GSN542 Special Topic Unit (12cp)
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: | GSN542 |
|---|---|
| Prerequisite(s): | GSN405 |
| Credit points: | 12 |
| Timetable | Details in HiQ, if available |
| Availabilities |
|
| Domestic tuition unit fee | $5,892 |
| International unit fee | $6,612 |
Unit Outline: Flexible Period - 02A 2024, Gardens Point, Internal (Start Date: 15 Jan 2024)
| Unit code: | GSN542 |
|---|---|
| Credit points: | 12 |
| Pre-requisite: | GSN405 |
Overview
As determined by the nature of the special topic unit.
Learning Outcomes
On successful completion of this unit you will be able to:
- As determined by the nature of the special topic unit.
Content
Relates to learning outcomes
Course Learning Goals (Postgraduate - Executive)
The Graduate School of Business has established the Assurance of Learning (AOL) Goals to meet contemporary industry needs and standards. Achieving these learning outcomes will assist you to meet the desired graduate outcomes set at QUT - aligned with other internationally renowned business schools. Students will develop the following capabilities relevant to a contemporary global and sustainable business environment:
KS 1.1
Demonstrate and apply integrated and advanced theoretical and practical knowledge (including systems thinking approaches, multidisciplinary frameworks and knowledge of research principles and methods) that incorporate recent development in business disciplines and professional practice.
KS 1.2
Apply advanced technical and technological knowledge and skills to critically reflect on, evaluate and contribute to developments that enhance innovative, sustainable and effective business performance in local, national and global business environments.
HO 2.1
Provide evidence of effective analysis, interpretation, evaluation and synthesis of complex data, theories, ideas, issues and situations and demonstrate knowledge of how research and inquiry can be used to interpret, contribute to and create theoretical and practical knowledge.
HO 2.2
Provide evidence of higher order thinking including creativity, judgement, cognitive flexibility and critical reflection in designing, planning and implementing strategies and solutions for effective performance in complex business environments.
PC 3.1
Demonstrate advanced use of language and argumentation in written communication, including digital communication, to frame strategic and influential responses to engage, persuade, negotiate, collaborate and lead in diverse and complex contexts and for diverse audiences.
PC 3.2
Demonstrate advanced use of language and argumentation in oral communication, including digital communication, to frame strategic and influential responses to engage, persuade, negotiate, collaborate and lead across diverse and complex contexts and for diverse audiences.
SL 4.1
Demonstrate adaptive personal leadership and accountability, including self-awareness, reflective practice and foresight in adapting and applying knowledge and skills to inform and influence effective and innovative practice.
SL 4.2
Lead, manage and foster the development of collaborative teams that value and leverage the diverse knowledge and skills of others to contribute to the development of robust, adaptable and sustainable courses of action.
SEC 5.1
Demonstrate and apply knowledge of ethical and legal principles and practices of business, to contribute to responsible organisational governance and citizenship in local, national and global business environments.
SEC 5.2
Apply knowledge and skills to demonstrate, interpret and critically reflect on, appropriate culturally and socially inclusive and responsible decisions and actions across diverse social and cultural contexts.
Learning Approaches
This unit adopts a blended learning approach and as such, includes a variety of teaching and learning approaches.
Intensive face-to-face class sessions and/or webinars are the primary methods of teaching this unit. A textbook and/or readings and a range of digital materials that are designed to support and extend learning prior to, during and after class sessions available in the unit Canvas site supplements the classes and/or webinars. Where appropriate, social media tools and forums will be used to extend learning and build connections with students outside the class or webinar sessions. Given the importance of the unit Canvas site to the teaching and learning strategy used in this unit, a computer and tablet device with internet access is strongly recommended for all students.
The principal purpose of the classes, webinars and readings is to build upon the key concepts that were introduced through the Preparation for Class activities and readings. The purpose of the case study work, experiential learning tasks and assessment tasks is to help the student develop their understanding of the concepts and enable them to be applied within a range of business contexts.
There is an expectation that the student will participate in class sessions and/or webinars, to take advantage of the opportunity to discuss important issues with their instructor and their peers.
It is expected that students have completed all Preparation for Class activities and readings identified in the unit Canvas site prior to coming to class and/or webinar to be able to maximise the learning opportunities of the class sessions.
A variety of learning activities designed to engage students in their learning will be incorporated into the lectures/workshops and webinars. Such learning activities may include short lectures, class discussions, debates, role plays, group work, guest speakers, student presentations, simulations, case study analysis, videos, readings, wikis, media/current events reports, web searches, etc.
There is a commitment to critical inquiry and intellectual debate in regard to the material covered, with a particular focus on the application of holistic thinking and Systems Thinking approaches to solving complex problems. Students are encouraged to relate the theories and research discussed to situations known to them and will be encouraged to share their experiences relating to the topics explored in this unit with the class to enrich the overall learning experience of all students.
Expanding the awareness of Australian management policies and practices into intercultural and global perspectives is fostered within this unit. Typically, students enrolling in this unit have extremely varied backgrounds. There is diversity of professional background and socio-cultural background. Students are reminded that this is to their advantage and they have much to learn from one another. To this end, students are strongly encouraged to be sensitive to cultural, gender-related and international issues.
Feedback on Learning and Assessment
Students will receive a variety of formative feedback throughout this unit.
Informally, feedback will be given verbally in class through class discussions and during the debriefing of learning activities.
Direct feedback will be available to those students who request a private or group consultation session with the lecturer.
Formal feedback will be received on both formative and summative assessment tasks through a Criterion Reference Assessment sheet which will also include written feedback on the assessment task. The Criterion Reference Assessment Sheet will be available in the Canvas site at the commencement of the unit. Students will receive feedback on their formative assessment task prior to their summative assessment task being submitted.
Assessment
Overview
A further Guide to the Assessment Items is available from the unit Canvas Site: http://Canvas.qut.edu.au
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Project (applied)
Assessment will be determined by the nature of the special topic unit.
Relates to learning outcomes
As determined by the nature of the special topic unit.
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
Other Resources: GSN542 Canvas site
Risk Assessment Statement
There are no out of the ordinary risks associated with this unit.
You should, however, familiarise yourself with evacuation procedures operating in the buildings in which you attend classes and take the time to view the view the Emergency video.
Unit Outline: Flexible Period - 03A 2024, Gardens Point, Internal (Start Date: 07 Feb 2024)
| Unit code: | GSN542 |
|---|---|
| Credit points: | 12 |
| Pre-requisite: | GSN405 |
Overview
As determined by the nature of the special topic unit.
Learning Outcomes
On successful completion of this unit you will be able to:
- As determined by the nature of the special topic unit.
Content
Relates to learning outcomes
Course Learning Goals (Postgraduate - Executive)
The Graduate School of Business has established the Assurance of Learning (AOL) Goals to meet contemporary industry needs and standards. Achieving these learning outcomes will assist you to meet the desired graduate outcomes set at QUT - aligned with other internationally renowned business schools. Students will develop the following capabilities relevant to a contemporary global and sustainable business environment:
KS 1.1
Demonstrate and apply integrated and advanced theoretical and practical knowledge (including systems thinking approaches, multidisciplinary frameworks and knowledge of research principles and methods) that incorporate recent development in business disciplines and professional practice.
KS 1.2
Apply advanced technical and technological knowledge and skills to critically reflect on, evaluate and contribute to developments that enhance innovative, sustainable and effective business performance in local, national and global business environments.
HO 2.1
Provide evidence of effective analysis, interpretation, evaluation and synthesis of complex data, theories, ideas, issues and situations and demonstrate knowledge of how research and inquiry can be used to interpret, contribute to and create theoretical and practical knowledge.
HO 2.2
Provide evidence of higher order thinking including creativity, judgement, cognitive flexibility and critical reflection in designing, planning and implementing strategies and solutions for effective performance in complex business environments.
PC 3.1
Demonstrate advanced use of language and argumentation in written communication, including digital communication, to frame strategic and influential responses to engage, persuade, negotiate, collaborate and lead in diverse and complex contexts and for diverse audiences.
PC 3.2
Demonstrate advanced use of language and argumentation in oral communication, including digital communication, to frame strategic and influential responses to engage, persuade, negotiate, collaborate and lead across diverse and complex contexts and for diverse audiences.
SL 4.1
Demonstrate adaptive personal leadership and accountability, including self-awareness, reflective practice and foresight in adapting and applying knowledge and skills to inform and influence effective and innovative practice.
SL 4.2
Lead, manage and foster the development of collaborative teams that value and leverage the diverse knowledge and skills of others to contribute to the development of robust, adaptable and sustainable courses of action.
SEC 5.1
Demonstrate and apply knowledge of ethical and legal principles and practices of business, to contribute to responsible organisational governance and citizenship in local, national and global business environments.
SEC 5.2
Apply knowledge and skills to demonstrate, interpret and critically reflect on, appropriate culturally and socially inclusive and responsible decisions and actions across diverse social and cultural contexts.
Learning Approaches
This unit adopts a blended learning approach and as such, includes a variety of teaching and learning approaches.
Intensive face-to-face class sessions and/or webinars are the primary methods of teaching this unit. A textbook and/or readings and a range of digital materials that are designed to support and extend learning prior to, during and after class sessions available in the unit Canvas site supplements the classes and/or webinars. Where appropriate, social media tools and forums will be used to extend learning and build connections with students outside the class or webinar sessions. Given the importance of the unit Canvas site to the teaching and learning strategy used in this unit, a computer and tablet device with internet access is strongly recommended for all students.
The principal purpose of the classes, webinars and readings is to build upon the key concepts that were introduced through the Preparation for Class activities and readings. The purpose of the case study work, experiential learning tasks and assessment tasks is to help the student develop their understanding of the concepts and enable them to be applied within a range of business contexts.
There is an expectation that the student will participate in class sessions and/or webinars, to take advantage of the opportunity to discuss important issues with their instructor and their peers.
It is expected that students have completed all Preparation for Class activities and readings identified in the unit Canvas site prior to coming to class and/or webinar to be able to maximise the learning opportunities of the class sessions.
A variety of learning activities designed to engage students in their learning will be incorporated into the lectures/workshops and webinars. Such learning activities may include short lectures, class discussions, debates, role plays, group work, guest speakers, student presentations, simulations, case study analysis, videos, readings, wikis, media/current events reports, web searches, etc.
There is a commitment to critical inquiry and intellectual debate in regard to the material covered, with a particular focus on the application of holistic thinking and Systems Thinking approaches to solving complex problems. Students are encouraged to relate the theories and research discussed to situations known to them and will be encouraged to share their experiences relating to the topics explored in this unit with the class to enrich the overall learning experience of all students.
Expanding the awareness of Australian management policies and practices into intercultural and global perspectives is fostered within this unit. Typically, students enrolling in this unit have extremely varied backgrounds. There is diversity of professional background and socio-cultural background. Students are reminded that this is to their advantage and they have much to learn from one another. To this end, students are strongly encouraged to be sensitive to cultural, gender-related and international issues.
Feedback on Learning and Assessment
Students will receive a variety of formative feedback throughout this unit.
Informally, feedback will be given verbally in class through class discussions and during the debriefing of learning activities.
Direct feedback will be available to those students who request a private or group consultation session with the lecturer.
Formal feedback will be received on both formative and summative assessment tasks through a Criterion Reference Assessment sheet which will also include written feedback on the assessment task. The Criterion Reference Assessment Sheet will be available in the Canvas site at the commencement of the unit. Students will receive feedback on their formative assessment task prior to their summative assessment task being submitted.
Assessment
Overview
A further Guide to the Assessment Items is available from the unit Canvas Site: http://Canvas.qut.edu.au
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Project (applied)
Assessment will be determined by the nature of the special topic unit.
Relates to learning outcomes
As determined by the nature of the special topic unit.
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
Other Resources: GSN542 Canvas site
Risk Assessment Statement
There are no out of the ordinary risks associated with this unit.
You should, however, familiarise yourself with evacuation procedures operating in the buildings in which you attend classes and take the time to view the view the Emergency video.
Unit Outline: Flexible Period - 04A 2024, Gardens Point, Internal (Start Date: 11 Mar 2024)
| Unit code: | GSN542 |
|---|---|
| Credit points: | 12 |
| Pre-requisite: | GSN405 |
Overview
As determined by the nature of the special topic unit.
Learning Outcomes
On successful completion of this unit you will be able to:
- As determined by the nature of the special topic unit.
Content
Relates to learning outcomes
Course Learning Goals (Postgraduate - Executive)
The Graduate School of Business has established the Assurance of Learning (AOL) Goals to meet contemporary industry needs and standards. Achieving these learning outcomes will assist you to meet the desired graduate outcomes set at QUT - aligned with other internationally renowned business schools. Students will develop the following capabilities relevant to a contemporary global and sustainable business environment:
KS 1.1
Demonstrate and apply integrated and advanced theoretical and practical knowledge (including systems thinking approaches, multidisciplinary frameworks and knowledge of research principles and methods) that incorporate recent development in business disciplines and professional practice.
KS 1.2
Apply advanced technical and technological knowledge and skills to critically reflect on, evaluate and contribute to developments that enhance innovative, sustainable and effective business performance in local, national and global business environments.
HO 2.1
Provide evidence of effective analysis, interpretation, evaluation and synthesis of complex data, theories, ideas, issues and situations and demonstrate knowledge of how research and inquiry can be used to interpret, contribute to and create theoretical and practical knowledge.
HO 2.2
Provide evidence of higher order thinking including creativity, judgement, cognitive flexibility and critical reflection in designing, planning and implementing strategies and solutions for effective performance in complex business environments.
PC 3.1
Demonstrate advanced use of language and argumentation in written communication, including digital communication, to frame strategic and influential responses to engage, persuade, negotiate, collaborate and lead in diverse and complex contexts and for diverse audiences.
PC 3.2
Demonstrate advanced use of language and argumentation in oral communication, including digital communication, to frame strategic and influential responses to engage, persuade, negotiate, collaborate and lead across diverse and complex contexts and for diverse audiences.
SL 4.1
Demonstrate adaptive personal leadership and accountability, including self-awareness, reflective practice and foresight in adapting and applying knowledge and skills to inform and influence effective and innovative practice.
SL 4.2
Lead, manage and foster the development of collaborative teams that value and leverage the diverse knowledge and skills of others to contribute to the development of robust, adaptable and sustainable courses of action.
SEC 5.1
Demonstrate and apply knowledge of ethical and legal principles and practices of business, to contribute to responsible organisational governance and citizenship in local, national and global business environments.
SEC 5.2
Apply knowledge and skills to demonstrate, interpret and critically reflect on, appropriate culturally and socially inclusive and responsible decisions and actions across diverse social and cultural contexts.
Learning Approaches
This unit adopts a blended learning approach and as such, includes a variety of teaching and learning approaches.
Intensive face-to-face class sessions and/or webinars are the primary methods of teaching this unit. A textbook and/or readings and a range of digital materials that are designed to support and extend learning prior to, during and after class sessions available in the unit Canvas site supplements the classes and/or webinars. Where appropriate, social media tools and forums will be used to extend learning and build connections with students outside the class or webinar sessions. Given the importance of the unit Canvas site to the teaching and learning strategy used in this unit, a computer and tablet device with internet access is strongly recommended for all students.
The principal purpose of the classes, webinars and readings is to build upon the key concepts that were introduced through the Preparation for Class activities and readings. The purpose of the case study work, experiential learning tasks and assessment tasks is to help the student develop their understanding of the concepts and enable them to be applied within a range of business contexts.
There is an expectation that the student will participate in class sessions and/or webinars, to take advantage of the opportunity to discuss important issues with their instructor and their peers.
It is expected that students have completed all Preparation for Class activities and readings identified in the unit Canvas site prior to coming to class and/or webinar to be able to maximise the learning opportunities of the class sessions.
A variety of learning activities designed to engage students in their learning will be incorporated into the lectures/workshops and webinars. Such learning activities may include short lectures, class discussions, debates, role plays, group work, guest speakers, student presentations, simulations, case study analysis, videos, readings, wikis, media/current events reports, web searches, etc.
There is a commitment to critical inquiry and intellectual debate in regard to the material covered, with a particular focus on the application of holistic thinking and Systems Thinking approaches to solving complex problems. Students are encouraged to relate the theories and research discussed to situations known to them and will be encouraged to share their experiences relating to the topics explored in this unit with the class to enrich the overall learning experience of all students.
Expanding the awareness of Australian management policies and practices into intercultural and global perspectives is fostered within this unit. Typically, students enrolling in this unit have extremely varied backgrounds. There is diversity of professional background and socio-cultural background. Students are reminded that this is to their advantage and they have much to learn from one another. To this end, students are strongly encouraged to be sensitive to cultural, gender-related and international issues.
Feedback on Learning and Assessment
Students will receive a variety of formative feedback throughout this unit.
Informally, feedback will be given verbally in class through class discussions and during the debriefing of learning activities.
Direct feedback will be available to those students who request a private or group consultation session with the lecturer.
Formal feedback will be received on both formative and summative assessment tasks through a Criterion Reference Assessment sheet which will also include written feedback on the assessment task. The Criterion Reference Assessment Sheet will be available in the Canvas site at the commencement of the unit. Students will receive feedback on their formative assessment task prior to their summative assessment task being submitted.
Assessment
Overview
A further Guide to the Assessment Items is available from the unit Canvas Site: http://Canvas.qut.edu.au
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Project (applied)
Assessment will be determined by the nature of the special topic unit.
Relates to learning outcomes
As determined by the nature of the special topic unit.
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
Other Resources: GSN542 Canvas site
Risk Assessment Statement
There are no out of the ordinary risks associated with this unit.
You should, however, familiarise yourself with evacuation procedures operating in the buildings in which you attend classes and take the time to view the view the Emergency video.
Unit Outline: Flexible Period - 06A 2024, Gardens Point, Internal (Start Date: 06 May 2024)
| Unit code: | GSN542 |
|---|---|
| Credit points: | 12 |
| Pre-requisite: | GSN405 |
Overview
As determined by the nature of the special topic unit.
Learning Outcomes
On successful completion of this unit you will be able to:
- As determined by the nature of the special topic unit.
Content
Relates to learning outcomes
Course Learning Goals (Postgraduate - Executive)
The Graduate School of Business has established the Assurance of Learning (AOL) Goals to meet contemporary industry needs and standards. Achieving these learning outcomes will assist you to meet the desired graduate outcomes set at QUT - aligned with other internationally renowned business schools. Students will develop the following capabilities relevant to a contemporary global and sustainable business environment:
KS 1.1
Demonstrate and apply integrated and advanced theoretical and practical knowledge (including systems thinking approaches, multidisciplinary frameworks and knowledge of research principles and methods) that incorporate recent development in business disciplines and professional practice.
KS 1.2
Apply advanced technical and technological knowledge and skills to critically reflect on, evaluate and contribute to developments that enhance innovative, sustainable and effective business performance in local, national and global business environments.
HO 2.1
Provide evidence of effective analysis, interpretation, evaluation and synthesis of complex data, theories, ideas, issues and situations and demonstrate knowledge of how research and inquiry can be used to interpret, contribute to and create theoretical and practical knowledge.
HO 2.2
Provide evidence of higher order thinking including creativity, judgement, cognitive flexibility and critical reflection in designing, planning and implementing strategies and solutions for effective performance in complex business environments.
PC 3.1
Demonstrate advanced use of language and argumentation in written communication, including digital communication, to frame strategic and influential responses to engage, persuade, negotiate, collaborate and lead in diverse and complex contexts and for diverse audiences.
PC 3.2
Demonstrate advanced use of language and argumentation in oral communication, including digital communication, to frame strategic and influential responses to engage, persuade, negotiate, collaborate and lead across diverse and complex contexts and for diverse audiences.
SL 4.1
Demonstrate adaptive personal leadership and accountability, including self-awareness, reflective practice and foresight in adapting and applying knowledge and skills to inform and influence effective and innovative practice.
SL 4.2
Lead, manage and foster the development of collaborative teams that value and leverage the diverse knowledge and skills of others to contribute to the development of robust, adaptable and sustainable courses of action.
SEC 5.1
Demonstrate and apply knowledge of ethical and legal principles and practices of business, to contribute to responsible organisational governance and citizenship in local, national and global business environments.
SEC 5.2
Apply knowledge and skills to demonstrate, interpret and critically reflect on, appropriate culturally and socially inclusive and responsible decisions and actions across diverse social and cultural contexts.
Learning Approaches
This unit adopts a blended learning approach and as such, includes a variety of teaching and learning approaches.
Intensive face-to-face class sessions and/or webinars are the primary methods of teaching this unit. A textbook and/or readings and a range of digital materials that are designed to support and extend learning prior to, during and after class sessions available in the unit Canvas site supplements the classes and/or webinars. Where appropriate, social media tools and forums will be used to extend learning and build connections with students outside the class or webinar sessions. Given the importance of the unit Canvas site to the teaching and learning strategy used in this unit, a computer and tablet device with internet access is strongly recommended for all students.
The principal purpose of the classes, webinars and readings is to build upon the key concepts that were introduced through the Preparation for Class activities and readings. The purpose of the case study work, experiential learning tasks and assessment tasks is to help the student develop their understanding of the concepts and enable them to be applied within a range of business contexts.
There is an expectation that the student will participate in class sessions and/or webinars, to take advantage of the opportunity to discuss important issues with their instructor and their peers.
It is expected that students have completed all Preparation for Class activities and readings identified in the unit Canvas site prior to coming to class and/or webinar to be able to maximise the learning opportunities of the class sessions.
A variety of learning activities designed to engage students in their learning will be incorporated into the lectures/workshops and webinars. Such learning activities may include short lectures, class discussions, debates, role plays, group work, guest speakers, student presentations, simulations, case study analysis, videos, readings, wikis, media/current events reports, web searches, etc.
There is a commitment to critical inquiry and intellectual debate in regard to the material covered, with a particular focus on the application of holistic thinking and Systems Thinking approaches to solving complex problems. Students are encouraged to relate the theories and research discussed to situations known to them and will be encouraged to share their experiences relating to the topics explored in this unit with the class to enrich the overall learning experience of all students.
Expanding the awareness of Australian management policies and practices into intercultural and global perspectives is fostered within this unit. Typically, students enrolling in this unit have extremely varied backgrounds. There is diversity of professional background and socio-cultural background. Students are reminded that this is to their advantage and they have much to learn from one another. To this end, students are strongly encouraged to be sensitive to cultural, gender-related and international issues.
Feedback on Learning and Assessment
Students will receive a variety of formative feedback throughout this unit.
Informally, feedback will be given verbally in class through class discussions and during the debriefing of learning activities.
Direct feedback will be available to those students who request a private or group consultation session with the lecturer.
Formal feedback will be received on both formative and summative assessment tasks through a Criterion Reference Assessment sheet which will also include written feedback on the assessment task. The Criterion Reference Assessment Sheet will be available in the Canvas site at the commencement of the unit. Students will receive feedback on their formative assessment task prior to their summative assessment task being submitted.
Assessment
Overview
A further Guide to the Assessment Items is available from the unit Canvas Site: http://Canvas.qut.edu.au
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Project (applied)
Assessment will be determined by the nature of the special topic unit.
Relates to learning outcomes
As determined by the nature of the special topic unit.
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
Other Resources: GSN542 Canvas site
Risk Assessment Statement
There are no out of the ordinary risks associated with this unit.
You should, however, familiarise yourself with evacuation procedures operating in the buildings in which you attend classes and take the time to view the view the Emergency video.
Unit Outline: Flexible Period - 08A 2024, Gardens Point, Internal (Start Date: 01 Jul 2024)
| Unit code: | GSN542 |
|---|---|
| Credit points: | 12 |
| Pre-requisite: | GSN405 |
Overview
As determined by the nature of the special topic unit.
Learning Outcomes
On successful completion of this unit you will be able to:
- As determined by the nature of the special topic unit.
Content
Relates to learning outcomes
Course Learning Goals (Postgraduate - Executive)
The Graduate School of Business has established the Assurance of Learning (AOL) Goals to meet contemporary industry needs and standards. Achieving these learning outcomes will assist you to meet the desired graduate outcomes set at QUT - aligned with other internationally renowned business schools. Students will develop the following capabilities relevant to a contemporary global and sustainable business environment:
KS 1.1
Demonstrate and apply integrated and advanced theoretical and practical knowledge (including systems thinking approaches, multidisciplinary frameworks and knowledge of research principles and methods) that incorporate recent development in business disciplines and professional practice.
KS 1.2
Apply advanced technical and technological knowledge and skills to critically reflect on, evaluate and contribute to developments that enhance innovative, sustainable and effective business performance in local, national and global business environments.
HO 2.1
Provide evidence of effective analysis, interpretation, evaluation and synthesis of complex data, theories, ideas, issues and situations and demonstrate knowledge of how research and inquiry can be used to interpret, contribute to and create theoretical and practical knowledge.
HO 2.2
Provide evidence of higher order thinking including creativity, judgement, cognitive flexibility and critical reflection in designing, planning and implementing strategies and solutions for effective performance in complex business environments.
PC 3.1
Demonstrate advanced use of language and argumentation in written communication, including digital communication, to frame strategic and influential responses to engage, persuade, negotiate, collaborate and lead in diverse and complex contexts and for diverse audiences.
PC 3.2
Demonstrate advanced use of language and argumentation in oral communication, including digital communication, to frame strategic and influential responses to engage, persuade, negotiate, collaborate and lead across diverse and complex contexts and for diverse audiences.
SL 4.1
Demonstrate adaptive personal leadership and accountability, including self-awareness, reflective practice and foresight in adapting and applying knowledge and skills to inform and influence effective and innovative practice.
SL 4.2
Lead, manage and foster the development of collaborative teams that value and leverage the diverse knowledge and skills of others to contribute to the development of robust, adaptable and sustainable courses of action.
SEC 5.1
Demonstrate and apply knowledge of ethical and legal principles and practices of business, to contribute to responsible organisational governance and citizenship in local, national and global business environments.
SEC 5.2
Apply knowledge and skills to demonstrate, interpret and critically reflect on, appropriate culturally and socially inclusive and responsible decisions and actions across diverse social and cultural contexts.
Learning Approaches
This unit adopts a blended learning approach and as such, includes a variety of teaching and learning approaches.
Intensive face-to-face class sessions and/or webinars are the primary methods of teaching this unit. A textbook and/or readings and a range of digital materials that are designed to support and extend learning prior to, during and after class sessions available in the unit Canvas site supplements the classes and/or webinars. Where appropriate, social media tools and forums will be used to extend learning and build connections with students outside the class or webinar sessions. Given the importance of the unit Canvas site to the teaching and learning strategy used in this unit, a computer and tablet device with internet access is strongly recommended for all students.
The principal purpose of the classes, webinars and readings is to build upon the key concepts that were introduced through the Preparation for Class activities and readings. The purpose of the case study work, experiential learning tasks and assessment tasks is to help the student develop their understanding of the concepts and enable them to be applied within a range of business contexts.
There is an expectation that the student will participate in class sessions and/or webinars, to take advantage of the opportunity to discuss important issues with their instructor and their peers.
It is expected that students have completed all Preparation for Class activities and readings identified in the unit Canvas site prior to coming to class and/or webinar to be able to maximise the learning opportunities of the class sessions.
A variety of learning activities designed to engage students in their learning will be incorporated into the lectures/workshops and webinars. Such learning activities may include short lectures, class discussions, debates, role plays, group work, guest speakers, student presentations, simulations, case study analysis, videos, readings, wikis, media/current events reports, web searches, etc.
There is a commitment to critical inquiry and intellectual debate in regard to the material covered, with a particular focus on the application of holistic thinking and Systems Thinking approaches to solving complex problems. Students are encouraged to relate the theories and research discussed to situations known to them and will be encouraged to share their experiences relating to the topics explored in this unit with the class to enrich the overall learning experience of all students.
Expanding the awareness of Australian management policies and practices into intercultural and global perspectives is fostered within this unit. Typically, students enrolling in this unit have extremely varied backgrounds. There is diversity of professional background and socio-cultural background. Students are reminded that this is to their advantage and they have much to learn from one another. To this end, students are strongly encouraged to be sensitive to cultural, gender-related and international issues.
Feedback on Learning and Assessment
Students will receive a variety of formative feedback throughout this unit.
Informally, feedback will be given verbally in class through class discussions and during the debriefing of learning activities.
Direct feedback will be available to those students who request a private or group consultation session with the lecturer.
Formal feedback will be received on both formative and summative assessment tasks through a Criterion Reference Assessment sheet which will also include written feedback on the assessment task. The Criterion Reference Assessment Sheet will be available in the Canvas site at the commencement of the unit. Students will receive feedback on their formative assessment task prior to their summative assessment task being submitted.
Assessment
Overview
A further Guide to the Assessment Items is available from the unit Canvas Site: http://Canvas.qut.edu.au
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Project (applied)
Assessment will be determined by the nature of the special topic unit.
Relates to learning outcomes
As determined by the nature of the special topic unit.
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
Other Resources: GSN542 Canvas site
Risk Assessment Statement
There are no out of the ordinary risks associated with this unit.
You should, however, familiarise yourself with evacuation procedures operating in the buildings in which you attend classes and take the time to view the view the Emergency video.
Unit Outline: Flexible Period - 09A 2024, Gardens Point, Internal (Start Date: 26 Aug 2024)
| Unit code: | GSN542 |
|---|---|
| Credit points: | 12 |
| Pre-requisite: | GSN405 |
Overview
As determined by the nature of the special topic unit.
Learning Outcomes
On successful completion of this unit you will be able to:
- As determined by the nature of the special topic unit.
Content
Relates to learning outcomes
Course Learning Goals (Postgraduate - Executive)
The Graduate School of Business has established the Assurance of Learning (AOL) Goals to meet contemporary industry needs and standards. Achieving these learning outcomes will assist you to meet the desired graduate outcomes set at QUT - aligned with other internationally renowned business schools. Students will develop the following capabilities relevant to a contemporary global and sustainable business environment:
KS 1.1
Demonstrate and apply integrated and advanced theoretical and practical knowledge (including systems thinking approaches, multidisciplinary frameworks and knowledge of research principles and methods) that incorporate recent development in business disciplines and professional practice.
KS 1.2
Apply advanced technical and technological knowledge and skills to critically reflect on, evaluate and contribute to developments that enhance innovative, sustainable and effective business performance in local, national and global business environments.
HO 2.1
Provide evidence of effective analysis, interpretation, evaluation and synthesis of complex data, theories, ideas, issues and situations and demonstrate knowledge of how research and inquiry can be used to interpret, contribute to and create theoretical and practical knowledge.
HO 2.2
Provide evidence of higher order thinking including creativity, judgement, cognitive flexibility and critical reflection in designing, planning and implementing strategies and solutions for effective performance in complex business environments.
PC 3.1
Demonstrate advanced use of language and argumentation in written communication, including digital communication, to frame strategic and influential responses to engage, persuade, negotiate, collaborate and lead in diverse and complex contexts and for diverse audiences.
PC 3.2
Demonstrate advanced use of language and argumentation in oral communication, including digital communication, to frame strategic and influential responses to engage, persuade, negotiate, collaborate and lead across diverse and complex contexts and for diverse audiences.
SL 4.1
Demonstrate adaptive personal leadership and accountability, including self-awareness, reflective practice and foresight in adapting and applying knowledge and skills to inform and influence effective and innovative practice.
SL 4.2
Lead, manage and foster the development of collaborative teams that value and leverage the diverse knowledge and skills of others to contribute to the development of robust, adaptable and sustainable courses of action.
SEC 5.1
Demonstrate and apply knowledge of ethical and legal principles and practices of business, to contribute to responsible organisational governance and citizenship in local, national and global business environments.
SEC 5.2
Apply knowledge and skills to demonstrate, interpret and critically reflect on, appropriate culturally and socially inclusive and responsible decisions and actions across diverse social and cultural contexts.
Learning Approaches
This unit adopts a blended learning approach and as such, includes a variety of teaching and learning approaches.
Intensive face-to-face class sessions and/or webinars are the primary methods of teaching this unit. A textbook and/or readings and a range of digital materials that are designed to support and extend learning prior to, during and after class sessions available in the unit Canvas site supplements the classes and/or webinars. Where appropriate, social media tools and forums will be used to extend learning and build connections with students outside the class or webinar sessions. Given the importance of the unit Canvas site to the teaching and learning strategy used in this unit, a computer and tablet device with internet access is strongly recommended for all students.
The principal purpose of the classes, webinars and readings is to build upon the key concepts that were introduced through the Preparation for Class activities and readings. The purpose of the case study work, experiential learning tasks and assessment tasks is to help the student develop their understanding of the concepts and enable them to be applied within a range of business contexts.
There is an expectation that the student will participate in class sessions and/or webinars, to take advantage of the opportunity to discuss important issues with their instructor and their peers.
It is expected that students have completed all Preparation for Class activities and readings identified in the unit Canvas site prior to coming to class and/or webinar to be able to maximise the learning opportunities of the class sessions.
A variety of learning activities designed to engage students in their learning will be incorporated into the lectures/workshops and webinars. Such learning activities may include short lectures, class discussions, debates, role plays, group work, guest speakers, student presentations, simulations, case study analysis, videos, readings, wikis, media/current events reports, web searches, etc.
There is a commitment to critical inquiry and intellectual debate in regard to the material covered, with a particular focus on the application of holistic thinking and Systems Thinking approaches to solving complex problems. Students are encouraged to relate the theories and research discussed to situations known to them and will be encouraged to share their experiences relating to the topics explored in this unit with the class to enrich the overall learning experience of all students.
Expanding the awareness of Australian management policies and practices into intercultural and global perspectives is fostered within this unit. Typically, students enrolling in this unit have extremely varied backgrounds. There is diversity of professional background and socio-cultural background. Students are reminded that this is to their advantage and they have much to learn from one another. To this end, students are strongly encouraged to be sensitive to cultural, gender-related and international issues.
Feedback on Learning and Assessment
Students will receive a variety of formative feedback throughout this unit.
Informally, feedback will be given verbally in class through class discussions and during the debriefing of learning activities.
Direct feedback will be available to those students who request a private or group consultation session with the lecturer.
Formal feedback will be received on both formative and summative assessment tasks through a Criterion Reference Assessment sheet which will also include written feedback on the assessment task. The Criterion Reference Assessment Sheet will be available in the Canvas site at the commencement of the unit. Students will receive feedback on their formative assessment task prior to their summative assessment task being submitted.
Assessment
Overview
A further Guide to the Assessment Items is available from the unit Canvas Site: http://Canvas.qut.edu.au
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Project (applied)
Assessment will be determined by the nature of the special topic unit.
Relates to learning outcomes
As determined by the nature of the special topic unit.
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
Other Resources: GSN542 Canvas site
Risk Assessment Statement
There are no out of the ordinary risks associated with this unit.
You should, however, familiarise yourself with evacuation procedures operating in the buildings in which you attend classes and take the time to view the view the Emergency video.
Unit Outline: Flexible Period - 11A 2024, Gardens Point, Internal (Start Date: 28 Oct 2024)
| Unit code: | GSN542 |
|---|---|
| Credit points: | 12 |
| Pre-requisite: | GSN405 |
Overview
As determined by the nature of the special topic unit.
Learning Outcomes
On successful completion of this unit you will be able to:
- As determined by the nature of the special topic unit.
Content
Relates to learning outcomes
Course Learning Goals (Postgraduate - Executive)
The Graduate School of Business has established the Assurance of Learning (AOL) Goals to meet contemporary industry needs and standards. Achieving these learning outcomes will assist you to meet the desired graduate outcomes set at QUT - aligned with other internationally renowned business schools. Students will develop the following capabilities relevant to a contemporary global and sustainable business environment:
KS 1.1
Demonstrate and apply integrated and advanced theoretical and practical knowledge (including systems thinking approaches, multidisciplinary frameworks and knowledge of research principles and methods) that incorporate recent development in business disciplines and professional practice.
KS 1.2
Apply advanced technical and technological knowledge and skills to critically reflect on, evaluate and contribute to developments that enhance innovative, sustainable and effective business performance in local, national and global business environments.
HO 2.1
Provide evidence of effective analysis, interpretation, evaluation and synthesis of complex data, theories, ideas, issues and situations and demonstrate knowledge of how research and inquiry can be used to interpret, contribute to and create theoretical and practical knowledge.
HO 2.2
Provide evidence of higher order thinking including creativity, judgement, cognitive flexibility and critical reflection in designing, planning and implementing strategies and solutions for effective performance in complex business environments.
PC 3.1
Demonstrate advanced use of language and argumentation in written communication, including digital communication, to frame strategic and influential responses to engage, persuade, negotiate, collaborate and lead in diverse and complex contexts and for diverse audiences.
PC 3.2
Demonstrate advanced use of language and argumentation in oral communication, including digital communication, to frame strategic and influential responses to engage, persuade, negotiate, collaborate and lead across diverse and complex contexts and for diverse audiences.
SL 4.1
Demonstrate adaptive personal leadership and accountability, including self-awareness, reflective practice and foresight in adapting and applying knowledge and skills to inform and influence effective and innovative practice.
SL 4.2
Lead, manage and foster the development of collaborative teams that value and leverage the diverse knowledge and skills of others to contribute to the development of robust, adaptable and sustainable courses of action.
SEC 5.1
Demonstrate and apply knowledge of ethical and legal principles and practices of business, to contribute to responsible organisational governance and citizenship in local, national and global business environments.
SEC 5.2
Apply knowledge and skills to demonstrate, interpret and critically reflect on, appropriate culturally and socially inclusive and responsible decisions and actions across diverse social and cultural contexts.
Learning Approaches
This unit adopts a blended learning approach and as such, includes a variety of teaching and learning approaches.
Intensive face-to-face class sessions and/or webinars are the primary methods of teaching this unit. A textbook and/or readings and a range of digital materials that are designed to support and extend learning prior to, during and after class sessions available in the unit Canvas site supplements the classes and/or webinars. Where appropriate, social media tools and forums will be used to extend learning and build connections with students outside the class or webinar sessions. Given the importance of the unit Canvas site to the teaching and learning strategy used in this unit, a computer and tablet device with internet access is strongly recommended for all students.
The principal purpose of the classes, webinars and readings is to build upon the key concepts that were introduced through the Preparation for Class activities and readings. The purpose of the case study work, experiential learning tasks and assessment tasks is to help the student develop their understanding of the concepts and enable them to be applied within a range of business contexts.
There is an expectation that the student will participate in class sessions and/or webinars, to take advantage of the opportunity to discuss important issues with their instructor and their peers.
It is expected that students have completed all Preparation for Class activities and readings identified in the unit Canvas site prior to coming to class and/or webinar to be able to maximise the learning opportunities of the class sessions.
A variety of learning activities designed to engage students in their learning will be incorporated into the lectures/workshops and webinars. Such learning activities may include short lectures, class discussions, debates, role plays, group work, guest speakers, student presentations, simulations, case study analysis, videos, readings, wikis, media/current events reports, web searches, etc.
There is a commitment to critical inquiry and intellectual debate in regard to the material covered, with a particular focus on the application of holistic thinking and Systems Thinking approaches to solving complex problems. Students are encouraged to relate the theories and research discussed to situations known to them and will be encouraged to share their experiences relating to the topics explored in this unit with the class to enrich the overall learning experience of all students.
Expanding the awareness of Australian management policies and practices into intercultural and global perspectives is fostered within this unit. Typically, students enrolling in this unit have extremely varied backgrounds. There is diversity of professional background and socio-cultural background. Students are reminded that this is to their advantage and they have much to learn from one another. To this end, students are strongly encouraged to be sensitive to cultural, gender-related and international issues.
Feedback on Learning and Assessment
Students will receive a variety of formative feedback throughout this unit.
Informally, feedback will be given verbally in class through class discussions and during the debriefing of learning activities.
Direct feedback will be available to those students who request a private or group consultation session with the lecturer.
Formal feedback will be received on both formative and summative assessment tasks through a Criterion Reference Assessment sheet which will also include written feedback on the assessment task. The Criterion Reference Assessment Sheet will be available in the Canvas site at the commencement of the unit. Students will receive feedback on their formative assessment task prior to their summative assessment task being submitted.
Assessment
Overview
A further Guide to the Assessment Items is available from the unit Canvas Site: http://Canvas.qut.edu.au
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Project (applied)
Assessment will be determined by the nature of the special topic unit.
Relates to learning outcomes
As determined by the nature of the special topic unit.
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
Other Resources: GSN542 Canvas site
Risk Assessment Statement
There are no out of the ordinary risks associated with this unit.
You should, however, familiarise yourself with evacuation procedures operating in the buildings in which you attend classes and take the time to view the view the Emergency video.