GSN558 Crisis Communication
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: | GSN558 |
|---|---|
| Equivalent(s): | GSZ558, GSZ555, GSN496, GSN523, GSZ523 |
| Credit points: | 6 |
| Timetable | Details in HiQ, if available |
| Availabilities |
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| Domestic tuition unit fee | $3,186 |
| International unit fee | $3,570 |
Unit Outline: Flexible Period - 09A 2025, Gardens Point, Internal (Start Date: 25 Aug 2025)
| Unit code: | GSN558 |
|---|---|
| Credit points: | 6 |
| Equivalent: | GSZ558, GSZ555, GSN496, GSN523, GSZ523 |
| Coordinator: | Carla Liuzzo | carla.nolan@qut.edu.au |
Overview
When faced with crises, business leaders need to develop strategies for effectively identifying and engaging with stakeholders who are impacted by the decisions or activities of the organisation. It is imperative that business leaders and managers today have well developed skills in effectively communicating their message to their stakeholders and the media.
The aim of this particular unit is to help business managers and leaders to understand and engage with decision-making, stakeholder analysis, stakeholder engagement, and media principles during crises.
This unit has been positioned in the latter part of the program as exploring stakeholder engagement and media requires students to have a broad multidisciplinary, 'big picture' view of businesses and how they operate. This unit provides builds upon the earlier learning in GSN407 Communicating to Influence and complements the other units in the Leadership and Strategy elective pathway.
Learning Outcomes
On successful completion of this unit you will be able to:
- Demonstrate knowledge of decision making about stakeholder engagement, media, organisational reputation and trust. KS 1.1, SEC 5.2
- Critique the approach used by an organisation to engage with stakeholders during crises. SEC 5.2
- Identify, map and describe stakeholders relevant for an organisation. HO 2.1, PC 3.1
- Make and reflect on recommendations on how to manage organisational issues through integrating stakeholder and media engagement principles. HO 2.2, PC 3.2, SL4.1
Content
- Decision making in crisis communication
- Enhancing trust and reputation in crisis
- Crisis communication in practice
- Scenario planning
- Crisis hypothetical panel and debrief
- Simulation 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
This unit adopts a blended learning approach and as such, includes a variety of teaching and learning approaches.
Three hour face-to-face class sessions are supplemented by the textbook and a range of online materials that are designed to support and extend learning prior to, during and after class sessions. Online materials are available in the unit Canvas site. Given the importance of the unit Canvas site to the teaching and learning strategy used in this unit, a computer or tablet device with internet access is strongly recommended for all students.
The principal purpose of the lectures 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 all 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, to take advantage of the opportunity to discuss important issues with their instructor and their peers in an informal environment. These sessions also provide students with an opportunity to hone important generic skills that are in high demand in the business.
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 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. Such learning activities may include short lectures, class discussions, debates, role plays, group work, guest speakers, student presentations, simulations, case study analysis, videos, readings, wikis, media/current events reports, web searches, etc.
There is a commitment to critical inquiry and intellectual debate in regard to the material covered. Students are encouraged to relate the theories and research discussed to situations known to them and will be encouraged to share their experiences relating to the topics explored in this unit with the class to enrich the overall learning experience of all students.
Expanding the awareness of Australian management policies and practices into intercultural and international 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 GSN558 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 Item is available from the unit Canvas Site.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Simulation
Crisis Simulation
Respond to an escalating crisis using an online crisis management platform in written and verbal contexts.
Formative or Summative: Summative
Postgraduate Executive (AoL Goals): KS (1.1), HO (2.1, 2.2), PC (3.1, 3.2), SL (4.1), SEC (5.2).
Academic Integrity
Academic integrity is a commitment to undertaking academic work and assessment in a manner that is ethical, fair, honest, respectful and accountable.
The Academic Integrity Policy sets out the range of conduct that can be a failure to maintain the standards of academic integrity. This includes, cheating in exams, plagiarism, self-plagiarism, collusion and contract cheating. It also includes providing fraudulent or altered documentation in support of an academic concession application, for example an assignment extension or a deferred exam.
You are encouraged to make use of QUT’s learning support services, resources and tools to assure the academic integrity of your assessment. This includes the use of text matching software that may be available to assist with self-assessing your academic integrity as part of the assessment submission process.
Breaching QUT’s Academic Integrity Policy or engaging in conduct that may defeat or compromise the purpose of assessment can lead to a finding of student misconduct (Code of Conduct – Student) and result in the imposition of penalties under the Management of Student Misconduct Policy, ranging from a grade reduction to exclusion from QUT.
Risk Assessment Statement
There are no out-of-the-ordinary risks associated with lectures or tutorials in this unit. You should, however, familiarise yourself with evacuation procedures operating in the buildings in which you attend classes and take the time to
view the Emergency video.
Standards/Competencies
This unit is designed to support your development of the following standards\competencies.
QUT Business Capabilities (Postgraduate Executive)
HO (2.1): Critical Analysis
Relates to: ULO3, Simulation
HO (2.2): Independent Judgement and Decision-Making
Relates to: ULO2, ULO4, Simulation
KS (1.1): Advanced Discipline and Professional Practice Knowledge
Relates to: ULO1, Simulation
PC (3.1): Professional Communication (Written)
Relates to: ULO3, Simulation
PC (3.2): Professional Communication (Oral)
Relates to: ULO4, Simulation
SE (5.2): Cultural , Environmental and Social Responsibility
Relates to: ULO1, ULO2, Simulation
SL (4.1): Personal Leadership, Accountability and Reflective Practice
Relates to: ULO4, Simulation
Course Learning Outcomes
This unit is designed to support your development of the following course/study area learning outcomes.GS75 Master of Business Administration
- Demonstrate and apply integrated and advanced theoretical and practical knowledge (including systems thinking approaches, multidisciplinary frameworks, and knowledge of research principles and methods) that incorporate recent development in business disciplines, professional practice, and digital innovation.
Relates to: ULO1, Simulation - Apply knowledge and skills to demonstrate, interpret and critically reflect on, appropriate culturally, socially and ecologically inclusive and responsible decisions and actions across complex, diverse social and cultural contexts.
Relates to: ULO1, ULO2, Simulation - Provide evidence of effective analysis, interpretation, evaluation and synthesis of complex data, theories, ideas, issues, situations, and trends across multiple contexts and demonstrate knowledge of how research and inquiry can be used to interpret, contribute to and create theoretical and practical knowledge.
Relates to: ULO3, Simulation - Provide evidence of higher order thinking including creativity, judgement, cognitive flexibility and critical reflection in designing, planning and implementing transdisciplinary digital strategies and solutions for effective performance in complex digital business environments.
Relates to: ULO2, ULO4, Simulation - Demonstrate advanced use of language and argumentation in written communication, including digital communication, to frame strategic and influential responses to engage, persuade, negotiate, collaborate, lead, and transform in diverse and complex contexts (both physical and digital) and for diverse audiences.
Relates to: ULO3, Simulation - Demonstrate advanced use of language and argumentation in oral communication, including digital communication, to frame strategic and influential responses to engage, persuade, negotiate, collaborate and lead across diverse and complex contexts (both physical and digital) and for diverse audiences.
Relates to: ULO4, Simulation - 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, responsible, innovative and agile practice in contemporary complex digital environments.
Relates to: ULO4, Simulation