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 2025, Non-QUT location, Online (Start Date: 24 Mar 2025)
| 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. (KS.1.1)Relates to: EXEC Business Capabilities: KS (1.1)
- Critically analyse frameworks established to ensure government and the public service is responsive, responsible and accountable when delivering service. (KS1.1; HO2.1; SL4.1; SEC52.)
- Apply strategic and systems thinking to the analysis of system of government and its outcomes for all Australians including our First Nations peoples. (KS1.1; HO2.1; SEC5.2)
- Evaluate current and prospective public sector reforms as a response to evolving societal needs and challenges and delivering public value. ((KS 1.1; HO2.1; SEC5.2)
- Examine the tensions and complexitiies of the role of the public servant in our systems of government, and national and international governance and evaluate their effects on the ability to deliver in the public interest. (KS 1.1; PC3.1'; SEC5.1)
Content
- Australian Political Institutions and the role of the public servant: Our Westminster system; The role and function of parliament, the judiciary and the cabinet; levels of government and the role of federalism. The role of the public servant in the system.
- Principles and Conventions of Responsive Responsible Government: The rule of law; ministerial accountability; decision making and delegation; transparency and trust; delivering public value; checks and balances on power.
- Systems thinking approaches to guide governance in complex environments.
- Administrative Accountability and Acumen: Administrative review bodies; the role of the media; rights to information; public sector integrity and ethics; Craft skills of the public service.
- Systems: Systems thinking approaches and strategies to guide governance in complex environments.
- Innovative Government Reform: Trends and challenges for government in delivering public value; International trends and global dependency; Toward a resilient and adaptive public service.
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, professional practice and digital innovation.
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, 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.
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, lead and transform in diverse and complex contexts (both physical and digital) 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, responsible and agile practice in contemporary complex digital environments.
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 adaptable, transformative and sustainable courses of action in complex contemporary environments.
Social, Ethical and Cultural Understanding (SEC)
5.1 Demonstrate and apply knowledge of ethical, legal and responsible 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, socially and ecologically inclusive and responsible decisions and actions across diverse social and cultural contexts.
Learning Approaches
There is a commitment to critical inquiry and intellectual debate about 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 days duration or five virtual classrooms of three hours, plus additional virtual engagement, 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.
- Action learning groups (ALGs) where students provide peer support and coaching on unit content
- 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: Discussion Board + Essay
Over the first five weeks of the teaching period three discussion questions will be posted, each focused on a key unit reading and a related contemporary challenge. For each of the three questions, students must post a response of 200- 250 words. Through responding to each question, we invite you to engage with the concepts and issues presented and share insights with your peers.
Responses should:
- Demonstrate understanding of the author’s theme, argument and reasoning
- Apply critical thought to the contemporary challenge presented.
- Share an illustration or example from your own area of government and/or pose a thought-provoking question for peer discussion.
You should also provide a brief (50 word maximum) comment to the response of at least one of your peers. (25%)
B Individual Analytical Essay:
You will present a 1000-word reflective essay focusing on one of the contemporary challenges presented in the Discussion Threads. Your essay will analyse the challenge within the context of the theories and models raised in the modules, provide a critical overview of the insights raised in the Discussion Thread, refer to relevant unit readings and discuss how the challenge is relevant to your area of government. (25%)
Formative or Summative: Formative and Summative
Postgraduate Executive (AoL goals): KS (1.1), HO (2.1), SL (4.1) SEC (5.2)
This assignment is eligible for the 48-hour late submission period and assignment extensions.
Assessment: Analytical Essay
The Role of Craft Skills in Public Service Reform
In an era of rapid social, political, economic and technological change, how relevant are traditional craft skills of public service in fostering responsible governance and reform?
Critically analyse whether the traditional craft skills as outlined by Rhodes (2016) remain relevant in contemporary government in a period of rapid transformational change, with reference to a process of reform in your own area of policy or service delivery.
You will share some thinking around the challenges for the craft of public service in your own workplace reform with your Action Learning Group in Week 8 and receive suggestions and feedback which you will record as a journal entry. This entry will form an Appendix to your essay and will be included in your word count.
Formative or Summative: Summative.
Postgraduate Executive (AoL goals): KS (1.1), HO (2.1), PC (3.1), SEC (51.5.2)
This assignment is eligible for the 48-hour late submission period and assignment extensions.
Academic Integrity
Academic integrity is a commitment to undertaking academic work and assessment in a manner that is ethical, fair, honest, respectful and accountable.
The Academic Integrity Policy sets out the range of conduct that can be a failure to maintain the standards of academic integrity. This includes, cheating in exams, plagiarism, self-plagiarism, collusion and contract cheating. It also includes providing fraudulent or altered documentation in support of an academic concession application, for example an assignment extension or a deferred exam.
You are encouraged to make use of QUT’s learning support services, resources and tools to assure the academic integrity of your assessment. This includes the use of text matching software that may be available to assist with self-assessing your academic integrity as part of the assessment submission process.
Breaching QUT’s Academic Integrity Policy or engaging in conduct that may defeat or compromise the purpose of assessment can lead to a finding of student misconduct (Code of Conduct – Student) and result in the imposition of penalties under the Management of Student Misconduct Policy, ranging from a grade reduction to exclusion from QUT.
Resources
Resource Materials
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, Discussion Board + Essay , Analytical Essay
KS (1.1): Advanced Discipline and Professional Practice Knowledge
Relates to: ULO1, ULO2, ULO3, ULO4, ULO5, Discussion Board + Essay , Analytical Essay
PC (3.1): Professional Communication (Written)
Relates to: ULO5, Analytical Essay
SE (5.1): Social, Ethical and Legal Understanding
Relates to: ULO4, ULO5, Analytical Essay
SE (5.2): Cultural , Environmental and Social Responsibility
Relates to: ULO2, Discussion Board + Essay
SL (4.1): Personal Leadership, Accountability and Reflective Practice
Relates to: ULO2, Discussion Board + Essay
Unit Outline: Flexible Period - 05A 2025, Non-QUT location, Online (Start Date: 24 Mar 2025)
| 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. (KS.1.1)Relates to: EXEC Business Capabilities: KS (1.1)
- Critically analyse frameworks established to ensure government and the public service is responsive, responsible and accountable when delivering service. (KS1.1; HO2.1; SL4.1; SEC52.)
- Apply strategic and systems thinking to the analysis of system of government and its outcomes for all Australians including our First Nations peoples. (KS1.1; HO2.1; SEC5.2)
- Evaluate current and prospective public sector reforms as a response to evolving societal needs and challenges and delivering public value. ((KS 1.1; HO2.1; SEC5.2)
- Examine the tensions and complexitiies of the role of the public servant in our systems of government, and national and international governance and evaluate their effects on the ability to deliver in the public interest. (KS 1.1; PC3.1'; SEC5.1)
Content
- Australian Political Institutions and the role of the public servant: Our Westminster system; The role and function of parliament, the judiciary and the cabinet; levels of government and the role of federalism. The role of the public servant in the system.
- Principles and Conventions of Responsive Responsible Government: The rule of law; ministerial accountability; decision making and delegation; transparency and trust; delivering public value; checks and balances on power.
- Systems thinking approaches to guide governance in complex environments.
- Administrative Accountability and Acumen: Administrative review bodies; the role of the media; rights to information; public sector integrity and ethics; Craft skills of the public service.
- Systems: Systems thinking approaches and strategies to guide governance in complex environments.
- Innovative Government Reform: Trends and challenges for government in delivering public value; International trends and global dependency; Toward a resilient and adaptive public service.
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, professional practice and digital innovation.
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, 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.
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, lead and transform in diverse and complex contexts (both physical and digital) 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, responsible and agile practice in contemporary complex digital environments.
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 adaptable, transformative and sustainable courses of action in complex contemporary environments.
Social, Ethical and Cultural Understanding (SEC)
5.1 Demonstrate and apply knowledge of ethical, legal and responsible 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, socially and ecologically inclusive and responsible decisions and actions across diverse social and cultural contexts.
Learning Approaches
There is a commitment to critical inquiry and intellectual debate about 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 days duration or five virtual classrooms of three hours, plus additional virtual engagement, 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.
- Action learning groups (ALGs) where students provide peer support and coaching on unit content
- 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: Discussion Board + Essay
Over the first five weeks of the teaching period three discussion questions will be posted, each focused on a key unit reading and a related contemporary challenge. For each of the three questions, students must post a response of 200- 250 words. Through responding to each question, we invite you to engage with the concepts and issues presented and share insights with your peers.
Responses should:
- Demonstrate understanding of the author’s theme, argument and reasoning
- Apply critical thought to the contemporary challenge presented.
- Share an illustration or example from your own area of government and/or pose a thought-provoking question for peer discussion.
You should also provide a brief (50 word maximum) comment to the response of at least one of your peers. (25%)
B Individual Analytical Essay:
You will present a 1000-word reflective essay focusing on one of the contemporary challenges presented in the Discussion Threads. Your essay will analyse the challenge within the context of the theories and models raised in the modules, provide a critical overview of the insights raised in the Discussion Thread, refer to relevant unit readings and discuss how the challenge is relevant to your area of government. (25%)
Formative or Summative: Formative and Summative
Postgraduate Executive (AoL goals): KS (1.1), HO (2.1), SL (4.1) SEC (5.2)
This assignment is eligible for the 48-hour late submission period and assignment extensions.
Assessment: Analytical Essay
The Role of Craft Skills in Public Service Reform
In an era of rapid social, political, economic and technological change, how relevant are traditional craft skills of public service in fostering responsible governance and reform?
Critically analyse whether the traditional craft skills as outlined by Rhodes (2016) remain relevant in contemporary government in a period of rapid transformational change, with reference to a process of reform in your own area of policy or service delivery.
You will share some thinking around the challenges for the craft of public service in your own workplace reform with your Action Learning Group in Week 8 and receive suggestions and feedback which you will record as a journal entry. This entry will form an Appendix to your essay and will be included in your word count.
Formative or Summative: Summative.
Postgraduate Executive (AoL goals): KS (1.1), HO (2.1), PC (3.1), SEC (51.5.2)
This assignment is eligible for the 48-hour late submission period and assignment extensions.
Academic Integrity
Academic integrity is a commitment to undertaking academic work and assessment in a manner that is ethical, fair, honest, respectful and accountable.
The Academic Integrity Policy sets out the range of conduct that can be a failure to maintain the standards of academic integrity. This includes, cheating in exams, plagiarism, self-plagiarism, collusion and contract cheating. It also includes providing fraudulent or altered documentation in support of an academic concession application, for example an assignment extension or a deferred exam.
You are encouraged to make use of QUT’s learning support services, resources and tools to assure the academic integrity of your assessment. This includes the use of text matching software that may be available to assist with self-assessing your academic integrity as part of the assessment submission process.
Breaching QUT’s Academic Integrity Policy or engaging in conduct that may defeat or compromise the purpose of assessment can lead to a finding of student misconduct (Code of Conduct – Student) and result in the imposition of penalties under the Management of Student Misconduct Policy, ranging from a grade reduction to exclusion from QUT.
Resources
Resource Materials
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, Discussion Board + Essay , Analytical Essay
KS (1.1): Advanced Discipline and Professional Practice Knowledge
Relates to: ULO1, ULO2, ULO3, ULO4, ULO5, Discussion Board + Essay , Analytical Essay
PC (3.1): Professional Communication (Written)
Relates to: ULO5, Analytical Essay
SE (5.1): Social, Ethical and Legal Understanding
Relates to: ULO4, ULO5, Analytical Essay
SE (5.2): Cultural , Environmental and Social Responsibility
Relates to: ULO2, Discussion Board + Essay
SL (4.1): Personal Leadership, Accountability and Reflective Practice
Relates to: ULO2, Discussion Board + Essay
Unit Outline: Flexible Period - 05A 2025, Non-QUT location, Online (Start Date: 14 Apr 2025)
| 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. (KS.1.1)Relates to: EXEC Business Capabilities: KS (1.1)
- Critically analyse frameworks established to ensure government and the public service is responsive, responsible and accountable when delivering service. (KS1.1; HO2.1; SL4.1; SEC52.)
- Apply strategic and systems thinking to the analysis of system of government and its outcomes for all Australians including our First Nations peoples. (KS1.1; HO2.1; SEC5.2)
- Evaluate current and prospective public sector reforms as a response to evolving societal needs and challenges and delivering public value. ((KS 1.1; HO2.1; SEC5.2)
- Examine the tensions and complexitiies of the role of the public servant in our systems of government, and national and international governance and evaluate their effects on the ability to deliver in the public interest. (KS 1.1; PC3.1'; SEC5.1)
Content
- Australian Political Institutions and the role of the public servant: Our Westminster system; The role and function of parliament, the judiciary and the cabinet; levels of government and the role of federalism. The role of the public servant in the system.
- Principles and Conventions of Responsive Responsible Government: The rule of law; ministerial accountability; decision making and delegation; transparency and trust; delivering public value; checks and balances on power.
- Systems thinking approaches to guide governance in complex environments.
- Administrative Accountability and Acumen: Administrative review bodies; the role of the media; rights to information; public sector integrity and ethics; Craft skills of the public service.
- Systems: Systems thinking approaches and strategies to guide governance in complex environments.
- Innovative Government Reform: Trends and challenges for government in delivering public value; International trends and global dependency; Toward a resilient and adaptive public service.
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, professional practice and digital innovation.
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, 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.
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, lead and transform in diverse and complex contexts (both physical and digital) 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, responsible and agile practice in contemporary complex digital environments.
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 adaptable, transformative and sustainable courses of action in complex contemporary environments.
Social, Ethical and Cultural Understanding (SEC)
5.1 Demonstrate and apply knowledge of ethical, legal and responsible 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, socially and ecologically inclusive and responsible decisions and actions across diverse social and cultural contexts.
Learning Approaches
There is a commitment to critical inquiry and intellectual debate about 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 days duration or five virtual classrooms of three hours, plus additional virtual engagement, 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.
- Action learning groups (ALGs) where students provide peer support and coaching on unit content
- 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: Discussion Board + Essay
Over the first five weeks of the teaching period three discussion questions will be posted, each focused on a key unit reading and a related contemporary challenge. For each of the three questions, students must post a response of 200- 250 words. Through responding to each question, we invite you to engage with the concepts and issues presented and share insights with your peers.
Responses should:
- Demonstrate understanding of the author’s theme, argument and reasoning
- Apply critical thought to the contemporary challenge presented.
- Share an illustration or example from your own area of government and/or pose a thought-provoking question for peer discussion.
You should also provide a brief (50 word maximum) comment to the response of at least one of your peers. (25%)
B Individual Analytical Essay:
You will present a 1000-word reflective essay focusing on one of the contemporary challenges presented in the Discussion Threads. Your essay will analyse the challenge within the context of the theories and models raised in the modules, provide a critical overview of the insights raised in the Discussion Thread, refer to relevant unit readings and discuss how the challenge is relevant to your area of government. (25%)
Formative or Summative: Formative and Summative
Postgraduate Executive (AoL goals): KS (1.1), HO (2.1), SL (4.1) SEC (5.2)
This assignment is eligible for the 48-hour late submission period and assignment extensions.
Assessment: Analytical Essay
The Role of Craft Skills in Public Service Reform
In an era of rapid social, political, economic and technological change, how relevant are traditional craft skills of public service in fostering responsible governance and reform?
Critically analyse whether the traditional craft skills as outlined by Rhodes (2016) remain relevant in contemporary government in a period of rapid transformational change, with reference to a process of reform in your own area of policy or service delivery.
You will share some thinking around the challenges for the craft of public service in your own workplace reform with your Action Learning Group in Week 8 and receive suggestions and feedback which you will record as a journal entry. This entry will form an Appendix to your essay and will be included in your word count.
Formative or Summative: Summative.
Postgraduate Executive (AoL goals): KS (1.1), HO (2.1), PC (3.1), SEC (51.5.2)
This assignment is eligible for the 48-hour late submission period and assignment extensions.
Academic Integrity
Academic integrity is a commitment to undertaking academic work and assessment in a manner that is ethical, fair, honest, respectful and accountable.
The Academic Integrity Policy sets out the range of conduct that can be a failure to maintain the standards of academic integrity. This includes, cheating in exams, plagiarism, self-plagiarism, collusion and contract cheating. It also includes providing fraudulent or altered documentation in support of an academic concession application, for example an assignment extension or a deferred exam.
You are encouraged to make use of QUT’s learning support services, resources and tools to assure the academic integrity of your assessment. This includes the use of text matching software that may be available to assist with self-assessing your academic integrity as part of the assessment submission process.
Breaching QUT’s Academic Integrity Policy or engaging in conduct that may defeat or compromise the purpose of assessment can lead to a finding of student misconduct (Code of Conduct – Student) and result in the imposition of penalties under the Management of Student Misconduct Policy, ranging from a grade reduction to exclusion from QUT.
Resources
Resource Materials
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, Discussion Board + Essay , Analytical Essay
KS (1.1): Advanced Discipline and Professional Practice Knowledge
Relates to: ULO1, ULO2, ULO3, ULO4, ULO5, Discussion Board + Essay , Analytical Essay
PC (3.1): Professional Communication (Written)
Relates to: ULO5, Analytical Essay
SE (5.1): Social, Ethical and Legal Understanding
Relates to: ULO4, ULO5, Analytical Essay
SE (5.2): Cultural , Environmental and Social Responsibility
Relates to: ULO2, Discussion Board + Essay
SL (4.1): Personal Leadership, Accountability and Reflective Practice
Relates to: ULO2, Discussion Board + Essay
Unit Outline: Flexible Period - 06A 2025, Non-QUT location, Online (Start Date: 21 Apr 2025)
| 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. (KS.1.1)Relates to: EXEC Business Capabilities: KS (1.1)
- Critically analyse frameworks established to ensure government and the public service is responsive, responsible and accountable when delivering service. (KS1.1; HO2.1; SL4.1; SEC52.)
- Apply strategic and systems thinking to the analysis of system of government and its outcomes for all Australians including our First Nations peoples. (KS1.1; HO2.1; SEC5.2)
- Evaluate current and prospective public sector reforms as a response to evolving societal needs and challenges and delivering public value. ((KS 1.1; HO2.1; SEC5.2)
- Examine the tensions and complexitiies of the role of the public servant in our systems of government, and national and international governance and evaluate their effects on the ability to deliver in the public interest. (KS 1.1; PC3.1'; SEC5.1)
Content
- Australian Political Institutions and the role of the public servant: Our Westminster system; The role and function of parliament, the judiciary and the cabinet; levels of government and the role of federalism. The role of the public servant in the system.
- Principles and Conventions of Responsive Responsible Government: The rule of law; ministerial accountability; decision making and delegation; transparency and trust; delivering public value; checks and balances on power.
- Systems thinking approaches to guide governance in complex environments.
- Administrative Accountability and Acumen: Administrative review bodies; the role of the media; rights to information; public sector integrity and ethics; Craft skills of the public service.
- Systems: Systems thinking approaches and strategies to guide governance in complex environments.
- Innovative Government Reform: Trends and challenges for government in delivering public value; International trends and global dependency; Toward a resilient and adaptive public service.
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, professional practice and digital innovation.
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, 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.
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, lead and transform in diverse and complex contexts (both physical and digital) 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, responsible and agile practice in contemporary complex digital environments.
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 adaptable, transformative and sustainable courses of action in complex contemporary environments.
Social, Ethical and Cultural Understanding (SEC)
5.1 Demonstrate and apply knowledge of ethical, legal and responsible 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, socially and ecologically inclusive and responsible decisions and actions across diverse social and cultural contexts.
Learning Approaches
There is a commitment to critical inquiry and intellectual debate about 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 days duration or five virtual classrooms of three hours, plus additional virtual engagement, 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.
- Action learning groups (ALGs) where students provide peer support and coaching on unit content
- 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: Discussion Board + Essay
Over the first five weeks of the teaching period three discussion questions will be posted, each focused on a key unit reading and a related contemporary challenge. For each of the three questions, students must post a response of 200- 250 words. Through responding to each question, we invite you to engage with the concepts and issues presented and share insights with your peers.
Responses should:
- Demonstrate understanding of the author’s theme, argument and reasoning
- Apply critical thought to the contemporary challenge presented.
- Share an illustration or example from your own area of government and/or pose a thought-provoking question for peer discussion.
You should also provide a brief (50 word maximum) comment to the response of at least one of your peers. (25%)
B Individual Analytical Essay:
You will present a 1000-word reflective essay focusing on one of the contemporary challenges presented in the Discussion Threads. Your essay will analyse the challenge within the context of the theories and models raised in the modules, provide a critical overview of the insights raised in the Discussion Thread, refer to relevant unit readings and discuss how the challenge is relevant to your area of government. (25%)
Formative or Summative: Formative and Summative
Postgraduate Executive (AoL goals): KS (1.1), HO (2.1), SL (4.1) SEC (5.2)
This assignment is eligible for the 48-hour late submission period and assignment extensions.
Assessment: Analytical Essay
The Role of Craft Skills in Public Service Reform
In an era of rapid social, political, economic and technological change, how relevant are traditional craft skills of public service in fostering responsible governance and reform?
Critically analyse whether the traditional craft skills as outlined by Rhodes (2016) remain relevant in contemporary government in a period of rapid transformational change, with reference to a process of reform in your own area of policy or service delivery.
You will share some thinking around the challenges for the craft of public service in your own workplace reform with your Action Learning Group in Week 8 and receive suggestions and feedback which you will record as a journal entry. This entry will form an Appendix to your essay and will be included in your word count.
Formative or Summative: Summative.
Postgraduate Executive (AoL goals): KS (1.1), HO (2.1), PC (3.1), SEC (51.5.2)
This assignment is eligible for the 48-hour late submission period and assignment extensions.
Academic Integrity
Academic integrity is a commitment to undertaking academic work and assessment in a manner that is ethical, fair, honest, respectful and accountable.
The Academic Integrity Policy sets out the range of conduct that can be a failure to maintain the standards of academic integrity. This includes, cheating in exams, plagiarism, self-plagiarism, collusion and contract cheating. It also includes providing fraudulent or altered documentation in support of an academic concession application, for example an assignment extension or a deferred exam.
You are encouraged to make use of QUT’s learning support services, resources and tools to assure the academic integrity of your assessment. This includes the use of text matching software that may be available to assist with self-assessing your academic integrity as part of the assessment submission process.
Breaching QUT’s Academic Integrity Policy or engaging in conduct that may defeat or compromise the purpose of assessment can lead to a finding of student misconduct (Code of Conduct – Student) and result in the imposition of penalties under the Management of Student Misconduct Policy, ranging from a grade reduction to exclusion from QUT.
Resources
Resource Materials
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, Discussion Board + Essay , Analytical Essay
KS (1.1): Advanced Discipline and Professional Practice Knowledge
Relates to: ULO1, ULO2, ULO3, ULO4, ULO5, Discussion Board + Essay , Analytical Essay
PC (3.1): Professional Communication (Written)
Relates to: ULO5, Analytical Essay
SE (5.1): Social, Ethical and Legal Understanding
Relates to: ULO4, ULO5, Analytical Essay
SE (5.2): Cultural , Environmental and Social Responsibility
Relates to: ULO2, Discussion Board + Essay
SL (4.1): Personal Leadership, Accountability and Reflective Practice
Relates to: ULO2, Discussion Board + Essay
Unit Outline: Flexible Period - 09A 2025, Non-QUT location, Online (Start Date: 21 Jul 2025)
| 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. (KS.1.1)Relates to: EXEC Business Capabilities: KS (1.1)
- Critically analyse frameworks established to ensure government and the public service is responsive, responsible and accountable when delivering service. (KS1.1; HO2.1; SL4.1; SEC52.)
- Apply strategic and systems thinking to the analysis of system of government and its outcomes for all Australians including our First Nations peoples. (KS1.1; HO2.1; SEC5.2)
- Evaluate current and prospective public sector reforms as a response to evolving societal needs and challenges and delivering public value. ((KS 1.1; HO2.1; SEC5.2)
- Examine the tensions and complexitiies of the role of the public servant in our systems of government, and national and international governance and evaluate their effects on the ability to deliver in the public interest. (KS 1.1; PC3.1'; SEC5.1)
Content
- Australian Political Institutions and the role of the public servant: Our Westminster system; The role and function of parliament, the judiciary and the cabinet; levels of government and the role of federalism. The role of the public servant in the system.
- Principles and Conventions of Responsive Responsible Government: The rule of law; ministerial accountability; decision making and delegation; transparency and trust; delivering public value; checks and balances on power.
- Systems thinking approaches to guide governance in complex environments.
- Administrative Accountability and Acumen: Administrative review bodies; the role of the media; rights to information; public sector integrity and ethics; Craft skills of the public service.
- Systems: Systems thinking approaches and strategies to guide governance in complex environments.
- Innovative Government Reform: Trends and challenges for government in delivering public value; International trends and global dependency; Toward a resilient and adaptive public service.
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, professional practice and digital innovation.
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, 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.
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, lead and transform in diverse and complex contexts (both physical and digital) 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, responsible and agile practice in contemporary complex digital environments.
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 adaptable, transformative and sustainable courses of action in complex contemporary environments.
Social, Ethical and Cultural Understanding (SEC)
5.1 Demonstrate and apply knowledge of ethical, legal and responsible 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, socially and ecologically inclusive and responsible decisions and actions across diverse social and cultural contexts.
Learning Approaches
There is a commitment to critical inquiry and intellectual debate about 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 days duration or five virtual classrooms of three hours, plus additional virtual engagement, 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.
- Action learning groups (ALGs) where students provide peer support and coaching on unit content
- 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: Discussion Board + Essay
Over the first five weeks of the teaching period three discussion questions will be posted, each focused on a key unit reading and a related contemporary challenge. For each of the three questions, students must post a response of 200- 250 words. Through responding to each question, we invite you to engage with the concepts and issues presented and share insights with your peers.
Responses should:
- Demonstrate understanding of the author’s theme, argument and reasoning
- Apply critical thought to the contemporary challenge presented.
- Share an illustration or example from your own area of government and/or pose a thought-provoking question for peer discussion.
You should also provide a brief (50 word maximum) comment to the response of at least one of your peers. (25%)
B Individual Analytical Essay:
You will present a 1000-word reflective essay focusing on one of the contemporary challenges presented in the Discussion Threads. Your essay will analyse the challenge within the context of the theories and models raised in the modules, provide a critical overview of the insights raised in the Discussion Thread, refer to relevant unit readings and discuss how the challenge is relevant to your area of government. (25%)
Formative or Summative: Formative and Summative
Postgraduate Executive (AoL goals): KS (1.1), HO (2.1), SL (4.1) SEC (5.2)
This assignment is eligible for the 48-hour late submission period and assignment extensions.
Assessment: Analytical Essay
The Role of Craft Skills in Public Service Reform
In an era of rapid social, political, economic and technological change, how relevant are traditional craft skills of public service in fostering responsible governance and reform?
Critically analyse whether the traditional craft skills as outlined by Rhodes (2016) remain relevant in contemporary government in a period of rapid transformational change, with reference to a process of reform in your own area of policy or service delivery.
You will share some thinking around the challenges for the craft of public service in your own workplace reform with your Action Learning Group in Week 8 and receive suggestions and feedback which you will record as a journal entry. This entry will form an Appendix to your essay and will be included in your word count.
Formative or Summative: Summative.
Postgraduate Executive (AoL goals): KS (1.1), HO (2.1), PC (3.1), SEC (51.5.2)
This assignment is eligible for the 48-hour late submission period and assignment extensions.
Academic Integrity
Academic integrity is a commitment to undertaking academic work and assessment in a manner that is ethical, fair, honest, respectful and accountable.
The Academic Integrity Policy sets out the range of conduct that can be a failure to maintain the standards of academic integrity. This includes, cheating in exams, plagiarism, self-plagiarism, collusion and contract cheating. It also includes providing fraudulent or altered documentation in support of an academic concession application, for example an assignment extension or a deferred exam.
You are encouraged to make use of QUT’s learning support services, resources and tools to assure the academic integrity of your assessment. This includes the use of text matching software that may be available to assist with self-assessing your academic integrity as part of the assessment submission process.
Breaching QUT’s Academic Integrity Policy or engaging in conduct that may defeat or compromise the purpose of assessment can lead to a finding of student misconduct (Code of Conduct – Student) and result in the imposition of penalties under the Management of Student Misconduct Policy, ranging from a grade reduction to exclusion from QUT.
Resources
Resource Materials
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, Discussion Board + Essay , Analytical Essay
KS (1.1): Advanced Discipline and Professional Practice Knowledge
Relates to: ULO1, ULO2, ULO3, ULO4, ULO5, Discussion Board + Essay , Analytical Essay
PC (3.1): Professional Communication (Written)
Relates to: ULO5, Analytical Essay
SE (5.1): Social, Ethical and Legal Understanding
Relates to: ULO4, ULO5, Analytical Essay
SE (5.2): Cultural , Environmental and Social Responsibility
Relates to: ULO2, Discussion Board + Essay
SL (4.1): Personal Leadership, Accountability and Reflective Practice
Relates to: ULO2, Discussion Board + Essay
Unit Outline: Flexible Period - 09A 2025, Non-QUT location, Online (Start Date: 04 Aug 2025)
| 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. (KS.1.1)Relates to: EXEC Business Capabilities: KS (1.1)
- Critically analyse frameworks established to ensure government and the public service is responsive, responsible and accountable when delivering service. (KS1.1; HO2.1; SL4.1; SEC52.)
- Apply strategic and systems thinking to the analysis of system of government and its outcomes for all Australians including our First Nations peoples. (KS1.1; HO2.1; SEC5.2)
- Evaluate current and prospective public sector reforms as a response to evolving societal needs and challenges and delivering public value. ((KS 1.1; HO2.1; SEC5.2)
- Examine the tensions and complexitiies of the role of the public servant in our systems of government, and national and international governance and evaluate their effects on the ability to deliver in the public interest. (KS 1.1; PC3.1'; SEC5.1)
Content
- Australian Political Institutions and the role of the public servant: Our Westminster system; The role and function of parliament, the judiciary and the cabinet; levels of government and the role of federalism. The role of the public servant in the system.
- Principles and Conventions of Responsive Responsible Government: The rule of law; ministerial accountability; decision making and delegation; transparency and trust; delivering public value; checks and balances on power.
- Systems thinking approaches to guide governance in complex environments.
- Administrative Accountability and Acumen: Administrative review bodies; the role of the media; rights to information; public sector integrity and ethics; Craft skills of the public service.
- Systems: Systems thinking approaches and strategies to guide governance in complex environments.
- Innovative Government Reform: Trends and challenges for government in delivering public value; International trends and global dependency; Toward a resilient and adaptive public service.
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, professional practice and digital innovation.
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, 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.
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, lead and transform in diverse and complex contexts (both physical and digital) 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, responsible and agile practice in contemporary complex digital environments.
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 adaptable, transformative and sustainable courses of action in complex contemporary environments.
Social, Ethical and Cultural Understanding (SEC)
5.1 Demonstrate and apply knowledge of ethical, legal and responsible 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, socially and ecologically inclusive and responsible decisions and actions across diverse social and cultural contexts.
Learning Approaches
There is a commitment to critical inquiry and intellectual debate about 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 days duration or five virtual classrooms of three hours, plus additional virtual engagement, 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.
- Action learning groups (ALGs) where students provide peer support and coaching on unit content
- 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: Discussion Board + Essay
Over the first five weeks of the teaching period three discussion questions will be posted, each focused on a key unit reading and a related contemporary challenge. For each of the three questions, students must post a response of 200- 250 words. Through responding to each question, we invite you to engage with the concepts and issues presented and share insights with your peers.
Responses should:
- Demonstrate understanding of the author’s theme, argument and reasoning
- Apply critical thought to the contemporary challenge presented.
- Share an illustration or example from your own area of government and/or pose a thought-provoking question for peer discussion.
You should also provide a brief (50 word maximum) comment to the response of at least one of your peers. (25%)
B Individual Analytical Essay:
You will present a 1000-word reflective essay focusing on one of the contemporary challenges presented in the Discussion Threads. Your essay will analyse the challenge within the context of the theories and models raised in the modules, provide a critical overview of the insights raised in the Discussion Thread, refer to relevant unit readings and discuss how the challenge is relevant to your area of government. (25%)
Formative or Summative: Formative and Summative
Postgraduate Executive (AoL goals): KS (1.1), HO (2.1), SL (4.1) SEC (5.2)
This assignment is eligible for the 48-hour late submission period and assignment extensions.
Assessment: Analytical Essay
The Role of Craft Skills in Public Service Reform
In an era of rapid social, political, economic and technological change, how relevant are traditional craft skills of public service in fostering responsible governance and reform?
Critically analyse whether the traditional craft skills as outlined by Rhodes (2016) remain relevant in contemporary government in a period of rapid transformational change, with reference to a process of reform in your own area of policy or service delivery.
You will share some thinking around the challenges for the craft of public service in your own workplace reform with your Action Learning Group in Week 8 and receive suggestions and feedback which you will record as a journal entry. This entry will form an Appendix to your essay and will be included in your word count.
Formative or Summative: Summative.
Postgraduate Executive (AoL goals): KS (1.1), HO (2.1), PC (3.1), SEC (51.5.2)
This assignment is eligible for the 48-hour late submission period and assignment extensions.
Academic Integrity
Academic integrity is a commitment to undertaking academic work and assessment in a manner that is ethical, fair, honest, respectful and accountable.
The Academic Integrity Policy sets out the range of conduct that can be a failure to maintain the standards of academic integrity. This includes, cheating in exams, plagiarism, self-plagiarism, collusion and contract cheating. It also includes providing fraudulent or altered documentation in support of an academic concession application, for example an assignment extension or a deferred exam.
You are encouraged to make use of QUT’s learning support services, resources and tools to assure the academic integrity of your assessment. This includes the use of text matching software that may be available to assist with self-assessing your academic integrity as part of the assessment submission process.
Breaching QUT’s Academic Integrity Policy or engaging in conduct that may defeat or compromise the purpose of assessment can lead to a finding of student misconduct (Code of Conduct – Student) and result in the imposition of penalties under the Management of Student Misconduct Policy, ranging from a grade reduction to exclusion from QUT.
Resources
Resource Materials
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, Discussion Board + Essay , Analytical Essay
KS (1.1): Advanced Discipline and Professional Practice Knowledge
Relates to: ULO1, ULO2, ULO3, ULO4, ULO5, Discussion Board + Essay , Analytical Essay
PC (3.1): Professional Communication (Written)
Relates to: ULO5, Analytical Essay
SE (5.1): Social, Ethical and Legal Understanding
Relates to: ULO4, ULO5, Analytical Essay
SE (5.2): Cultural , Environmental and Social Responsibility
Relates to: ULO2, Discussion Board + Essay
SL (4.1): Personal Leadership, Accountability and Reflective Practice
Relates to: ULO2, Discussion Board + Essay
Unit Outline: Flexible Period - 11A 2025, Non-QUT location, Online (Start Date: 22 Sep 2025)
| 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. (KS.1.1)Relates to: EXEC Business Capabilities: KS (1.1)
- Critically analyse frameworks established to ensure government and the public service is responsive, responsible and accountable when delivering service. (KS1.1; HO2.1; SL4.1; SEC52.)
- Apply strategic and systems thinking to the analysis of system of government and its outcomes for all Australians including our First Nations peoples. (KS1.1; HO2.1; SEC5.2)
- Evaluate current and prospective public sector reforms as a response to evolving societal needs and challenges and delivering public value. ((KS 1.1; HO2.1; SEC5.2)
- Examine the tensions and complexitiies of the role of the public servant in our systems of government, and national and international governance and evaluate their effects on the ability to deliver in the public interest. (KS 1.1; PC3.1'; SEC5.1)
Content
- Australian Political Institutions and the role of the public servant: Our Westminster system; The role and function of parliament, the judiciary and the cabinet; levels of government and the role of federalism. The role of the public servant in the system.
- Principles and Conventions of Responsive Responsible Government: The rule of law; ministerial accountability; decision making and delegation; transparency and trust; delivering public value; checks and balances on power.
- Systems thinking approaches to guide governance in complex environments.
- Administrative Accountability and Acumen: Administrative review bodies; the role of the media; rights to information; public sector integrity and ethics; Craft skills of the public service.
- Systems: Systems thinking approaches and strategies to guide governance in complex environments.
- Innovative Government Reform: Trends and challenges for government in delivering public value; International trends and global dependency; Toward a resilient and adaptive public service.
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, professional practice and digital innovation.
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, 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.
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, lead and transform in diverse and complex contexts (both physical and digital) 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, responsible and agile practice in contemporary complex digital environments.
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 adaptable, transformative and sustainable courses of action in complex contemporary environments.
Social, Ethical and Cultural Understanding (SEC)
5.1 Demonstrate and apply knowledge of ethical, legal and responsible 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, socially and ecologically inclusive and responsible decisions and actions across diverse social and cultural contexts.
Learning Approaches
There is a commitment to critical inquiry and intellectual debate about 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 days duration or five virtual classrooms of three hours, plus additional virtual engagement, 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.
- Action learning groups (ALGs) where students provide peer support and coaching on unit content
- 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: Discussion Board + Essay
Over the first five weeks of the teaching period three discussion questions will be posted, each focused on a key unit reading and a related contemporary challenge. For each of the three questions, students must post a response of 200- 250 words. Through responding to each question, we invite you to engage with the concepts and issues presented and share insights with your peers.
Responses should:
- Demonstrate understanding of the author’s theme, argument and reasoning
- Apply critical thought to the contemporary challenge presented.
- Share an illustration or example from your own area of government and/or pose a thought-provoking question for peer discussion.
You should also provide a brief (50 word maximum) comment to the response of at least one of your peers. (25%)
B Individual Analytical Essay:
You will present a 1000-word reflective essay focusing on one of the contemporary challenges presented in the Discussion Threads. Your essay will analyse the challenge within the context of the theories and models raised in the modules, provide a critical overview of the insights raised in the Discussion Thread, refer to relevant unit readings and discuss how the challenge is relevant to your area of government. (25%)
Formative or Summative: Formative and Summative
Postgraduate Executive (AoL goals): KS (1.1), HO (2.1), SL (4.1) SEC (5.2)
This assignment is eligible for the 48-hour late submission period and assignment extensions.
Assessment: Analytical Essay
The Role of Craft Skills in Public Service Reform
In an era of rapid social, political, economic and technological change, how relevant are traditional craft skills of public service in fostering responsible governance and reform?
Critically analyse whether the traditional craft skills as outlined by Rhodes (2016) remain relevant in contemporary government in a period of rapid transformational change, with reference to a process of reform in your own area of policy or service delivery.
You will share some thinking around the challenges for the craft of public service in your own workplace reform with your Action Learning Group in Week 8 and receive suggestions and feedback which you will record as a journal entry. This entry will form an Appendix to your essay and will be included in your word count.
Formative or Summative: Summative.
Postgraduate Executive (AoL goals): KS (1.1), HO (2.1), PC (3.1), SEC (51.5.2)
This assignment is eligible for the 48-hour late submission period and assignment extensions.
Academic Integrity
Academic integrity is a commitment to undertaking academic work and assessment in a manner that is ethical, fair, honest, respectful and accountable.
The Academic Integrity Policy sets out the range of conduct that can be a failure to maintain the standards of academic integrity. This includes, cheating in exams, plagiarism, self-plagiarism, collusion and contract cheating. It also includes providing fraudulent or altered documentation in support of an academic concession application, for example an assignment extension or a deferred exam.
You are encouraged to make use of QUT’s learning support services, resources and tools to assure the academic integrity of your assessment. This includes the use of text matching software that may be available to assist with self-assessing your academic integrity as part of the assessment submission process.
Breaching QUT’s Academic Integrity Policy or engaging in conduct that may defeat or compromise the purpose of assessment can lead to a finding of student misconduct (Code of Conduct – Student) and result in the imposition of penalties under the Management of Student Misconduct Policy, ranging from a grade reduction to exclusion from QUT.
Resources
Resource Materials
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, Discussion Board + Essay , Analytical Essay
KS (1.1): Advanced Discipline and Professional Practice Knowledge
Relates to: ULO1, ULO2, ULO3, ULO4, ULO5, Discussion Board + Essay , Analytical Essay
PC (3.1): Professional Communication (Written)
Relates to: ULO5, Analytical Essay
SE (5.1): Social, Ethical and Legal Understanding
Relates to: ULO4, ULO5, Analytical Essay
SE (5.2): Cultural , Environmental and Social Responsibility
Relates to: ULO2, Discussion Board + Essay
SL (4.1): Personal Leadership, Accountability and Reflective Practice
Relates to: ULO2, Discussion Board + Essay
Unit Outline: Flexible Period - 11A 2025, Non-QUT location, Online (Start Date: 06 Oct 2025)
| 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. (KS.1.1)Relates to: EXEC Business Capabilities: KS (1.1)
- Critically analyse frameworks established to ensure government and the public service is responsive, responsible and accountable when delivering service. (KS1.1; HO2.1; SL4.1; SEC52.)
- Apply strategic and systems thinking to the analysis of system of government and its outcomes for all Australians including our First Nations peoples. (KS1.1; HO2.1; SEC5.2)
- Evaluate current and prospective public sector reforms as a response to evolving societal needs and challenges and delivering public value. ((KS 1.1; HO2.1; SEC5.2)
- Examine the tensions and complexitiies of the role of the public servant in our systems of government, and national and international governance and evaluate their effects on the ability to deliver in the public interest. (KS 1.1; PC3.1'; SEC5.1)
Content
- Australian Political Institutions and the role of the public servant: Our Westminster system; The role and function of parliament, the judiciary and the cabinet; levels of government and the role of federalism. The role of the public servant in the system.
- Principles and Conventions of Responsive Responsible Government: The rule of law; ministerial accountability; decision making and delegation; transparency and trust; delivering public value; checks and balances on power.
- Systems thinking approaches to guide governance in complex environments.
- Administrative Accountability and Acumen: Administrative review bodies; the role of the media; rights to information; public sector integrity and ethics; Craft skills of the public service.
- Systems: Systems thinking approaches and strategies to guide governance in complex environments.
- Innovative Government Reform: Trends and challenges for government in delivering public value; International trends and global dependency; Toward a resilient and adaptive public service.
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, professional practice and digital innovation.
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, 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.
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, lead and transform in diverse and complex contexts (both physical and digital) 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, responsible and agile practice in contemporary complex digital environments.
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 adaptable, transformative and sustainable courses of action in complex contemporary environments.
Social, Ethical and Cultural Understanding (SEC)
5.1 Demonstrate and apply knowledge of ethical, legal and responsible 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, socially and ecologically inclusive and responsible decisions and actions across diverse social and cultural contexts.
Learning Approaches
There is a commitment to critical inquiry and intellectual debate about 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 days duration or five virtual classrooms of three hours, plus additional virtual engagement, 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.
- Action learning groups (ALGs) where students provide peer support and coaching on unit content
- 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: Discussion Board + Essay
Over the first five weeks of the teaching period three discussion questions will be posted, each focused on a key unit reading and a related contemporary challenge. For each of the three questions, students must post a response of 200- 250 words. Through responding to each question, we invite you to engage with the concepts and issues presented and share insights with your peers.
Responses should:
- Demonstrate understanding of the author’s theme, argument and reasoning
- Apply critical thought to the contemporary challenge presented.
- Share an illustration or example from your own area of government and/or pose a thought-provoking question for peer discussion.
You should also provide a brief (50 word maximum) comment to the response of at least one of your peers. (25%)
B Individual Analytical Essay:
You will present a 1000-word reflective essay focusing on one of the contemporary challenges presented in the Discussion Threads. Your essay will analyse the challenge within the context of the theories and models raised in the modules, provide a critical overview of the insights raised in the Discussion Thread, refer to relevant unit readings and discuss how the challenge is relevant to your area of government. (25%)
Formative or Summative: Formative and Summative
Postgraduate Executive (AoL goals): KS (1.1), HO (2.1), SL (4.1) SEC (5.2)
This assignment is eligible for the 48-hour late submission period and assignment extensions.
Assessment: Analytical Essay
The Role of Craft Skills in Public Service Reform
In an era of rapid social, political, economic and technological change, how relevant are traditional craft skills of public service in fostering responsible governance and reform?
Critically analyse whether the traditional craft skills as outlined by Rhodes (2016) remain relevant in contemporary government in a period of rapid transformational change, with reference to a process of reform in your own area of policy or service delivery.
You will share some thinking around the challenges for the craft of public service in your own workplace reform with your Action Learning Group in Week 8 and receive suggestions and feedback which you will record as a journal entry. This entry will form an Appendix to your essay and will be included in your word count.
Formative or Summative: Summative.
Postgraduate Executive (AoL goals): KS (1.1), HO (2.1), PC (3.1), SEC (51.5.2)
This assignment is eligible for the 48-hour late submission period and assignment extensions.
Academic Integrity
Academic integrity is a commitment to undertaking academic work and assessment in a manner that is ethical, fair, honest, respectful and accountable.
The Academic Integrity Policy sets out the range of conduct that can be a failure to maintain the standards of academic integrity. This includes, cheating in exams, plagiarism, self-plagiarism, collusion and contract cheating. It also includes providing fraudulent or altered documentation in support of an academic concession application, for example an assignment extension or a deferred exam.
You are encouraged to make use of QUT’s learning support services, resources and tools to assure the academic integrity of your assessment. This includes the use of text matching software that may be available to assist with self-assessing your academic integrity as part of the assessment submission process.
Breaching QUT’s Academic Integrity Policy or engaging in conduct that may defeat or compromise the purpose of assessment can lead to a finding of student misconduct (Code of Conduct – Student) and result in the imposition of penalties under the Management of Student Misconduct Policy, ranging from a grade reduction to exclusion from QUT.
Resources
Resource Materials
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, Discussion Board + Essay , Analytical Essay
KS (1.1): Advanced Discipline and Professional Practice Knowledge
Relates to: ULO1, ULO2, ULO3, ULO4, ULO5, Discussion Board + Essay , Analytical Essay
PC (3.1): Professional Communication (Written)
Relates to: ULO5, Analytical Essay
SE (5.1): Social, Ethical and Legal Understanding
Relates to: ULO4, ULO5, Analytical Essay
SE (5.2): Cultural , Environmental and Social Responsibility
Relates to: ULO2, Discussion Board + Essay
SL (4.1): Personal Leadership, Accountability and Reflective Practice
Relates to: ULO2, Discussion Board + Essay
Unit Outline: Flexible Period - 11A 2025, Non-QUT location, Online (Start Date: 06 Oct 2025)
| 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. (KS.1.1)Relates to: EXEC Business Capabilities: KS (1.1)
- Critically analyse frameworks established to ensure government and the public service is responsive, responsible and accountable when delivering service. (KS1.1; HO2.1; SL4.1; SEC52.)
- Apply strategic and systems thinking to the analysis of system of government and its outcomes for all Australians including our First Nations peoples. (KS1.1; HO2.1; SEC5.2)
- Evaluate current and prospective public sector reforms as a response to evolving societal needs and challenges and delivering public value. ((KS 1.1; HO2.1; SEC5.2)
- Examine the tensions and complexitiies of the role of the public servant in our systems of government, and national and international governance and evaluate their effects on the ability to deliver in the public interest. (KS 1.1; PC3.1'; SEC5.1)
Content
- Australian Political Institutions and the role of the public servant: Our Westminster system; The role and function of parliament, the judiciary and the cabinet; levels of government and the role of federalism. The role of the public servant in the system.
- Principles and Conventions of Responsive Responsible Government: The rule of law; ministerial accountability; decision making and delegation; transparency and trust; delivering public value; checks and balances on power.
- Systems thinking approaches to guide governance in complex environments.
- Administrative Accountability and Acumen: Administrative review bodies; the role of the media; rights to information; public sector integrity and ethics; Craft skills of the public service.
- Systems: Systems thinking approaches and strategies to guide governance in complex environments.
- Innovative Government Reform: Trends and challenges for government in delivering public value; International trends and global dependency; Toward a resilient and adaptive public service.
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, professional practice and digital innovation.
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, 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.
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, lead and transform in diverse and complex contexts (both physical and digital) 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, responsible and agile practice in contemporary complex digital environments.
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 adaptable, transformative and sustainable courses of action in complex contemporary environments.
Social, Ethical and Cultural Understanding (SEC)
5.1 Demonstrate and apply knowledge of ethical, legal and responsible 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, socially and ecologically inclusive and responsible decisions and actions across diverse social and cultural contexts.
Learning Approaches
There is a commitment to critical inquiry and intellectual debate about 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 days duration or five virtual classrooms of three hours, plus additional virtual engagement, 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.
- Action learning groups (ALGs) where students provide peer support and coaching on unit content
- 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: Discussion Board + Essay
Over the first five weeks of the teaching period three discussion questions will be posted, each focused on a key unit reading and a related contemporary challenge. For each of the three questions, students must post a response of 200- 250 words. Through responding to each question, we invite you to engage with the concepts and issues presented and share insights with your peers.
Responses should:
- Demonstrate understanding of the author’s theme, argument and reasoning
- Apply critical thought to the contemporary challenge presented.
- Share an illustration or example from your own area of government and/or pose a thought-provoking question for peer discussion.
You should also provide a brief (50 word maximum) comment to the response of at least one of your peers. (25%)
B Individual Analytical Essay:
You will present a 1000-word reflective essay focusing on one of the contemporary challenges presented in the Discussion Threads. Your essay will analyse the challenge within the context of the theories and models raised in the modules, provide a critical overview of the insights raised in the Discussion Thread, refer to relevant unit readings and discuss how the challenge is relevant to your area of government. (25%)
Formative or Summative: Formative and Summative
Postgraduate Executive (AoL goals): KS (1.1), HO (2.1), SL (4.1) SEC (5.2)
This assignment is eligible for the 48-hour late submission period and assignment extensions.
Assessment: Analytical Essay
The Role of Craft Skills in Public Service Reform
In an era of rapid social, political, economic and technological change, how relevant are traditional craft skills of public service in fostering responsible governance and reform?
Critically analyse whether the traditional craft skills as outlined by Rhodes (2016) remain relevant in contemporary government in a period of rapid transformational change, with reference to a process of reform in your own area of policy or service delivery.
You will share some thinking around the challenges for the craft of public service in your own workplace reform with your Action Learning Group in Week 8 and receive suggestions and feedback which you will record as a journal entry. This entry will form an Appendix to your essay and will be included in your word count.
Formative or Summative: Summative.
Postgraduate Executive (AoL goals): KS (1.1), HO (2.1), PC (3.1), SEC (51.5.2)
This assignment is eligible for the 48-hour late submission period and assignment extensions.
Academic Integrity
Academic integrity is a commitment to undertaking academic work and assessment in a manner that is ethical, fair, honest, respectful and accountable.
The Academic Integrity Policy sets out the range of conduct that can be a failure to maintain the standards of academic integrity. This includes, cheating in exams, plagiarism, self-plagiarism, collusion and contract cheating. It also includes providing fraudulent or altered documentation in support of an academic concession application, for example an assignment extension or a deferred exam.
You are encouraged to make use of QUT’s learning support services, resources and tools to assure the academic integrity of your assessment. This includes the use of text matching software that may be available to assist with self-assessing your academic integrity as part of the assessment submission process.
Breaching QUT’s Academic Integrity Policy or engaging in conduct that may defeat or compromise the purpose of assessment can lead to a finding of student misconduct (Code of Conduct – Student) and result in the imposition of penalties under the Management of Student Misconduct Policy, ranging from a grade reduction to exclusion from QUT.
Resources
Resource Materials
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, Discussion Board + Essay , Analytical Essay
KS (1.1): Advanced Discipline and Professional Practice Knowledge
Relates to: ULO1, ULO2, ULO3, ULO4, ULO5, Discussion Board + Essay , Analytical Essay
PC (3.1): Professional Communication (Written)
Relates to: ULO5, Analytical Essay
SE (5.1): Social, Ethical and Legal Understanding
Relates to: ULO4, ULO5, Analytical Essay
SE (5.2): Cultural , Environmental and Social Responsibility
Relates to: ULO2, Discussion Board + Essay
SL (4.1): Personal Leadership, Accountability and Reflective Practice
Relates to: ULO2, Discussion Board + Essay
Unit Outline: Flexible Period - A 2025, Non-QUT location, Online (Start Date: 19 May 2025)
| 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. (KS.1.1)Relates to: EXEC Business Capabilities: KS (1.1)
- Critically analyse frameworks established to ensure government and the public service is responsive, responsible and accountable when delivering service. (KS1.1; HO2.1; SL4.1; SEC52.)
- Apply strategic and systems thinking to the analysis of system of government and its outcomes for all Australians including our First Nations peoples. (KS1.1; HO2.1; SEC5.2)
- Evaluate current and prospective public sector reforms as a response to evolving societal needs and challenges and delivering public value. ((KS 1.1; HO2.1; SEC5.2)
- Examine the tensions and complexitiies of the role of the public servant in our systems of government, and national and international governance and evaluate their effects on the ability to deliver in the public interest. (KS 1.1; PC3.1'; SEC5.1)
Content
- Australian Political Institutions and the role of the public servant: Our Westminster system; The role and function of parliament, the judiciary and the cabinet; levels of government and the role of federalism. The role of the public servant in the system.
- Principles and Conventions of Responsive Responsible Government: The rule of law; ministerial accountability; decision making and delegation; transparency and trust; delivering public value; checks and balances on power.
- Systems thinking approaches to guide governance in complex environments.
- Administrative Accountability and Acumen: Administrative review bodies; the role of the media; rights to information; public sector integrity and ethics; Craft skills of the public service.
- Systems: Systems thinking approaches and strategies to guide governance in complex environments.
- Innovative Government Reform: Trends and challenges for government in delivering public value; International trends and global dependency; Toward a resilient and adaptive public service.
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, professional practice and digital innovation.
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, 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.
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, lead and transform in diverse and complex contexts (both physical and digital) 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, responsible and agile practice in contemporary complex digital environments.
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 adaptable, transformative and sustainable courses of action in complex contemporary environments.
Social, Ethical and Cultural Understanding (SEC)
5.1 Demonstrate and apply knowledge of ethical, legal and responsible 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, socially and ecologically inclusive and responsible decisions and actions across diverse social and cultural contexts.
Learning Approaches
There is a commitment to critical inquiry and intellectual debate about 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 days duration or five virtual classrooms of three hours, plus additional virtual engagement, 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.
- Action learning groups (ALGs) where students provide peer support and coaching on unit content
- 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: Discussion Board + Essay
Over the first five weeks of the teaching period three discussion questions will be posted, each focused on a key unit reading and a related contemporary challenge. For each of the three questions, students must post a response of 200- 250 words. Through responding to each question, we invite you to engage with the concepts and issues presented and share insights with your peers.
Responses should:
- Demonstrate understanding of the author’s theme, argument and reasoning
- Apply critical thought to the contemporary challenge presented.
- Share an illustration or example from your own area of government and/or pose a thought-provoking question for peer discussion.
You should also provide a brief (50 word maximum) comment to the response of at least one of your peers. (25%)
B Individual Analytical Essay:
You will present a 1000-word reflective essay focusing on one of the contemporary challenges presented in the Discussion Threads. Your essay will analyse the challenge within the context of the theories and models raised in the modules, provide a critical overview of the insights raised in the Discussion Thread, refer to relevant unit readings and discuss how the challenge is relevant to your area of government. (25%)
Formative or Summative: Formative and Summative
Postgraduate Executive (AoL goals): KS (1.1), HO (2.1), SL (4.1) SEC (5.2)
This assignment is eligible for the 48-hour late submission period and assignment extensions.
Assessment: Analytical Essay
The Role of Craft Skills in Public Service Reform
In an era of rapid social, political, economic and technological change, how relevant are traditional craft skills of public service in fostering responsible governance and reform?
Critically analyse whether the traditional craft skills as outlined by Rhodes (2016) remain relevant in contemporary government in a period of rapid transformational change, with reference to a process of reform in your own area of policy or service delivery.
You will share some thinking around the challenges for the craft of public service in your own workplace reform with your Action Learning Group in Week 8 and receive suggestions and feedback which you will record as a journal entry. This entry will form an Appendix to your essay and will be included in your word count.
Formative or Summative: Summative.
Postgraduate Executive (AoL goals): KS (1.1), HO (2.1), PC (3.1), SEC (51.5.2)
This assignment is eligible for the 48-hour late submission period and assignment extensions.
Academic Integrity
Academic integrity is a commitment to undertaking academic work and assessment in a manner that is ethical, fair, honest, respectful and accountable.
The Academic Integrity Policy sets out the range of conduct that can be a failure to maintain the standards of academic integrity. This includes, cheating in exams, plagiarism, self-plagiarism, collusion and contract cheating. It also includes providing fraudulent or altered documentation in support of an academic concession application, for example an assignment extension or a deferred exam.
You are encouraged to make use of QUT’s learning support services, resources and tools to assure the academic integrity of your assessment. This includes the use of text matching software that may be available to assist with self-assessing your academic integrity as part of the assessment submission process.
Breaching QUT’s Academic Integrity Policy or engaging in conduct that may defeat or compromise the purpose of assessment can lead to a finding of student misconduct (Code of Conduct – Student) and result in the imposition of penalties under the Management of Student Misconduct Policy, ranging from a grade reduction to exclusion from QUT.
Resources
Resource Materials
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, Discussion Board + Essay , Analytical Essay
KS (1.1): Advanced Discipline and Professional Practice Knowledge
Relates to: ULO1, ULO2, ULO3, ULO4, ULO5, Discussion Board + Essay , Analytical Essay
PC (3.1): Professional Communication (Written)
Relates to: ULO5, Analytical Essay
SE (5.1): Social, Ethical and Legal Understanding
Relates to: ULO4, ULO5, Analytical Essay
SE (5.2): Cultural , Environmental and Social Responsibility
Relates to: ULO2, Discussion Board + Essay
SL (4.1): Personal Leadership, Accountability and Reflective Practice
Relates to: ULO2, Discussion Board + Essay
Unit Outline: Flexible Period - B 2025, Non-QUT location, Online (Start Date: 13 Oct 2025)
| 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. (KS.1.1)Relates to: EXEC Business Capabilities: KS (1.1)
- Critically analyse frameworks established to ensure government and the public service is responsive, responsible and accountable when delivering service. (KS1.1; HO2.1; SL4.1; SEC52.)
- Apply strategic and systems thinking to the analysis of system of government and its outcomes for all Australians including our First Nations peoples. (KS1.1; HO2.1; SEC5.2)
- Evaluate current and prospective public sector reforms as a response to evolving societal needs and challenges and delivering public value. ((KS 1.1; HO2.1; SEC5.2)
- Examine the tensions and complexitiies of the role of the public servant in our systems of government, and national and international governance and evaluate their effects on the ability to deliver in the public interest. (KS 1.1; PC3.1'; SEC5.1)
Content
- Australian Political Institutions and the role of the public servant: Our Westminster system; The role and function of parliament, the judiciary and the cabinet; levels of government and the role of federalism. The role of the public servant in the system.
- Principles and Conventions of Responsive Responsible Government: The rule of law; ministerial accountability; decision making and delegation; transparency and trust; delivering public value; checks and balances on power.
- Systems thinking approaches to guide governance in complex environments.
- Administrative Accountability and Acumen: Administrative review bodies; the role of the media; rights to information; public sector integrity and ethics; Craft skills of the public service.
- Systems: Systems thinking approaches and strategies to guide governance in complex environments.
- Innovative Government Reform: Trends and challenges for government in delivering public value; International trends and global dependency; Toward a resilient and adaptive public service.
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, professional practice and digital innovation.
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, 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.
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, lead and transform in diverse and complex contexts (both physical and digital) 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, responsible and agile practice in contemporary complex digital environments.
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 adaptable, transformative and sustainable courses of action in complex contemporary environments.
Social, Ethical and Cultural Understanding (SEC)
5.1 Demonstrate and apply knowledge of ethical, legal and responsible 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, socially and ecologically inclusive and responsible decisions and actions across diverse social and cultural contexts.
Learning Approaches
There is a commitment to critical inquiry and intellectual debate about 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 days duration or five virtual classrooms of three hours, plus additional virtual engagement, 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.
- Action learning groups (ALGs) where students provide peer support and coaching on unit content
- 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: Discussion Board + Essay
Over the first five weeks of the teaching period three discussion questions will be posted, each focused on a key unit reading and a related contemporary challenge. For each of the three questions, students must post a response of 200- 250 words. Through responding to each question, we invite you to engage with the concepts and issues presented and share insights with your peers.
Responses should:
- Demonstrate understanding of the author’s theme, argument and reasoning
- Apply critical thought to the contemporary challenge presented.
- Share an illustration or example from your own area of government and/or pose a thought-provoking question for peer discussion.
You should also provide a brief (50 word maximum) comment to the response of at least one of your peers. (25%)
B Individual Analytical Essay:
You will present a 1000-word reflective essay focusing on one of the contemporary challenges presented in the Discussion Threads. Your essay will analyse the challenge within the context of the theories and models raised in the modules, provide a critical overview of the insights raised in the Discussion Thread, refer to relevant unit readings and discuss how the challenge is relevant to your area of government. (25%)
Formative or Summative: Formative and Summative
Postgraduate Executive (AoL goals): KS (1.1), HO (2.1), SL (4.1) SEC (5.2)
This assignment is eligible for the 48-hour late submission period and assignment extensions.
Assessment: Analytical Essay
The Role of Craft Skills in Public Service Reform
In an era of rapid social, political, economic and technological change, how relevant are traditional craft skills of public service in fostering responsible governance and reform?
Critically analyse whether the traditional craft skills as outlined by Rhodes (2016) remain relevant in contemporary government in a period of rapid transformational change, with reference to a process of reform in your own area of policy or service delivery.
You will share some thinking around the challenges for the craft of public service in your own workplace reform with your Action Learning Group in Week 8 and receive suggestions and feedback which you will record as a journal entry. This entry will form an Appendix to your essay and will be included in your word count.
Formative or Summative: Summative.
Postgraduate Executive (AoL goals): KS (1.1), HO (2.1), PC (3.1), SEC (51.5.2)
This assignment is eligible for the 48-hour late submission period and assignment extensions.
Academic Integrity
Academic integrity is a commitment to undertaking academic work and assessment in a manner that is ethical, fair, honest, respectful and accountable.
The Academic Integrity Policy sets out the range of conduct that can be a failure to maintain the standards of academic integrity. This includes, cheating in exams, plagiarism, self-plagiarism, collusion and contract cheating. It also includes providing fraudulent or altered documentation in support of an academic concession application, for example an assignment extension or a deferred exam.
You are encouraged to make use of QUT’s learning support services, resources and tools to assure the academic integrity of your assessment. This includes the use of text matching software that may be available to assist with self-assessing your academic integrity as part of the assessment submission process.
Breaching QUT’s Academic Integrity Policy or engaging in conduct that may defeat or compromise the purpose of assessment can lead to a finding of student misconduct (Code of Conduct – Student) and result in the imposition of penalties under the Management of Student Misconduct Policy, ranging from a grade reduction to exclusion from QUT.
Resources
Resource Materials
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, Discussion Board + Essay , Analytical Essay
KS (1.1): Advanced Discipline and Professional Practice Knowledge
Relates to: ULO1, ULO2, ULO3, ULO4, ULO5, Discussion Board + Essay , Analytical Essay
PC (3.1): Professional Communication (Written)
Relates to: ULO5, Analytical Essay
SE (5.1): Social, Ethical and Legal Understanding
Relates to: ULO4, ULO5, Analytical Essay
SE (5.2): Cultural , Environmental and Social Responsibility
Relates to: ULO2, Discussion Board + Essay
SL (4.1): Personal Leadership, Accountability and Reflective Practice
Relates to: ULO2, Discussion Board + Essay