you are familiar with.
In developing your response you should consider the:
- nature of, and approaches to, the concepts of public value, accountability and responsiveness,
- relationship of these concepts to the management strategies and approaches involved in implementing your chosen reform,
- social and cultural outcomes of the reform in aiming to achieve public value, accountability and responsiveness.
Formative or Summative: Formative and Summative
This assignment is eligible for the 48-hour late submission period and assignment extensions.
Assessment: Report
Community debate and media interest are increasing around the issues of federalism and globalisation.
Statements such as "Australia would be better governed if it were not a federation" and "The Australian government no longer has control of policy in Australia - it is driven by global forces" are becoming increasingly prevalent in the political debate.
Your supervisor needs to provide the Minister with a discussion paper for cabinet on one of these issues. You have been tasked with preparing a background discussion paper for your supervisor where you analyse and critique one of these statements. Draw on the theories, tools and concepts you have learned in this unit to support your critique. Where possible draw on examples from a policy or service delivery area in your own, or another, Department or Agency.
Formative or Summative: Summative.
This assignment is eligible for the 48-hour late submission period and assignment extensions.
Academic Integrity
Students are expected to engage in learning and assessment at QUT with honesty, transparency and fairness. Maintaining academic integrity means upholding these principles and demonstrating valuable professional capabilities based on ethical foundations.
Failure to maintain academic integrity can take many forms. It includes cheating in examinations, plagiarism, self-plagiarism, collusion, and submitting an assessment item completed by another person (e.g. contract cheating). It can also include providing your assessment to another entity, such as to a person or website.
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.
Further details of QUT’s approach to academic integrity are outlined in the Academic integrity policy and the Student Code of Conduct. Breaching QUT’s Academic integrity policy is regarded as student misconduct and can lead to the imposition of penalties ranging from a grade reduction to exclusion from QUT.
Resources
Resource Materials
Other
Electronic unit learning guide.
Journal articles and other readings.
Authentic state-specific documents.
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 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: ULO2, ULO3, ULO4, Case Study, Report
KS (1.1): Advanced Discipline and Professional Practice Knowledge
Relates to: ULO1, ULO2, ULO3, ULO4, ULO5, Case Study, Report
PC (3.1): Professional Communication (Written)
SE (5.1): Ethical and Legal Understanding
Relates to: ULO4, ULO5, Report
SE (5.2): Global, Cultural and Social Responsibility
Relates to: ULO2, Case Study
SL (4.1): Personal Leadership, Accountability and Reflective Practice
Relates to: ULO2, Case Study
Unit Outline: Flexible Period - 05A 2024, Non-QUT location, Online (Start Date: 25 Mar 2024)
| Unit code: | GSZ631 |
|---|---|
| Credit points: | 12 |
Overview
The aim of this unit is to develop students' understanding of the context and influence of the government environment in which they operate so that they are able to best deliver public value. Public sector managers need to understand the context within which they operate. This context is bounded by global, national and local features and constrained by political, institutional and legislative processes and conventions. High performing public sector managers must be able to demonstrate political acumen as well as managerial skill to be high performers. Non-government and private sector managers encouraged to enter the modern public sector need a coherent whole of government understanding before being able to function effectively. This unit is the first unit of the program and builds a foundation of understanding of the context of government within which public sector managers operate. This unit provides the holistic context of operation for the subsequent units.
Learning Outcomes
On successful completion of this unit you will be able to:
- Understand the role of Australian political institutions and their impact on the role of public sector managers.Relates to: EXEC Business Capabilities: KS (1.1)
- Critically analyse frameworks established to ensure government is responsive, responsible and accountable when delivering service.
- Apply strategic and systems thinking to the analysis of policy and service provision.
- Evaluate present and prospective public sector reforms in the light of delivering public value.
- Argue the effect that federalism, global and international institutions, law, treaties and commerce have upon Australian policy making and governance.
Content
- Australian Political Institutions: The role and function of parliament, the judiciary and the cabinet; levels of government and the role of federalism.
- Responsive Responsible Government: Public sector paradigms; the machinery of government; key public sector frameworks; public sector values.
- Administrative Accountability and Acumen: The rule of law; administrative review bodies; citizens' right to information; code of ethics.
- Systems: Systems thinking approaches and strategies to guide governance in complex environments.
- Globalisation: International issues, which impact on government and governance.
- Innovative Government Reform: Change and adaptation in the public sector; international trends; modern public sector practice.
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
There is a commitment to critical inquiry and intellectual debate in regard to the material covered, and students are encouraged to relate the theories and research discussed to situations known to them.
A blended learning approach is taken with this unit. Students engage with the theories, research and practice through a blend of:
- Guided instruction, learning activities and learning resources presented in a comprehensive electronic learning guide. Students are expected to engage with the readings and learning activities in the learning guide prior to face-to-face sessions.
- A comprehensive set of readings, cases, workplace documents and other authentic materials are provided to support student access to the content of the unit. Where appropriate electronic and printed textbooks will also be provided.
- Face-to-face workshops of 3-4 days duration where students actively engage in exploring the concepts, issues and cases provided in the learning guide. A focus on facilitated group learning and collaboration is a feature of these sessions.
- A Canvas learning site providing additional materials such as podcasts, vodcasts, audio, video files and computer simulations, which can be accessed through the life of the unit.
Wherever possible guest speakers from government and industry will be invited to the face-to-face workshops to discuss live issues and real cases in the context of their effect on the delivery of government business and the development of policy.
The learning activities emphasise practical application and deep connection to job experience. The assessments involve tasks that replicate real world challenges and require meaningful performance in work contexts where students are provided the opportunity to demonstrate mastery of the real work done in public sector contexts.
In this unit, students will be encouraged to apply their learning to real workplace practice by actively exploring the many institutional reforms and managerial challenges which emerge from global forces, local political concerns and increasing connectivity and developing responses appropriate to their own context of operation.
Feedback on Learning and Assessment
Feedback
Students will receive feedback in various forms throughout the study period, which may include:
- Informal: worked examples, such as verbal feedback in class or in personal consultation.
- Formal: in writing, using criterion referenced assessment checklists and further written commentary.
- Direct: to individual students, either in written form or in consultation.
- Indirect: to whole class.
Assessment
Overview
Academic honesty means that you are expected to exhibit honesty and act responsibly when undertaking assessment. Any action or practice on your part which would defeat the purposes of assessment is regarded as academic dishonesty. The penalties for academic dishonesty are provided in the Student Rules. For more information you should consult the Academic Integrity Kit and the QUT Library resources for avoiding plagiarism. QUT Reserves the right to use plagiarism detection software.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Case Study
“Governments and their public sector agencies help to create public value through being accountable for their actions and responsive to their communities.”
Critically analyse the concepts in the statement and relate your argument to a public sector reform you are familiar with.
In developing your response you should consider the:
- nature of, and approaches to, the concepts of public value, accountability and responsiveness,
- relationship of these concepts to the management strategies and approaches involved in implementing your chosen reform,
- social and cultural outcomes of the reform in aiming to achieve public value, accountability and responsiveness.
Formative or Summative: Formative and Summative
This assignment is eligible for the 48-hour late submission period and assignment extensions.
Assessment: Report
Community debate and media interest are increasing around the issues of federalism and globalisation.
Statements such as "Australia would be better governed if it were not a federation" and "The Australian government no longer has control of policy in Australia - it is driven by global forces" are becoming increasingly prevalent in the political debate.
Your supervisor needs to provide the Minister with a discussion paper for cabinet on one of these issues. You have been tasked with preparing a background discussion paper for your supervisor where you analyse and critique one of these statements. Draw on the theories, tools and concepts you have learned in this unit to support your critique. Where possible draw on examples from a policy or service delivery area in your own, or another, Department or Agency.
Formative or Summative: Summative.
This assignment is eligible for the 48-hour late submission period and assignment extensions.
Academic Integrity
Students are expected to engage in learning and assessment at QUT with honesty, transparency and fairness. Maintaining academic integrity means upholding these principles and demonstrating valuable professional capabilities based on ethical foundations.
Failure to maintain academic integrity can take many forms. It includes cheating in examinations, plagiarism, self-plagiarism, collusion, and submitting an assessment item completed by another person (e.g. contract cheating). It can also include providing your assessment to another entity, such as to a person or website.
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.
Further details of QUT’s approach to academic integrity are outlined in the Academic integrity policy and the Student Code of Conduct. Breaching QUT’s Academic integrity policy is regarded as student misconduct and can lead to the imposition of penalties ranging from a grade reduction to exclusion from QUT.
Resources
Resource Materials
Other
Electronic unit learning guide.
Journal articles and other readings.
Authentic state-specific documents.
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 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: ULO2, ULO3, ULO4, Case Study, Report
KS (1.1): Advanced Discipline and Professional Practice Knowledge
Relates to: ULO1, ULO2, ULO3, ULO4, ULO5, Case Study, Report
PC (3.1): Professional Communication (Written)
SE (5.1): Ethical and Legal Understanding
Relates to: ULO4, ULO5, Report
SE (5.2): Global, Cultural and Social Responsibility
Relates to: ULO2, Case Study
SL (4.1): Personal Leadership, Accountability and Reflective Practice
Relates to: ULO2, Case Study
Unit Outline: Flexible Period - 05A 2024, Non-QUT location, Online (Start Date: 08 Apr 2024)
| Unit code: | GSZ631 |
|---|---|
| Credit points: | 12 |
Overview
The aim of this unit is to develop students' understanding of the context and influence of the government environment in which they operate so that they are able to best deliver public value. Public sector managers need to understand the context within which they operate. This context is bounded by global, national and local features and constrained by political, institutional and legislative processes and conventions. High performing public sector managers must be able to demonstrate political acumen as well as managerial skill to be high performers. Non-government and private sector managers encouraged to enter the modern public sector need a coherent whole of government understanding before being able to function effectively. This unit is the first unit of the program and builds a foundation of understanding of the context of government within which public sector managers operate. This unit provides the holistic context of operation for the subsequent units.
Learning Outcomes
On successful completion of this unit you will be able to:
- Understand the role of Australian political institutions and their impact on the role of public sector managers.Relates to: EXEC Business Capabilities: KS (1.1)
- Critically analyse frameworks established to ensure government is responsive, responsible and accountable when delivering service.
- Apply strategic and systems thinking to the analysis of policy and service provision.
- Evaluate present and prospective public sector reforms in the light of delivering public value.
- Argue the effect that federalism, global and international institutions, law, treaties and commerce have upon Australian policy making and governance.
Content
- Australian Political Institutions: The role and function of parliament, the judiciary and the cabinet; levels of government and the role of federalism.
- Responsive Responsible Government: Public sector paradigms; the machinery of government; key public sector frameworks; public sector values.
- Administrative Accountability and Acumen: The rule of law; administrative review bodies; citizens' right to information; code of ethics.
- Systems: Systems thinking approaches and strategies to guide governance in complex environments.
- Globalisation: International issues, which impact on government and governance.
- Innovative Government Reform: Change and adaptation in the public sector; international trends; modern public sector practice.
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
There is a commitment to critical inquiry and intellectual debate in regard to the material covered, and students are encouraged to relate the theories and research discussed to situations known to them.
A blended learning approach is taken with this unit. Students engage with the theories, research and practice through a blend of:
- Guided instruction, learning activities and learning resources presented in a comprehensive electronic learning guide. Students are expected to engage with the readings and learning activities in the learning guide prior to face-to-face sessions.
- A comprehensive set of readings, cases, workplace documents and other authentic materials are provided to support student access to the content of the unit. Where appropriate electronic and printed textbooks will also be provided.
- Face-to-face workshops of 3-4 days duration where students actively engage in exploring the concepts, issues and cases provided in the learning guide. A focus on facilitated group learning and collaboration is a feature of these sessions.
- A Canvas learning site providing additional materials such as podcasts, vodcasts, audio, video files and computer simulations, which can be accessed through the life of the unit.
Wherever possible guest speakers from government and industry will be invited to the face-to-face workshops to discuss live issues and real cases in the context of their effect on the delivery of government business and the development of policy.
The learning activities emphasise practical application and deep connection to job experience. The assessments involve tasks that replicate real world challenges and require meaningful performance in work contexts where students are provided the opportunity to demonstrate mastery of the real work done in public sector contexts.
In this unit, students will be encouraged to apply their learning to real workplace practice by actively exploring the many institutional reforms and managerial challenges which emerge from global forces, local political concerns and increasing connectivity and developing responses appropriate to their own context of operation.
Feedback on Learning and Assessment
Feedback
Students will receive feedback in various forms throughout the study period, which may include:
- Informal: worked examples, such as verbal feedback in class or in personal consultation.
- Formal: in writing, using criterion referenced assessment checklists and further written commentary.
- Direct: to individual students, either in written form or in consultation.
- Indirect: to whole class.
Assessment
Overview
Academic honesty means that you are expected to exhibit honesty and act responsibly when undertaking assessment. Any action or practice on your part which would defeat the purposes of assessment is regarded as academic dishonesty. The penalties for academic dishonesty are provided in the Student Rules. For more information you should consult the Academic Integrity Kit and the QUT Library resources for avoiding plagiarism. QUT Reserves the right to use plagiarism detection software.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Case Study
“Governments and their public sector agencies help to create public value through being accountable for their actions and responsive to their communities.”
Critically analyse the concepts in the statement and relate your argument to a public sector reform you are familiar with.
In developing your response you should consider the:
- nature of, and approaches to, the concepts of public value, accountability and responsiveness,
- relationship of these concepts to the management strategies and approaches involved in implementing your chosen reform,
- social and cultural outcomes of the reform in aiming to achieve public value, accountability and responsiveness.
Formative or Summative: Formative and Summative
This assignment is eligible for the 48-hour late submission period and assignment extensions.
Assessment: Report
Community debate and media interest are increasing around the issues of federalism and globalisation.
Statements such as "Australia would be better governed if it were not a federation" and "The Australian government no longer has control of policy in Australia - it is driven by global forces" are becoming increasingly prevalent in the political debate.
Your supervisor needs to provide the Minister with a discussion paper for cabinet on one of these issues. You have been tasked with preparing a background discussion paper for your supervisor where you analyse and critique one of these statements. Draw on the theories, tools and concepts you have learned in this unit to support your critique. Where possible draw on examples from a policy or service delivery area in your own, or another, Department or Agency.
Formative or Summative: Summative.
This assignment is eligible for the 48-hour late submission period and assignment extensions.
Academic Integrity
Students are expected to engage in learning and assessment at QUT with honesty, transparency and fairness. Maintaining academic integrity means upholding these principles and demonstrating valuable professional capabilities based on ethical foundations.
Failure to maintain academic integrity can take many forms. It includes cheating in examinations, plagiarism, self-plagiarism, collusion, and submitting an assessment item completed by another person (e.g. contract cheating). It can also include providing your assessment to another entity, such as to a person or website.
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.
Further details of QUT’s approach to academic integrity are outlined in the Academic integrity policy and the Student Code of Conduct. Breaching QUT’s Academic integrity policy is regarded as student misconduct and can lead to the imposition of penalties ranging from a grade reduction to exclusion from QUT.
Resources
Resource Materials
Other
Electronic unit learning guide.
Journal articles and other readings.
Authentic state-specific documents.
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 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: ULO2, ULO3, ULO4, Case Study, Report
KS (1.1): Advanced Discipline and Professional Practice Knowledge
Relates to: ULO1, ULO2, ULO3, ULO4, ULO5, Case Study, Report
PC (3.1): Professional Communication (Written)
SE (5.1): Ethical and Legal Understanding
Relates to: ULO4, ULO5, Report
SE (5.2): Global, Cultural and Social Responsibility
Relates to: ULO2, Case Study
SL (4.1): Personal Leadership, Accountability and Reflective Practice
Relates to: ULO2, Case Study
Unit Outline: Flexible Period - 06A 2024, Non-QUT location, Online (Start Date: 22 Apr 2024)
| Unit code: | GSZ631 |
|---|---|
| Credit points: | 12 |
Overview
The aim of this unit is to develop students' understanding of the context and influence of the government environment in which they operate so that they are able to best deliver public value. Public sector managers need to understand the context within which they operate. This context is bounded by global, national and local features and constrained by political, institutional and legislative processes and conventions. High performing public sector managers must be able to demonstrate political acumen as well as managerial skill to be high performers. Non-government and private sector managers encouraged to enter the modern public sector need a coherent whole of government understanding before being able to function effectively. This unit is the first unit of the program and builds a foundation of understanding of the context of government within which public sector managers operate. This unit provides the holistic context of operation for the subsequent units.
Learning Outcomes
On successful completion of this unit you will be able to:
- Understand the role of Australian political institutions and their impact on the role of public sector managers.Relates to: EXEC Business Capabilities: KS (1.1)
- Critically analyse frameworks established to ensure government is responsive, responsible and accountable when delivering service.
- Apply strategic and systems thinking to the analysis of policy and service provision.
- Evaluate present and prospective public sector reforms in the light of delivering public value.
- Argue the effect that federalism, global and international institutions, law, treaties and commerce have upon Australian policy making and governance.
Content
- Australian Political Institutions: The role and function of parliament, the judiciary and the cabinet; levels of government and the role of federalism.
- Responsive Responsible Government: Public sector paradigms; the machinery of government; key public sector frameworks; public sector values.
- Administrative Accountability and Acumen: The rule of law; administrative review bodies; citizens' right to information; code of ethics.
- Systems: Systems thinking approaches and strategies to guide governance in complex environments.
- Globalisation: International issues, which impact on government and governance.
- Innovative Government Reform: Change and adaptation in the public sector; international trends; modern public sector practice.
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
There is a commitment to critical inquiry and intellectual debate in regard to the material covered, and students are encouraged to relate the theories and research discussed to situations known to them.
A blended learning approach is taken with this unit. Students engage with the theories, research and practice through a blend of:
- Guided instruction, learning activities and learning resources presented in a comprehensive electronic learning guide. Students are expected to engage with the readings and learning activities in the learning guide prior to face-to-face sessions.
- A comprehensive set of readings, cases, workplace documents and other authentic materials are provided to support student access to the content of the unit. Where appropriate electronic and printed textbooks will also be provided.
- Face-to-face workshops of 3-4 days duration where students actively engage in exploring the concepts, issues and cases provided in the learning guide. A focus on facilitated group learning and collaboration is a feature of these sessions.
- A Canvas learning site providing additional materials such as podcasts, vodcasts, audio, video files and computer simulations, which can be accessed through the life of the unit.
Wherever possible guest speakers from government and industry will be invited to the face-to-face workshops to discuss live issues and real cases in the context of their effect on the delivery of government business and the development of policy.
The learning activities emphasise practical application and deep connection to job experience. The assessments involve tasks that replicate real world challenges and require meaningful performance in work contexts where students are provided the opportunity to demonstrate mastery of the real work done in public sector contexts.
In this unit, students will be encouraged to apply their learning to real workplace practice by actively exploring the many institutional reforms and managerial challenges which emerge from global forces, local political concerns and increasing connectivity and developing responses appropriate to their own context of operation.
Feedback on Learning and Assessment
Feedback
Students will receive feedback in various forms throughout the study period, which may include:
- Informal: worked examples, such as verbal feedback in class or in personal consultation.
- Formal: in writing, using criterion referenced assessment checklists and further written commentary.
- Direct: to individual students, either in written form or in consultation.
- Indirect: to whole class.
Assessment
Overview
Academic honesty means that you are expected to exhibit honesty and act responsibly when undertaking assessment. Any action or practice on your part which would defeat the purposes of assessment is regarded as academic dishonesty. The penalties for academic dishonesty are provided in the Student Rules. For more information you should consult the Academic Integrity Kit and the QUT Library resources for avoiding plagiarism. QUT Reserves the right to use plagiarism detection software.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Case Study
“Governments and their public sector agencies help to create public value through being accountable for their actions and responsive to their communities.”
Critically analyse the concepts in the statement and relate your argument to a public sector reform you are familiar with.
In developing your response you should consider the:
- nature of, and approaches to, the concepts of public value, accountability and responsiveness,
- relationship of these concepts to the management strategies and approaches involved in implementing your chosen reform,
- social and cultural outcomes of the reform in aiming to achieve public value, accountability and responsiveness.
Formative or Summative: Formative and Summative
This assignment is eligible for the 48-hour late submission period and assignment extensions.
Assessment: Report
Community debate and media interest are increasing around the issues of federalism and globalisation.
Statements such as "Australia would be better governed if it were not a federation" and "The Australian government no longer has control of policy in Australia - it is driven by global forces" are becoming increasingly prevalent in the political debate.
Your supervisor needs to provide the Minister with a discussion paper for cabinet on one of these issues. You have been tasked with preparing a background discussion paper for your supervisor where you analyse and critique one of these statements. Draw on the theories, tools and concepts you have learned in this unit to support your critique. Where possible draw on examples from a policy or service delivery area in your own, or another, Department or Agency.
Formative or Summative: Summative.
This assignment is eligible for the 48-hour late submission period and assignment extensions.
Academic Integrity
Students are expected to engage in learning and assessment at QUT with honesty, transparency and fairness. Maintaining academic integrity means upholding these principles and demonstrating valuable professional capabilities based on ethical foundations.
Failure to maintain academic integrity can take many forms. It includes cheating in examinations, plagiarism, self-plagiarism, collusion, and submitting an assessment item completed by another person (e.g. contract cheating). It can also include providing your assessment to another entity, such as to a person or website.
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.
Further details of QUT’s approach to academic integrity are outlined in the Academic integrity policy and the Student Code of Conduct. Breaching QUT’s Academic integrity policy is regarded as student misconduct and can lead to the imposition of penalties ranging from a grade reduction to exclusion from QUT.
Resources
Resource Materials
Other
Electronic unit learning guide.
Journal articles and other readings.
Authentic state-specific documents.
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 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: ULO2, ULO3, ULO4, Case Study, Report
KS (1.1): Advanced Discipline and Professional Practice Knowledge
Relates to: ULO1, ULO2, ULO3, ULO4, ULO5, Case Study, Report
PC (3.1): Professional Communication (Written)
SE (5.1): Ethical and Legal Understanding
Relates to: ULO4, ULO5, Report
SE (5.2): Global, Cultural and Social Responsibility
Relates to: ULO2, Case Study
SL (4.1): Personal Leadership, Accountability and Reflective Practice
Relates to: ULO2, Case Study
Unit Outline: Flexible Period - 06A 2024, Non-QUT location, Online (Start Date: 13 May 2024)
| Unit code: | GSZ631 |
|---|---|
| Credit points: | 12 |
Overview
The aim of this unit is to develop students' understanding of the context and influence of the government environment in which they operate so that they are able to best deliver public value. Public sector managers need to understand the context within which they operate. This context is bounded by global, national and local features and constrained by political, institutional and legislative processes and conventions. High performing public sector managers must be able to demonstrate political acumen as well as managerial skill to be high performers. Non-government and private sector managers encouraged to enter the modern public sector need a coherent whole of government understanding before being able to function effectively. This unit is the first unit of the program and builds a foundation of understanding of the context of government within which public sector managers operate. This unit provides the holistic context of operation for the subsequent units.
Learning Outcomes
On successful completion of this unit you will be able to:
- Understand the role of Australian political institutions and their impact on the role of public sector managers.Relates to: EXEC Business Capabilities: KS (1.1)
- Critically analyse frameworks established to ensure government is responsive, responsible and accountable when delivering service.
- Apply strategic and systems thinking to the analysis of policy and service provision.
- Evaluate present and prospective public sector reforms in the light of delivering public value.
- Argue the effect that federalism, global and international institutions, law, treaties and commerce have upon Australian policy making and governance.
Content
- Australian Political Institutions: The role and function of parliament, the judiciary and the cabinet; levels of government and the role of federalism.
- Responsive Responsible Government: Public sector paradigms; the machinery of government; key public sector frameworks; public sector values.
- Administrative Accountability and Acumen: The rule of law; administrative review bodies; citizens' right to information; code of ethics.
- Systems: Systems thinking approaches and strategies to guide governance in complex environments.
- Globalisation: International issues, which impact on government and governance.
- Innovative Government Reform: Change and adaptation in the public sector; international trends; modern public sector practice.
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
There is a commitment to critical inquiry and intellectual debate in regard to the material covered, and students are encouraged to relate the theories and research discussed to situations known to them.
A blended learning approach is taken with this unit. Students engage with the theories, research and practice through a blend of:
- Guided instruction, learning activities and learning resources presented in a comprehensive electronic learning guide. Students are expected to engage with the readings and learning activities in the learning guide prior to face-to-face sessions.
- A comprehensive set of readings, cases, workplace documents and other authentic materials are provided to support student access to the content of the unit. Where appropriate electronic and printed textbooks will also be provided.
- Face-to-face workshops of 3-4 days duration where students actively engage in exploring the concepts, issues and cases provided in the learning guide. A focus on facilitated group learning and collaboration is a feature of these sessions.
- A Canvas learning site providing additional materials such as podcasts, vodcasts, audio, video files and computer simulations, which can be accessed through the life of the unit.
Wherever possible guest speakers from government and industry will be invited to the face-to-face workshops to discuss live issues and real cases in the context of their effect on the delivery of government business and the development of policy.
The learning activities emphasise practical application and deep connection to job experience. The assessments involve tasks that replicate real world challenges and require meaningful performance in work contexts where students are provided the opportunity to demonstrate mastery of the real work done in public sector contexts.
In this unit, students will be encouraged to apply their learning to real workplace practice by actively exploring the many institutional reforms and managerial challenges which emerge from global forces, local political concerns and increasing connectivity and developing responses appropriate to their own context of operation.
Feedback on Learning and Assessment
Feedback
Students will receive feedback in various forms throughout the study period, which may include:
- Informal: worked examples, such as verbal feedback in class or in personal consultation.
- Formal: in writing, using criterion referenced assessment checklists and further written commentary.
- Direct: to individual students, either in written form or in consultation.
- Indirect: to whole class.
Assessment
Overview
Academic honesty means that you are expected to exhibit honesty and act responsibly when undertaking assessment. Any action or practice on your part which would defeat the purposes of assessment is regarded as academic dishonesty. The penalties for academic dishonesty are provided in the Student Rules. For more information you should consult the Academic Integrity Kit and the QUT Library resources for avoiding plagiarism. QUT Reserves the right to use plagiarism detection software.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Case Study
“Governments and their public sector agencies help to create public value through being accountable for their actions and responsive to their communities.”
Critically analyse the concepts in the statement and relate your argument to a public sector reform you are familiar with.
In developing your response you should consider the:
- nature of, and approaches to, the concepts of public value, accountability and responsiveness,
- relationship of these concepts to the management strategies and approaches involved in implementing your chosen reform,
- social and cultural outcomes of the reform in aiming to achieve public value, accountability and responsiveness.
Formative or Summative: Formative and Summative
This assignment is eligible for the 48-hour late submission period and assignment extensions.
Assessment: Report
Community debate and media interest are increasing around the issues of federalism and globalisation.
Statements such as "Australia would be better governed if it were not a federation" and "The Australian government no longer has control of policy in Australia - it is driven by global forces" are becoming increasingly prevalent in the political debate.
Your supervisor needs to provide the Minister with a discussion paper for cabinet on one of these issues. You have been tasked with preparing a background discussion paper for your supervisor where you analyse and critique one of these statements. Draw on the theories, tools and concepts you have learned in this unit to support your critique. Where possible draw on examples from a policy or service delivery area in your own, or another, Department or Agency.
Formative or Summative: Summative.
This assignment is eligible for the 48-hour late submission period and assignment extensions.
Academic Integrity
Students are expected to engage in learning and assessment at QUT with honesty, transparency and fairness. Maintaining academic integrity means upholding these principles and demonstrating valuable professional capabilities based on ethical foundations.
Failure to maintain academic integrity can take many forms. It includes cheating in examinations, plagiarism, self-plagiarism, collusion, and submitting an assessment item completed by another person (e.g. contract cheating). It can also include providing your assessment to another entity, such as to a person or website.
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.
Further details of QUT’s approach to academic integrity are outlined in the Academic integrity policy and the Student Code of Conduct. Breaching QUT’s Academic integrity policy is regarded as student misconduct and can lead to the imposition of penalties ranging from a grade reduction to exclusion from QUT.
Resources
Resource Materials
Other
Electronic unit learning guide.
Journal articles and other readings.
Authentic state-specific documents.
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 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: ULO2, ULO3, ULO4, Case Study, Report
KS (1.1): Advanced Discipline and Professional Practice Knowledge
Relates to: ULO1, ULO2, ULO3, ULO4, ULO5, Case Study, Report
PC (3.1): Professional Communication (Written)
SE (5.1): Ethical and Legal Understanding
Relates to: ULO4, ULO5, Report
SE (5.2): Global, Cultural and Social Responsibility
Relates to: ULO2, Case Study
SL (4.1): Personal Leadership, Accountability and Reflective Practice
Relates to: ULO2, Case Study
Unit Outline: Flexible Period - 09A 2024, Non-QUT location, Online (Start Date: 29 Jul 2024)
| Unit code: | GSZ631 |
|---|---|
| Credit points: | 12 |
Overview
The aim of this unit is to develop students' understanding of the context and influence of the government environment in which they operate so that they are able to best deliver public value. Public sector managers need to understand the context within which they operate. This context is bounded by global, national and local features and constrained by political, institutional and legislative processes and conventions. High performing public sector managers must be able to demonstrate political acumen as well as managerial skill to be high performers. Non-government and private sector managers encouraged to enter the modern public sector need a coherent whole of government understanding before being able to function effectively. This unit is the first unit of the program and builds a foundation of understanding of the context of government within which public sector managers operate. This unit provides the holistic context of operation for the subsequent units.
Learning Outcomes
On successful completion of this unit you will be able to:
- Understand the role of Australian political institutions and their impact on the role of public sector managers.Relates to: EXEC Business Capabilities: KS (1.1)
- Critically analyse frameworks established to ensure government is responsive, responsible and accountable when delivering service.
- Apply strategic and systems thinking to the analysis of policy and service provision.
- Evaluate present and prospective public sector reforms in the light of delivering public value.
- Argue the effect that federalism, global and international institutions, law, treaties and commerce have upon Australian policy making and governance.
Content
- Australian Political Institutions: The role and function of parliament, the judiciary and the cabinet; levels of government and the role of federalism.
- Responsive Responsible Government: Public sector paradigms; the machinery of government; key public sector frameworks; public sector values.
- Administrative Accountability and Acumen: The rule of law; administrative review bodies; citizens' right to information; code of ethics.
- Systems: Systems thinking approaches and strategies to guide governance in complex environments.
- Globalisation: International issues, which impact on government and governance.
- Innovative Government Reform: Change and adaptation in the public sector; international trends; modern public sector practice.
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
There is a commitment to critical inquiry and intellectual debate in regard to the material covered, and students are encouraged to relate the theories and research discussed to situations known to them.
A blended learning approach is taken with this unit. Students engage with the theories, research and practice through a blend of:
- Guided instruction, learning activities and learning resources presented in a comprehensive electronic learning guide. Students are expected to engage with the readings and learning activities in the learning guide prior to face-to-face sessions.
- A comprehensive set of readings, cases, workplace documents and other authentic materials are provided to support student access to the content of the unit. Where appropriate electronic and printed textbooks will also be provided.
- Face-to-face workshops of 3-4 days duration where students actively engage in exploring the concepts, issues and cases provided in the learning guide. A focus on facilitated group learning and collaboration is a feature of these sessions.
- A Canvas learning site providing additional materials such as podcasts, vodcasts, audio, video files and computer simulations, which can be accessed through the life of the unit.
Wherever possible guest speakers from government and industry will be invited to the face-to-face workshops to discuss live issues and real cases in the context of their effect on the delivery of government business and the development of policy.
The learning activities emphasise practical application and deep connection to job experience. The assessments involve tasks that replicate real world challenges and require meaningful performance in work contexts where students are provided the opportunity to demonstrate mastery of the real work done in public sector contexts.
In this unit, students will be encouraged to apply their learning to real workplace practice by actively exploring the many institutional reforms and managerial challenges which emerge from global forces, local political concerns and increasing connectivity and developing responses appropriate to their own context of operation.
Feedback on Learning and Assessment
Feedback
Students will receive feedback in various forms throughout the study period, which may include:
- Informal: worked examples, such as verbal feedback in class or in personal consultation.
- Formal: in writing, using criterion referenced assessment checklists and further written commentary.
- Direct: to individual students, either in written form or in consultation.
- Indirect: to whole class.
Assessment
Overview
Academic honesty means that you are expected to exhibit honesty and act responsibly when undertaking assessment. Any action or practice on your part which would defeat the purposes of assessment is regarded as academic dishonesty. The penalties for academic dishonesty are provided in the Student Rules. For more information you should consult the Academic Integrity Kit and the QUT Library resources for avoiding plagiarism. QUT Reserves the right to use plagiarism detection software.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Case Study
“Governments and their public sector agencies help to create public value through being accountable for their actions and responsive to their communities.”
Critically analyse the concepts in the statement and relate your argument to a public sector reform you are familiar with.
In developing your response you should consider the:
- nature of, and approaches to, the concepts of public value, accountability and responsiveness,
- relationship of these concepts to the management strategies and approaches involved in implementing your chosen reform,
- social and cultural outcomes of the reform in aiming to achieve public value, accountability and responsiveness.
Formative or Summative: Formative and Summative
This assignment is eligible for the 48-hour late submission period and assignment extensions.
Assessment: Report
Community debate and media interest are increasing around the issues of federalism and globalisation.
Statements such as "Australia would be better governed if it were not a federation" and "The Australian government no longer has control of policy in Australia - it is driven by global forces" are becoming increasingly prevalent in the political debate.
Your supervisor needs to provide the Minister with a discussion paper for cabinet on one of these issues. You have been tasked with preparing a background discussion paper for your supervisor where you analyse and critique one of these statements. Draw on the theories, tools and concepts you have learned in this unit to support your critique. Where possible draw on examples from a policy or service delivery area in your own, or another, Department or Agency.
Formative or Summative: Summative.
This assignment is eligible for the 48-hour late submission period and assignment extensions.
Academic Integrity
Students are expected to engage in learning and assessment at QUT with honesty, transparency and fairness. Maintaining academic integrity means upholding these principles and demonstrating valuable professional capabilities based on ethical foundations.
Failure to maintain academic integrity can take many forms. It includes cheating in examinations, plagiarism, self-plagiarism, collusion, and submitting an assessment item completed by another person (e.g. contract cheating). It can also include providing your assessment to another entity, such as to a person or website.
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.
Further details of QUT’s approach to academic integrity are outlined in the Academic integrity policy and the Student Code of Conduct. Breaching QUT’s Academic integrity policy is regarded as student misconduct and can lead to the imposition of penalties ranging from a grade reduction to exclusion from QUT.
Resources
Resource Materials
Other
Electronic unit learning guide.
Journal articles and other readings.
Authentic state-specific documents.
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 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: ULO2, ULO3, ULO4, Case Study, Report
KS (1.1): Advanced Discipline and Professional Practice Knowledge
Relates to: ULO1, ULO2, ULO3, ULO4, ULO5, Case Study, Report
PC (3.1): Professional Communication (Written)
SE (5.1): Ethical and Legal Understanding
Relates to: ULO4, ULO5, Report
SE (5.2): Global, Cultural and Social Responsibility
Relates to: ULO2, Case Study
SL (4.1): Personal Leadership, Accountability and Reflective Practice
Relates to: ULO2, Case Study
Unit Outline: Flexible Period - 09A 2024, Non-QUT location, Online (Start Date: 05 Aug 2024)
| Unit code: | GSZ631 |
|---|---|
| Credit points: | 12 |
Overview
The aim of this unit is to develop students' understanding of the context and influence of the government environment in which they operate so that they are able to best deliver public value. Public sector managers need to understand the context within which they operate. This context is bounded by global, national and local features and constrained by political, institutional and legislative processes and conventions. High performing public sector managers must be able to demonstrate political acumen as well as managerial skill to be high performers. Non-government and private sector managers encouraged to enter the modern public sector need a coherent whole of government understanding before being able to function effectively. This unit is the first unit of the program and builds a foundation of understanding of the context of government within which public sector managers operate. This unit provides the holistic context of operation for the subsequent units.
Learning Outcomes
On successful completion of this unit you will be able to:
- Understand the role of Australian political institutions and their impact on the role of public sector managers.Relates to: EXEC Business Capabilities: KS (1.1)
- Critically analyse frameworks established to ensure government is responsive, responsible and accountable when delivering service.
- Apply strategic and systems thinking to the analysis of policy and service provision.
- Evaluate present and prospective public sector reforms in the light of delivering public value.
- Argue the effect that federalism, global and international institutions, law, treaties and commerce have upon Australian policy making and governance.
Content
- Australian Political Institutions: The role and function of parliament, the judiciary and the cabinet; levels of government and the role of federalism.
- Responsive Responsible Government: Public sector paradigms; the machinery of government; key public sector frameworks; public sector values.
- Administrative Accountability and Acumen: The rule of law; administrative review bodies; citizens' right to information; code of ethics.
- Systems: Systems thinking approaches and strategies to guide governance in complex environments.
- Globalisation: International issues, which impact on government and governance.
- Innovative Government Reform: Change and adaptation in the public sector; international trends; modern public sector practice.
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
There is a commitment to critical inquiry and intellectual debate in regard to the material covered, and students are encouraged to relate the theories and research discussed to situations known to them.
A blended learning approach is taken with this unit. Students engage with the theories, research and practice through a blend of:
- Guided instruction, learning activities and learning resources presented in a comprehensive electronic learning guide. Students are expected to engage with the readings and learning activities in the learning guide prior to face-to-face sessions.
- A comprehensive set of readings, cases, workplace documents and other authentic materials are provided to support student access to the content of the unit. Where appropriate electronic and printed textbooks will also be provided.
- Face-to-face workshops of 3-4 days duration where students actively engage in exploring the concepts, issues and cases provided in the learning guide. A focus on facilitated group learning and collaboration is a feature of these sessions.
- A Canvas learning site providing additional materials such as podcasts, vodcasts, audio, video files and computer simulations, which can be accessed through the life of the unit.
Wherever possible guest speakers from government and industry will be invited to the face-to-face workshops to discuss live issues and real cases in the context of their effect on the delivery of government business and the development of policy.
The learning activities emphasise practical application and deep connection to job experience. The assessments involve tasks that replicate real world challenges and require meaningful performance in work contexts where students are provided the opportunity to demonstrate mastery of the real work done in public sector contexts.
In this unit, students will be encouraged to apply their learning to real workplace practice by actively exploring the many institutional reforms and managerial challenges which emerge from global forces, local political concerns and increasing connectivity and developing responses appropriate to their own context of operation.
Feedback on Learning and Assessment
Feedback
Students will receive feedback in various forms throughout the study period, which may include:
- Informal: worked examples, such as verbal feedback in class or in personal consultation.
- Formal: in writing, using criterion referenced assessment checklists and further written commentary.
- Direct: to individual students, either in written form or in consultation.
- Indirect: to whole class.
Assessment
Overview
Academic honesty means that you are expected to exhibit honesty and act responsibly when undertaking assessment. Any action or practice on your part which would defeat the purposes of assessment is regarded as academic dishonesty. The penalties for academic dishonesty are provided in the Student Rules. For more information you should consult the Academic Integrity Kit and the QUT Library resources for avoiding plagiarism. QUT Reserves the right to use plagiarism detection software.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Case Study
“Governments and their public sector agencies help to create public value through being accountable for their actions and responsive to their communities.”
Critically analyse the concepts in the statement and relate your argument to a public sector reform you are familiar with.
In developing your response you should consider the:
- nature of, and approaches to, the concepts of public value, accountability and responsiveness,
- relationship of these concepts to the management strategies and approaches involved in implementing your chosen reform,
- social and cultural outcomes of the reform in aiming to achieve public value, accountability and responsiveness.
Formative or Summative: Formative and Summative
This assignment is eligible for the 48-hour late submission period and assignment extensions.
Assessment: Report
Community debate and media interest are increasing around the issues of federalism and globalisation.
Statements such as "Australia would be better governed if it were not a federation" and "The Australian government no longer has control of policy in Australia - it is driven by global forces" are becoming increasingly prevalent in the political debate.
Your supervisor needs to provide the Minister with a discussion paper for cabinet on one of these issues. You have been tasked with preparing a background discussion paper for your supervisor where you analyse and critique one of these statements. Draw on the theories, tools and concepts you have learned in this unit to support your critique. Where possible draw on examples from a policy or service delivery area in your own, or another, Department or Agency.
Formative or Summative: Summative.
This assignment is eligible for the 48-hour late submission period and assignment extensions.
Academic Integrity
Students are expected to engage in learning and assessment at QUT with honesty, transparency and fairness. Maintaining academic integrity means upholding these principles and demonstrating valuable professional capabilities based on ethical foundations.
Failure to maintain academic integrity can take many forms. It includes cheating in examinations, plagiarism, self-plagiarism, collusion, and submitting an assessment item completed by another person (e.g. contract cheating). It can also include providing your assessment to another entity, such as to a person or website.
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.
Further details of QUT’s approach to academic integrity are outlined in the Academic integrity policy and the Student Code of Conduct. Breaching QUT’s Academic integrity policy is regarded as student misconduct and can lead to the imposition of penalties ranging from a grade reduction to exclusion from QUT.
Resources
Resource Materials
Other
Electronic unit learning guide.
Journal articles and other readings.
Authentic state-specific documents.
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 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: ULO2, ULO3, ULO4, Case Study, Report
KS (1.1): Advanced Discipline and Professional Practice Knowledge
Relates to: ULO1, ULO2, ULO3, ULO4, ULO5, Case Study, Report
PC (3.1): Professional Communication (Written)
SE (5.1): Ethical and Legal Understanding
Relates to: ULO4, ULO5, Report
SE (5.2): Global, Cultural and Social Responsibility
Relates to: ULO2, Case Study
SL (4.1): Personal Leadership, Accountability and Reflective Practice
Relates to: ULO2, Case Study
Unit Outline: Flexible Period - 10A 2024, Non-QUT location, Online (Start Date: 19 Aug 2024)
| Unit code: | GSZ631 |
|---|---|
| Credit points: | 12 |
Overview
The aim of this unit is to develop students' understanding of the context and influence of the government environment in which they operate so that they are able to best deliver public value. Public sector managers need to understand the context within which they operate. This context is bounded by global, national and local features and constrained by political, institutional and legislative processes and conventions. High performing public sector managers must be able to demonstrate political acumen as well as managerial skill to be high performers. Non-government and private sector managers encouraged to enter the modern public sector need a coherent whole of government understanding before being able to function effectively. This unit is the first unit of the program and builds a foundation of understanding of the context of government within which public sector managers operate. This unit provides the holistic context of operation for the subsequent units.
Learning Outcomes
On successful completion of this unit you will be able to:
- Understand the role of Australian political institutions and their impact on the role of public sector managers.Relates to: EXEC Business Capabilities: KS (1.1)
- Critically analyse frameworks established to ensure government is responsive, responsible and accountable when delivering service.
- Apply strategic and systems thinking to the analysis of policy and service provision.
- Evaluate present and prospective public sector reforms in the light of delivering public value.
- Argue the effect that federalism, global and international institutions, law, treaties and commerce have upon Australian policy making and governance.
Content
- Australian Political Institutions: The role and function of parliament, the judiciary and the cabinet; levels of government and the role of federalism.
- Responsive Responsible Government: Public sector paradigms; the machinery of government; key public sector frameworks; public sector values.
- Administrative Accountability and Acumen: The rule of law; administrative review bodies; citizens' right to information; code of ethics.
- Systems: Systems thinking approaches and strategies to guide governance in complex environments.
- Globalisation: International issues, which impact on government and governance.
- Innovative Government Reform: Change and adaptation in the public sector; international trends; modern public sector practice.
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
There is a commitment to critical inquiry and intellectual debate in regard to the material covered, and students are encouraged to relate the theories and research discussed to situations known to them.
A blended learning approach is taken with this unit. Students engage with the theories, research and practice through a blend of:
- Guided instruction, learning activities and learning resources presented in a comprehensive electronic learning guide. Students are expected to engage with the readings and learning activities in the learning guide prior to face-to-face sessions.
- A comprehensive set of readings, cases, workplace documents and other authentic materials are provided to support student access to the content of the unit. Where appropriate electronic and printed textbooks will also be provided.
- Face-to-face workshops of 3-4 days duration where students actively engage in exploring the concepts, issues and cases provided in the learning guide. A focus on facilitated group learning and collaboration is a feature of these sessions.
- A Canvas learning site providing additional materials such as podcasts, vodcasts, audio, video files and computer simulations, which can be accessed through the life of the unit.
Wherever possible guest speakers from government and industry will be invited to the face-to-face workshops to discuss live issues and real cases in the context of their effect on the delivery of government business and the development of policy.
The learning activities emphasise practical application and deep connection to job experience. The assessments involve tasks that replicate real world challenges and require meaningful performance in work contexts where students are provided the opportunity to demonstrate mastery of the real work done in public sector contexts.
In this unit, students will be encouraged to apply their learning to real workplace practice by actively exploring the many institutional reforms and managerial challenges which emerge from global forces, local political concerns and increasing connectivity and developing responses appropriate to their own context of operation.
Feedback on Learning and Assessment
Feedback
Students will receive feedback in various forms throughout the study period, which may include:
- Informal: worked examples, such as verbal feedback in class or in personal consultation.
- Formal: in writing, using criterion referenced assessment checklists and further written commentary.
- Direct: to individual students, either in written form or in consultation.
- Indirect: to whole class.
Assessment
Overview
Academic honesty means that you are expected to exhibit honesty and act responsibly when undertaking assessment. Any action or practice on your part which would defeat the purposes of assessment is regarded as academic dishonesty. The penalties for academic dishonesty are provided in the Student Rules. For more information you should consult the Academic Integrity Kit and the QUT Library resources for avoiding plagiarism. QUT Reserves the right to use plagiarism detection software.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Case Study
“Governments and their public sector agencies help to create public value through being accountable for their actions and responsive to their communities.”
Critically analyse the concepts in the statement and relate your argument to a public sector reform you are familiar with.
In developing your response you should consider the:
- nature of, and approaches to, the concepts of public value, accountability and responsiveness,
- relationship of these concepts to the management strategies and approaches involved in implementing your chosen reform,
- social and cultural outcomes of the reform in aiming to achieve public value, accountability and responsiveness.
Formative or Summative: Formative and Summative
This assignment is eligible for the 48-hour late submission period and assignment extensions.
Assessment: Report
Community debate and media interest are increasing around the issues of federalism and globalisation.
Statements such as "Australia would be better governed if it were not a federation" and "The Australian government no longer has control of policy in Australia - it is driven by global forces" are becoming increasingly prevalent in the political debate.
Your supervisor needs to provide the Minister with a discussion paper for cabinet on one of these issues. You have been tasked with preparing a background discussion paper for your supervisor where you analyse and critique one of these statements. Draw on the theories, tools and concepts you have learned in this unit to support your critique. Where possible draw on examples from a policy or service delivery area in your own, or another, Department or Agency.
Formative or Summative: Summative.
This assignment is eligible for the 48-hour late submission period and assignment extensions.
Academic Integrity
Students are expected to engage in learning and assessment at QUT with honesty, transparency and fairness. Maintaining academic integrity means upholding these principles and demonstrating valuable professional capabilities based on ethical foundations.
Failure to maintain academic integrity can take many forms. It includes cheating in examinations, plagiarism, self-plagiarism, collusion, and submitting an assessment item completed by another person (e.g. contract cheating). It can also include providing your assessment to another entity, such as to a person or website.
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.
Further details of QUT’s approach to academic integrity are outlined in the Academic integrity policy and the Student Code of Conduct. Breaching QUT’s Academic integrity policy is regarded as student misconduct and can lead to the imposition of penalties ranging from a grade reduction to exclusion from QUT.
Resources
Resource Materials
Other
Electronic unit learning guide.
Journal articles and other readings.
Authentic state-specific documents.
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 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: ULO2, ULO3, ULO4, Case Study, Report
KS (1.1): Advanced Discipline and Professional Practice Knowledge
Relates to: ULO1, ULO2, ULO3, ULO4, ULO5, Case Study, Report
PC (3.1): Professional Communication (Written)
SE (5.1): Ethical and Legal Understanding
Relates to: ULO4, ULO5, Report
SE (5.2): Global, Cultural and Social Responsibility
Relates to: ULO2, Case Study
SL (4.1): Personal Leadership, Accountability and Reflective Practice
Relates to: ULO2, Case Study
Unit Outline: Flexible Period - 11A 2024, Non-QUT location, Online (Start Date: 23 Sep 2024)
| Unit code: | GSZ631 |
|---|---|
| Credit points: | 12 |
Overview
The aim of this unit is to develop students' understanding of the context and influence of the government environment in which they operate so that they are able to best deliver public value. Public sector managers need to understand the context within which they operate. This context is bounded by global, national and local features and constrained by political, institutional and legislative processes and conventions. High performing public sector managers must be able to demonstrate political acumen as well as managerial skill to be high performers. Non-government and private sector managers encouraged to enter the modern public sector need a coherent whole of government understanding before being able to function effectively. This unit is the first unit of the program and builds a foundation of understanding of the context of government within which public sector managers operate. This unit provides the holistic context of operation for the subsequent units.
Learning Outcomes
On successful completion of this unit you will be able to:
- Understand the role of Australian political institutions and their impact on the role of public sector managers.Relates to: EXEC Business Capabilities: KS (1.1)
- Critically analyse frameworks established to ensure government is responsive, responsible and accountable when delivering service.
- Apply strategic and systems thinking to the analysis of policy and service provision.
- Evaluate present and prospective public sector reforms in the light of delivering public value.
- Argue the effect that federalism, global and international institutions, law, treaties and commerce have upon Australian policy making and governance.
Content
- Australian Political Institutions: The role and function of parliament, the judiciary and the cabinet; levels of government and the role of federalism.
- Responsive Responsible Government: Public sector paradigms; the machinery of government; key public sector frameworks; public sector values.
- Administrative Accountability and Acumen: The rule of law; administrative review bodies; citizens' right to information; code of ethics.
- Systems: Systems thinking approaches and strategies to guide governance in complex environments.
- Globalisation: International issues, which impact on government and governance.
- Innovative Government Reform: Change and adaptation in the public sector; international trends; modern public sector practice.
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
There is a commitment to critical inquiry and intellectual debate in regard to the material covered, and students are encouraged to relate the theories and research discussed to situations known to them.
A blended learning approach is taken with this unit. Students engage with the theories, research and practice through a blend of:
- Guided instruction, learning activities and learning resources presented in a comprehensive electronic learning guide. Students are expected to engage with the readings and learning activities in the learning guide prior to face-to-face sessions.
- A comprehensive set of readings, cases, workplace documents and other authentic materials are provided to support student access to the content of the unit. Where appropriate electronic and printed textbooks will also be provided.
- Face-to-face workshops of 3-4 days duration where students actively engage in exploring the concepts, issues and cases provided in the learning guide. A focus on facilitated group learning and collaboration is a feature of these sessions.
- A Canvas learning site providing additional materials such as podcasts, vodcasts, audio, video files and computer simulations, which can be accessed through the life of the unit.
Wherever possible guest speakers from government and industry will be invited to the face-to-face workshops to discuss live issues and real cases in the context of their effect on the delivery of government business and the development of policy.
The learning activities emphasise practical application and deep connection to job experience. The assessments involve tasks that replicate real world challenges and require meaningful performance in work contexts where students are provided the opportunity to demonstrate mastery of the real work done in public sector contexts.
In this unit, students will be encouraged to apply their learning to real workplace practice by actively exploring the many institutional reforms and managerial challenges which emerge from global forces, local political concerns and increasing connectivity and developing responses appropriate to their own context of operation.
Feedback on Learning and Assessment
Feedback
Students will receive feedback in various forms throughout the study period, which may include:
- Informal: worked examples, such as verbal feedback in class or in personal consultation.
- Formal: in writing, using criterion referenced assessment checklists and further written commentary.
- Direct: to individual students, either in written form or in consultation.
- Indirect: to whole class.
Assessment
Overview
Academic honesty means that you are expected to exhibit honesty and act responsibly when undertaking assessment. Any action or practice on your part which would defeat the purposes of assessment is regarded as academic dishonesty. The penalties for academic dishonesty are provided in the Student Rules. For more information you should consult the Academic Integrity Kit and the QUT Library resources for avoiding plagiarism. QUT Reserves the right to use plagiarism detection software.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Case Study
“Governments and their public sector agencies help to create public value through being accountable for their actions and responsive to their communities.”
Critically analyse the concepts in the statement and relate your argument to a public sector reform you are familiar with.
In developing your response you should consider the:
- nature of, and approaches to, the concepts of public value, accountability and responsiveness,
- relationship of these concepts to the management strategies and approaches involved in implementing your chosen reform,
- social and cultural outcomes of the reform in aiming to achieve public value, accountability and responsiveness.
Formative or Summative: Formative and Summative
This assignment is eligible for the 48-hour late submission period and assignment extensions.
Assessment: Report
Community debate and media interest are increasing around the issues of federalism and globalisation.
Statements such as "Australia would be better governed if it were not a federation" and "The Australian government no longer has control of policy in Australia - it is driven by global forces" are becoming increasingly prevalent in the political debate.
Your supervisor needs to provide the Minister with a discussion paper for cabinet on one of these issues. You have been tasked with preparing a background discussion paper for your supervisor where you analyse and critique one of these statements. Draw on the theories, tools and concepts you have learned in this unit to support your critique. Where possible draw on examples from a policy or service delivery area in your own, or another, Department or Agency.
Formative or Summative: Summative.
This assignment is eligible for the 48-hour late submission period and assignment extensions.
Academic Integrity
Students are expected to engage in learning and assessment at QUT with honesty, transparency and fairness. Maintaining academic integrity means upholding these principles and demonstrating valuable professional capabilities based on ethical foundations.
Failure to maintain academic integrity can take many forms. It includes cheating in examinations, plagiarism, self-plagiarism, collusion, and submitting an assessment item completed by another person (e.g. contract cheating). It can also include providing your assessment to another entity, such as to a person or website.
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.
Further details of QUT’s approach to academic integrity are outlined in the Academic integrity policy and the Student Code of Conduct. Breaching QUT’s Academic integrity policy is regarded as student misconduct and can lead to the imposition of penalties ranging from a grade reduction to exclusion from QUT.
Resources
Resource Materials
Other
Electronic unit learning guide.
Journal articles and other readings.
Authentic state-specific documents.
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 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: ULO2, ULO3, ULO4, Case Study, Report
KS (1.1): Advanced Discipline and Professional Practice Knowledge
Relates to: ULO1, ULO2, ULO3, ULO4, ULO5, Case Study, Report
PC (3.1): Professional Communication (Written)
SE (5.1): Ethical and Legal Understanding
Relates to: ULO4, ULO5, Report
SE (5.2): Global, Cultural and Social Responsibility
Relates to: ULO2, Case Study
SL (4.1): Personal Leadership, Accountability and Reflective Practice
Relates to: ULO2, Case Study
Unit Outline: Flexible Period - 11A 2024, Non-QUT location, Online (Start Date: 30 Sep 2024)
| Unit code: | GSZ631 |
|---|---|
| Credit points: | 12 |
Overview
The aim of this unit is to develop students' understanding of the context and influence of the government environment in which they operate so that they are able to best deliver public value. Public sector managers need to understand the context within which they operate. This context is bounded by global, national and local features and constrained by political, institutional and legislative processes and conventions. High performing public sector managers must be able to demonstrate political acumen as well as managerial skill to be high performers. Non-government and private sector managers encouraged to enter the modern public sector need a coherent whole of government understanding before being able to function effectively. This unit is the first unit of the program and builds a foundation of understanding of the context of government within which public sector managers operate. This unit provides the holistic context of operation for the subsequent units.
Learning Outcomes
On successful completion of this unit you will be able to:
- Understand the role of Australian political institutions and their impact on the role of public sector managers.Relates to: EXEC Business Capabilities: KS (1.1)
- Critically analyse frameworks established to ensure government is responsive, responsible and accountable when delivering service.
- Apply strategic and systems thinking to the analysis of policy and service provision.
- Evaluate present and prospective public sector reforms in the light of delivering public value.
- Argue the effect that federalism, global and international institutions, law, treaties and commerce have upon Australian policy making and governance.
Content
- Australian Political Institutions: The role and function of parliament, the judiciary and the cabinet; levels of government and the role of federalism.
- Responsive Responsible Government: Public sector paradigms; the machinery of government; key public sector frameworks; public sector values.
- Administrative Accountability and Acumen: The rule of law; administrative review bodies; citizens' right to information; code of ethics.
- Systems: Systems thinking approaches and strategies to guide governance in complex environments.
- Globalisation: International issues, which impact on government and governance.
- Innovative Government Reform: Change and adaptation in the public sector; international trends; modern public sector practice.
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
There is a commitment to critical inquiry and intellectual debate in regard to the material covered, and students are encouraged to relate the theories and research discussed to situations known to them.
A blended learning approach is taken with this unit. Students engage with the theories, research and practice through a blend of:
- Guided instruction, learning activities and learning resources presented in a comprehensive electronic learning guide. Students are expected to engage with the readings and learning activities in the learning guide prior to face-to-face sessions.
- A comprehensive set of readings, cases, workplace documents and other authentic materials are provided to support student access to the content of the unit. Where appropriate electronic and printed textbooks will also be provided.
- Face-to-face workshops of 3-4 days duration where students actively engage in exploring the concepts, issues and cases provided in the learning guide. A focus on facilitated group learning and collaboration is a feature of these sessions.
- A Canvas learning site providing additional materials such as podcasts, vodcasts, audio, video files and computer simulations, which can be accessed through the life of the unit.
Wherever possible guest speakers from government and industry will be invited to the face-to-face workshops to discuss live issues and real cases in the context of their effect on the delivery of government business and the development of policy.
The learning activities emphasise practical application and deep connection to job experience. The assessments involve tasks that replicate real world challenges and require meaningful performance in work contexts where students are provided the opportunity to demonstrate mastery of the real work done in public sector contexts.
In this unit, students will be encouraged to apply their learning to real workplace practice by actively exploring the many institutional reforms and managerial challenges which emerge from global forces, local political concerns and increasing connectivity and developing responses appropriate to their own context of operation.
Feedback on Learning and Assessment
Feedback
Students will receive feedback in various forms throughout the study period, which may include:
- Informal: worked examples, such as verbal feedback in class or in personal consultation.
- Formal: in writing, using criterion referenced assessment checklists and further written commentary.
- Direct: to individual students, either in written form or in consultation.
- Indirect: to whole class.
Assessment
Overview
Academic honesty means that you are expected to exhibit honesty and act responsibly when undertaking assessment. Any action or practice on your part which would defeat the purposes of assessment is regarded as academic dishonesty. The penalties for academic dishonesty are provided in the Student Rules. For more information you should consult the Academic Integrity Kit and the QUT Library resources for avoiding plagiarism. QUT Reserves the right to use plagiarism detection software.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Case Study
“Governments and their public sector agencies help to create public value through being accountable for their actions and responsive to their communities.”
Critically analyse the concepts in the statement and relate your argument to a public sector reform you are familiar with.
In developing your response you should consider the:
- nature of, and approaches to, the concepts of public value, accountability and responsiveness,
- relationship of these concepts to the management strategies and approaches involved in implementing your chosen reform,
- social and cultural outcomes of the reform in aiming to achieve public value, accountability and responsiveness.
Formative or Summative: Formative and Summative
This assignment is eligible for the 48-hour late submission period and assignment extensions.
Assessment: Report
Community debate and media interest are increasing around the issues of federalism and globalisation.
Statements such as "Australia would be better governed if it were not a federation" and "The Australian government no longer has control of policy in Australia - it is driven by global forces" are becoming increasingly prevalent in the political debate.
Your supervisor needs to provide the Minister with a discussion paper for cabinet on one of these issues. You have been tasked with preparing a background discussion paper for your supervisor where you analyse and critique one of these statements. Draw on the theories, tools and concepts you have learned in this unit to support your critique. Where possible draw on examples from a policy or service delivery area in your own, or another, Department or Agency.
Formative or Summative: Summative.
This assignment is eligible for the 48-hour late submission period and assignment extensions.
Academic Integrity
Students are expected to engage in learning and assessment at QUT with honesty, transparency and fairness. Maintaining academic integrity means upholding these principles and demonstrating valuable professional capabilities based on ethical foundations.
Failure to maintain academic integrity can take many forms. It includes cheating in examinations, plagiarism, self-plagiarism, collusion, and submitting an assessment item completed by another person (e.g. contract cheating). It can also include providing your assessment to another entity, such as to a person or website.
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.
Further details of QUT’s approach to academic integrity are outlined in the Academic integrity policy and the Student Code of Conduct. Breaching QUT’s Academic integrity policy is regarded as student misconduct and can lead to the imposition of penalties ranging from a grade reduction to exclusion from QUT.
Resources
Resource Materials
Other
Electronic unit learning guide.
Journal articles and other readings.
Authentic state-specific documents.
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 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: ULO2, ULO3, ULO4, Case Study, Report
KS (1.1): Advanced Discipline and Professional Practice Knowledge
Relates to: ULO1, ULO2, ULO3, ULO4, ULO5, Case Study, Report
PC (3.1): Professional Communication (Written)
SE (5.1): Ethical and Legal Understanding
Relates to: ULO4, ULO5, Report
SE (5.2): Global, Cultural and Social Responsibility
Relates to: ULO2, Case Study
SL (4.1): Personal Leadership, Accountability and Reflective Practice
Relates to: ULO2, Case Study
Unit Outline: Flexible Period - 12A 2024, Non-QUT location, Online (Start Date: 14 Oct 2024)
| Unit code: | GSZ631 |
|---|---|
| Credit points: | 12 |
Overview
The aim of this unit is to develop students' understanding of the context and influence of the government environment in which they operate so that they are able to best deliver public value. Public sector managers need to understand the context within which they operate. This context is bounded by global, national and local features and constrained by political, institutional and legislative processes and conventions. High performing public sector managers must be able to demonstrate political acumen as well as managerial skill to be high performers. Non-government and private sector managers encouraged to enter the modern public sector need a coherent whole of government understanding before being able to function effectively. This unit is the first unit of the program and builds a foundation of understanding of the context of government within which public sector managers operate. This unit provides the holistic context of operation for the subsequent units.
Learning Outcomes
On successful completion of this unit you will be able to:
- Understand the role of Australian political institutions and their impact on the role of public sector managers.Relates to: EXEC Business Capabilities: KS (1.1)
- Critically analyse frameworks established to ensure government is responsive, responsible and accountable when delivering service.
- Apply strategic and systems thinking to the analysis of policy and service provision.
- Evaluate present and prospective public sector reforms in the light of delivering public value.
- Argue the effect that federalism, global and international institutions, law, treaties and commerce have upon Australian policy making and governance.
Content
- Australian Political Institutions: The role and function of parliament, the judiciary and the cabinet; levels of government and the role of federalism.
- Responsive Responsible Government: Public sector paradigms; the machinery of government; key public sector frameworks; public sector values.
- Administrative Accountability and Acumen: The rule of law; administrative review bodies; citizens' right to information; code of ethics.
- Systems: Systems thinking approaches and strategies to guide governance in complex environments.
- Globalisation: International issues, which impact on government and governance.
- Innovative Government Reform: Change and adaptation in the public sector; international trends; modern public sector practice.
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
There is a commitment to critical inquiry and intellectual debate in regard to the material covered, and students are encouraged to relate the theories and research discussed to situations known to them.
A blended learning approach is taken with this unit. Students engage with the theories, research and practice through a blend of:
- Guided instruction, learning activities and learning resources presented in a comprehensive electronic learning guide. Students are expected to engage with the readings and learning activities in the learning guide prior to face-to-face sessions.
- A comprehensive set of readings, cases, workplace documents and other authentic materials are provided to support student access to the content of the unit. Where appropriate electronic and printed textbooks will also be provided.
- Face-to-face workshops of 3-4 days duration where students actively engage in exploring the concepts, issues and cases provided in the learning guide. A focus on facilitated group learning and collaboration is a feature of these sessions.
- A Canvas learning site providing additional materials such as podcasts, vodcasts, audio, video files and computer simulations, which can be accessed through the life of the unit.
Wherever possible guest speakers from government and industry will be invited to the face-to-face workshops to discuss live issues and real cases in the context of their effect on the delivery of government business and the development of policy.
The learning activities emphasise practical application and deep connection to job experience. The assessments involve tasks that replicate real world challenges and require meaningful performance in work contexts where students are provided the opportunity to demonstrate mastery of the real work done in public sector contexts.
In this unit, students will be encouraged to apply their learning to real workplace practice by actively exploring the many institutional reforms and managerial challenges which emerge from global forces, local political concerns and increasing connectivity and developing responses appropriate to their own context of operation.
Feedback on Learning and Assessment
Feedback
Students will receive feedback in various forms throughout the study period, which may include:
- Informal: worked examples, such as verbal feedback in class or in personal consultation.
- Formal: in writing, using criterion referenced assessment checklists and further written commentary.
- Direct: to individual students, either in written form or in consultation.
- Indirect: to whole class.
Assessment
Overview
Academic honesty means that you are expected to exhibit honesty and act responsibly when undertaking assessment. Any action or practice on your part which would defeat the purposes of assessment is regarded as academic dishonesty. The penalties for academic dishonesty are provided in the Student Rules. For more information you should consult the Academic Integrity Kit and the QUT Library resources for avoiding plagiarism. QUT Reserves the right to use plagiarism detection software.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Case Study
“Governments and their public sector agencies help to create public value through being accountable for their actions and responsive to their communities.”
Critically analyse the concepts in the statement and relate your argument to a public sector reform you are familiar with.
In developing your response you should consider the:
- nature of, and approaches to, the concepts of public value, accountability and responsiveness,
- relationship of these concepts to the management strategies and approaches involved in implementing your chosen reform,
- social and cultural outcomes of the reform in aiming to achieve public value, accountability and responsiveness.
Formative or Summative: Formative and Summative
This assignment is eligible for the 48-hour late submission period and assignment extensions.
Assessment: Report
Community debate and media interest are increasing around the issues of federalism and globalisation.
Statements such as "Australia would be better governed if it were not a federation" and "The Australian government no longer has control of policy in Australia - it is driven by global forces" are becoming increasingly prevalent in the political debate.
Your supervisor needs to provide the Minister with a discussion paper for cabinet on one of these issues. You have been tasked with preparing a background discussion paper for your supervisor where you analyse and critique one of these statements. Draw on the theories, tools and concepts you have learned in this unit to support your critique. Where possible draw on examples from a policy or service delivery area in your own, or another, Department or Agency.
Formative or Summative: Summative.
This assignment is eligible for the 48-hour late submission period and assignment extensions.
Academic Integrity
Students are expected to engage in learning and assessment at QUT with honesty, transparency and fairness. Maintaining academic integrity means upholding these principles and demonstrating valuable professional capabilities based on ethical foundations.
Failure to maintain academic integrity can take many forms. It includes cheating in examinations, plagiarism, self-plagiarism, collusion, and submitting an assessment item completed by another person (e.g. contract cheating). It can also include providing your assessment to another entity, such as to a person or website.
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.
Further details of QUT’s approach to academic integrity are outlined in the Academic integrity policy and the Student Code of Conduct. Breaching QUT’s Academic integrity policy is regarded as student misconduct and can lead to the imposition of penalties ranging from a grade reduction to exclusion from QUT.
Resources
Resource Materials
Other
Electronic unit learning guide.
Journal articles and other readings.
Authentic state-specific documents.
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 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: ULO2, ULO3, ULO4, Case Study, Report
KS (1.1): Advanced Discipline and Professional Practice Knowledge
Relates to: ULO1, ULO2, ULO3, ULO4, ULO5, Case Study, Report
PC (3.1): Professional Communication (Written)
SE (5.1): Ethical and Legal Understanding
Relates to: ULO4, ULO5, Report
SE (5.2): Global, Cultural and Social Responsibility
Relates to: ULO2, Case Study
SL (4.1): Personal Leadership, Accountability and Reflective Practice
Relates to: ULO2, Case Study
Unit Outline: Flexible Period - A 2024, Non-QUT location, Online (Start Date: 10 Jun 2024)
| Unit code: | GSZ631 |
|---|---|
| Credit points: | 12 |
Overview
The aim of this unit is to develop students' understanding of the context and influence of the government environment in which they operate so that they are able to best deliver public value. Public sector managers need to understand the context within which they operate. This context is bounded by global, national and local features and constrained by political, institutional and legislative processes and conventions. High performing public sector managers must be able to demonstrate political acumen as well as managerial skill to be high performers. Non-government and private sector managers encouraged to enter the modern public sector need a coherent whole of government understanding before being able to function effectively. This unit is the first unit of the program and builds a foundation of understanding of the context of government within which public sector managers operate. This unit provides the holistic context of operation for the subsequent units.
Learning Outcomes
On successful completion of this unit you will be able to:
- Understand the role of Australian political institutions and their impact on the role of public sector managers.Relates to: EXEC Business Capabilities: KS (1.1)
- Critically analyse frameworks established to ensure government is responsive, responsible and accountable when delivering service.
- Apply strategic and systems thinking to the analysis of policy and service provision.
- Evaluate present and prospective public sector reforms in the light of delivering public value.
- Argue the effect that federalism, global and international institutions, law, treaties and commerce have upon Australian policy making and governance.
Content
- Australian Political Institutions: The role and function of parliament, the judiciary and the cabinet; levels of government and the role of federalism.
- Responsive Responsible Government: Public sector paradigms; the machinery of government; key public sector frameworks; public sector values.
- Administrative Accountability and Acumen: The rule of law; administrative review bodies; citizens' right to information; code of ethics.
- Systems: Systems thinking approaches and strategies to guide governance in complex environments.
- Globalisation: International issues, which impact on government and governance.
- Innovative Government Reform: Change and adaptation in the public sector; international trends; modern public sector practice.
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
There is a commitment to critical inquiry and intellectual debate in regard to the material covered, and students are encouraged to relate the theories and research discussed to situations known to them.
A blended learning approach is taken with this unit. Students engage with the theories, research and practice through a blend of:
- Guided instruction, learning activities and learning resources presented in a comprehensive electronic learning guide. Students are expected to engage with the readings and learning activities in the learning guide prior to face-to-face sessions.
- A comprehensive set of readings, cases, workplace documents and other authentic materials are provided to support student access to the content of the unit. Where appropriate electronic and printed textbooks will also be provided.
- Face-to-face workshops of 3-4 days duration where students actively engage in exploring the concepts, issues and cases provided in the learning guide. A focus on facilitated group learning and collaboration is a feature of these sessions.
- A Canvas learning site providing additional materials such as podcasts, vodcasts, audio, video files and computer simulations, which can be accessed through the life of the unit.
Wherever possible guest speakers from government and industry will be invited to the face-to-face workshops to discuss live issues and real cases in the context of their effect on the delivery of government business and the development of policy.
The learning activities emphasise practical application and deep connection to job experience. The assessments involve tasks that replicate real world challenges and require meaningful performance in work contexts where students are provided the opportunity to demonstrate mastery of the real work done in public sector contexts.
In this unit, students will be encouraged to apply their learning to real workplace practice by actively exploring the many institutional reforms and managerial challenges which emerge from global forces, local political concerns and increasing connectivity and developing responses appropriate to their own context of operation.
Feedback on Learning and Assessment
Feedback
Students will receive feedback in various forms throughout the study period, which may include:
- Informal: worked examples, such as verbal feedback in class or in personal consultation.
- Formal: in writing, using criterion referenced assessment checklists and further written commentary.
- Direct: to individual students, either in written form or in consultation.
- Indirect: to whole class.
Assessment
Overview
Academic honesty means that you are expected to exhibit honesty and act responsibly when undertaking assessment. Any action or practice on your part which would defeat the purposes of assessment is regarded as academic dishonesty. The penalties for academic dishonesty are provided in the Student Rules. For more information you should consult the Academic Integrity Kit and the QUT Library resources for avoiding plagiarism. QUT Reserves the right to use plagiarism detection software.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Case Study
“Governments and their public sector agencies help to create public value through being accountable for their actions and responsive to their communities.”
Critically analyse the concepts in the statement and relate your argument to a public sector reform you are familiar with.
In developing your response you should consider the:
- nature of, and approaches to, the concepts of public value, accountability and responsiveness,
- relationship of these concepts to the management strategies and approaches involved in implementing your chosen reform,
- social and cultural outcomes of the reform in aiming to achieve public value, accountability and responsiveness.
Formative or Summative: Formative and Summative
This assignment is eligible for the 48-hour late submission period and assignment extensions.
Assessment: Report
Community debate and media interest are increasing around the issues of federalism and globalisation.
Statements such as "Australia would be better governed if it were not a federation" and "The Australian government no longer has control of policy in Australia - it is driven by global forces" are becoming increasingly prevalent in the political debate.
Your supervisor needs to provide the Minister with a discussion paper for cabinet on one of these issues. You have been tasked with preparing a background discussion paper for your supervisor where you analyse and critique one of these statements. Draw on the theories, tools and concepts you have learned in this unit to support your critique. Where possible draw on examples from a policy or service delivery area in your own, or another, Department or Agency.
Formative or Summative: Summative.
This assignment is eligible for the 48-hour late submission period and assignment extensions.
Academic Integrity
Students are expected to engage in learning and assessment at QUT with honesty, transparency and fairness. Maintaining academic integrity means upholding these principles and demonstrating valuable professional capabilities based on ethical foundations.
Failure to maintain academic integrity can take many forms. It includes cheating in examinations, plagiarism, self-plagiarism, collusion, and submitting an assessment item completed by another person (e.g. contract cheating). It can also include providing your assessment to another entity, such as to a person or website.
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.
Further details of QUT’s approach to academic integrity are outlined in the Academic integrity policy and the Student Code of Conduct. Breaching QUT’s Academic integrity policy is regarded as student misconduct and can lead to the imposition of penalties ranging from a grade reduction to exclusion from QUT.
Resources
Resource Materials
Other
Electronic unit learning guide.
Journal articles and other readings.
Authentic state-specific documents.
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 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: ULO2, ULO3, ULO4, Case Study, Report
KS (1.1): Advanced Discipline and Professional Practice Knowledge
Relates to: ULO1, ULO2, ULO3, ULO4, ULO5, Case Study, Report
PC (3.1): Professional Communication (Written)
SE (5.1): Ethical and Legal Understanding
Relates to: ULO4, ULO5, Report
SE (5.2): Global, Cultural and Social Responsibility
Relates to: ULO2, Case Study
SL (4.1): Personal Leadership, Accountability and Reflective Practice
Relates to: ULO2, Case Study
Unit Outline: Flexible Period - B 2024, Non-QUT location, Online (Start Date: 14 Oct 2024)
| Unit code: | GSZ631 |
|---|---|
| Credit points: | 12 |
Overview
The aim of this unit is to develop students' understanding of the context and influence of the government environment in which they operate so that they are able to best deliver public value. Public sector managers need to understand the context within which they operate. This context is bounded by global, national and local features and constrained by political, institutional and legislative processes and conventions. High performing public sector managers must be able to demonstrate political acumen as well as managerial skill to be high performers. Non-government and private sector managers encouraged to enter the modern public sector need a coherent whole of government understanding before being able to function effectively. This unit is the first unit of the program and builds a foundation of understanding of the context of government within which public sector managers operate. This unit provides the holistic context of operation for the subsequent units.
Learning Outcomes
On successful completion of this unit you will be able to:
- Understand the role of Australian political institutions and their impact on the role of public sector managers.Relates to: EXEC Business Capabilities: KS (1.1)
- Critically analyse frameworks established to ensure government is responsive, responsible and accountable when delivering service.
- Apply strategic and systems thinking to the analysis of policy and service provision.
- Evaluate present and prospective public sector reforms in the light of delivering public value.
- Argue the effect that federalism, global and international institutions, law, treaties and commerce have upon Australian policy making and governance.
Content
- Australian Political Institutions: The role and function of parliament, the judiciary and the cabinet; levels of government and the role of federalism.
- Responsive Responsible Government: Public sector paradigms; the machinery of government; key public sector frameworks; public sector values.
- Administrative Accountability and Acumen: The rule of law; administrative review bodies; citizens' right to information; code of ethics.
- Systems: Systems thinking approaches and strategies to guide governance in complex environments.
- Globalisation: International issues, which impact on government and governance.
- Innovative Government Reform: Change and adaptation in the public sector; international trends; modern public sector practice.
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
There is a commitment to critical inquiry and intellectual debate in regard to the material covered, and students are encouraged to relate the theories and research discussed to situations known to them.
A blended learning approach is taken with this unit. Students engage with the theories, research and practice through a blend of:
- Guided instruction, learning activities and learning resources presented in a comprehensive electronic learning guide. Students are expected to engage with the readings and learning activities in the learning guide prior to face-to-face sessions.
- A comprehensive set of readings, cases, workplace documents and other authentic materials are provided to support student access to the content of the unit. Where appropriate electronic and printed textbooks will also be provided.
- Face-to-face workshops of 3-4 days duration where students actively engage in exploring the concepts, issues and cases provided in the learning guide. A focus on facilitated group learning and collaboration is a feature of these sessions.
- A Canvas learning site providing additional materials such as podcasts, vodcasts, audio, video files and computer simulations, which can be accessed through the life of the unit.
Wherever possible guest speakers from government and industry will be invited to the face-to-face workshops to discuss live issues and real cases in the context of their effect on the delivery of government business and the development of policy.
The learning activities emphasise practical application and deep connection to job experience. The assessments involve tasks that replicate real world challenges and require meaningful performance in work contexts where students are provided the opportunity to demonstrate mastery of the real work done in public sector contexts.
In this unit, students will be encouraged to apply their learning to real workplace practice by actively exploring the many institutional reforms and managerial challenges which emerge from global forces, local political concerns and increasing connectivity and developing responses appropriate to their own context of operation.
Feedback on Learning and Assessment
Feedback
Students will receive feedback in various forms throughout the study period, which may include:
- Informal: worked examples, such as verbal feedback in class or in personal consultation.
- Formal: in writing, using criterion referenced assessment checklists and further written commentary.
- Direct: to individual students, either in written form or in consultation.
- Indirect: to whole class.
Assessment
Overview
Academic honesty means that you are expected to exhibit honesty and act responsibly when undertaking assessment. Any action or practice on your part which would defeat the purposes of assessment is regarded as academic dishonesty. The penalties for academic dishonesty are provided in the Student Rules. For more information you should consult the Academic Integrity Kit and the QUT Library resources for avoiding plagiarism. QUT Reserves the right to use plagiarism detection software.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Case Study
“Governments and their public sector agencies help to create public value through being accountable for their actions and responsive to their communities.”
Critically analyse the concepts in the statement and relate your argument to a public sector reform you are familiar with.
In developing your response you should consider the:
- nature of, and approaches to, the concepts of public value, accountability and responsiveness,
- relationship of these concepts to the management strategies and approaches involved in implementing your chosen reform,
- social and cultural outcomes of the reform in aiming to achieve public value, accountability and responsiveness.
Formative or Summative: Formative and Summative
This assignment is eligible for the 48-hour late submission period and assignment extensions.
Assessment: Report
Community debate and media interest are increasing around the issues of federalism and globalisation.
Statements such as "Australia would be better governed if it were not a federation" and "The Australian government no longer has control of policy in Australia - it is driven by global forces" are becoming increasingly prevalent in the political debate.
Your supervisor needs to provide the Minister with a discussion paper for cabinet on one of these issues. You have been tasked with preparing a background discussion paper for your supervisor where you analyse and critique one of these statements. Draw on the theories, tools and concepts you have learned in this unit to support your critique. Where possible draw on examples from a policy or service delivery area in your own, or another, Department or Agency.
Formative or Summative: Summative.
This assignment is eligible for the 48-hour late submission period and assignment extensions.
Academic Integrity
Students are expected to engage in learning and assessment at QUT with honesty, transparency and fairness. Maintaining academic integrity means upholding these principles and demonstrating valuable professional capabilities based on ethical foundations.
Failure to maintain academic integrity can take many forms. It includes cheating in examinations, plagiarism, self-plagiarism, collusion, and submitting an assessment item completed by another person (e.g. contract cheating). It can also include providing your assessment to another entity, such as to a person or website.
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.
Further details of QUT’s approach to academic integrity are outlined in the Academic integrity policy and the Student Code of Conduct. Breaching QUT’s Academic integrity policy is regarded as student misconduct and can lead to the imposition of penalties ranging from a grade reduction to exclusion from QUT.
Resources
Resource Materials
Other
Electronic unit learning guide.
Journal articles and other readings.
Authentic state-specific documents.
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 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: ULO2, ULO3, ULO4, Case Study, Report
KS (1.1): Advanced Discipline and Professional Practice Knowledge
Relates to: ULO1, ULO2, ULO3, ULO4, ULO5, Case Study, Report
PC (3.1): Professional Communication (Written)
SE (5.1): Ethical and Legal Understanding
Relates to: ULO4, ULO5, Report
SE (5.2): Global, Cultural and Social Responsibility
Relates to: ULO2, Case Study
SL (4.1): Personal Leadership, Accountability and Reflective Practice
Relates to: ULO2, Case Study