GSZ633 Managing Outwards in a Networked 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: | GSZ633 |
|---|---|
| Credit points: | 12 |
| Timetable | Details in HiQ, if available |
| Availabilities |
|
Unit Outline: Flexible Period - 04A 2026, Non-QUT location, Online (Start Date: 02 Mar 2026)
| Unit code: | GSZ633 |
|---|---|
| Credit points: | 12 |
Overview
This unit equips public sector and NGO managers with the knowledge and skills to effectively contribute to the development, implementation, and evaluation of public policy. It explores the dynamic and often contested nature of the policy process, emphasising the importance of systems thinking, political acumen, and responsive governance in navigating complexity.
Participants will learn how to frame and analyse policy problems, work constructively within policy communities, and design interventions that deliver public value. The unit builds practical skills in influencing policy, advising decision-makers, and sustaining relationships across government, non-government, and community sectors. Through real-world cases and reflective practice, participants will examine the roles public servants play in the policy process, both as technical advisors and as stewards of government accountability.
Learning Outcomes
On successful completion of this unit you will be able to:
- Develop strategic foresight skills to anticipate emerging trends, assess potential impacts and identify opportunities. HO (2.1), KS (1.1)
- Use systems thinking approaches to understand complex policy and service delivery issues and the policy development process and propose responsible thoughtful interventions that are well received by stakeholders. HO (2.2), SEC(5.2)
- Recommend engagement approaches to initiate and sustain community and stakeholder relationships throughout the policy process in a range of cultural and social settings. HO (2.2), PC (3.1), SL (4.2), SEC(5.1)
- Analyse drivers, needs and interests of communities to inform and influence effective policy options. HO (2.1), KS (1.1), SL(4.2), SEC(5.1)
Content
-
- Futuring and Environmental Scanning: Strategic foresight and analysis: understanding trends.
- Policy development processes: Linear and complexity-oriented models of policy development; systems thinking; tame and wicked policy problems
- Responsive Government: Flexible and networked structures; shifts in government business; strategic relationship management; networked service delivery.
- Citizens, Clients and Stakeholders: Community, business and citizen-centric government; Contemporary engagement strategies and processes.
- Policy Evaluation: Assessing policy effectiveness, measuring impact, and ensuring alignment with the public interest and needs of diverse communities.
- Public sector policy craft: Skills and practices to craft policy and service delivery advice that is evidence-based, contextually informed, and effectively communicated to meet the needs and expectations of government and stakeholders
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 in regard to the material covered, and students are encouraged to relate the theories and research discussed to situations known to them.
A blended learning approach is taken with this unit. Students engage with the theories, research and practice through a blend of:
- Guided instruction, learning activities and learning resources presented in a comprehensive electronic learning guide.
- Students are expected to engage with the readings and learning activities in the learning guide prior to face-to-face sessions.
- A comprehensive set of readings, cases, workplace documents and other authentic materials are provided to support student access to the content of the unit. Where appropriate electronic and printed textbooks will also be provided.
- Face-to-face workshops or equivalent virtual classrooms 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.
- Two additional virtual classrooms for workshopping of each assignment
- Action learning groups (ALGs) where students provide peer support and coaching on unit content and the development of assessment tasks.
- 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.
Face-to-Face or Virtual learning of 25 hours;
Self-directed learning and assessment; 12-15 hours per week.
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 strength based and systems approaches for building effective partnerships for the delivery of government policy and services in their own workplace contexts.
Feedback on Learning and Assessment
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: Policy Opportunity Identification
In an area of policy with which you are familiar, develop a proposal in the form of a Briefing Note for your leadership team that outlines a problem or opportunity which requires change. Demonstrate that your problem or opportunity has come from the application of strategic foresight tools to identify a trend or challenge with potential impact on your area of policy or service. The Briefing Note will include analysis of relevant data or evidence sufficient to support the argument, and a brief discussion of the characteristics of the problem or opportunity from a systems thinking perspective. The Briefing Note should finish with recommendations for next steps to progress the problem or opportunity.
You will meet at least once with peers in your Action Learning Group to receive and document feedback on your draft Briefing Note. In an Appendix to your Briefing Note reflect on how your thinking developed from feedback received. This will be included in the word count.
Formative or Summative: Summative
This assignment is eligible for the 48-hour late submission period and assignment extensions.
Postgraduate Executive (AoL goals): KS(1.1), HO(2.1); HO(2.2), SEC(5.2)
Assessment: Policy Paper and Stakeholder Engagement Plan
Develop a Policy Paper for stakeholder consultation around your policy opportunity or problem from Assessment One. The paper for consultation should demonstrate additional research and analysis making a convincing case for change, including critical evaluation of the effectiveness of current policy in serving the needs of diverse communities given emerging trends and challenges. The paper should identify a desired future state and key steps to achieve that goal.
B Develop a Stakeholder Engagement Plan that identifies key stakeholder groups and presents a differentiated strategy for engagement based on the needs and interests of each.
You will meet once with peers in your Action Learning Group to receive and document feedback on your Policy Paper and Stakeholder Engagement Plan. In an Appendix to your document Whitepaper reflect on how your thinking developed from feedback received. This will be included in the word count.
Formative or Summative: Summative.
This assignment is eligible for the 48-hour late submission period and assignment extensions.
Postgraduate Executive (AoL goals): KS(1.1), HO(2.1), HO (2.2), PC (3.1), SL(4.2), SEC (5.1), SEC(5.2)
Academic Integrity
Academic integrity is a commitment to undertaking academic work and assessment in a manner that is ethical, fair, honest, respectful and accountable.
The Academic Integrity Policy sets out the range of conduct that can be a failure to maintain the standards of academic integrity. This includes, cheating in exams, plagiarism, self-plagiarism, collusion and contract cheating. It also includes providing fraudulent or altered documentation in support of an academic concession application, for example an assignment extension or a deferred exam.
You are encouraged to make use of QUT’s learning support services, resources and tools to assure the academic integrity of your assessment. This includes the use of text matching software that may be available to assist with self-assessing your academic integrity as part of the assessment submission process.
Breaching QUT’s Academic Integrity Policy or engaging in conduct that may defeat or compromise the purpose of assessment can lead to a finding of student misconduct (Code of Conduct – Student) and result in the imposition of penalties under the Management of Student Misconduct Policy, ranging from a grade reduction to exclusion from QUT.
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: ULO1, ULO4, Policy Opportunity Identification, Policy Paper and Stakeholder Engagement Plan
HO (2.2): Independent Judgement and Decision-Making
Relates to: ULO2, ULO3, Policy Opportunity Identification, Policy Paper and Stakeholder Engagement Plan
KS (1.1): Advanced Discipline and Professional Practice Knowledge
Relates to: ULO1, ULO4, Policy Opportunity Identification, Policy Paper and Stakeholder Engagement Plan
PC (3.1): Professional Communication (Written)
Relates to: ULO3, Policy Paper and Stakeholder Engagement Plan
SE (5.1): Social, Ethical and Legal Understanding
Relates to: Policy Paper and Stakeholder Engagement Plan
SE (5.2): Cultural , Environmental and Social Responsibility
Relates to: ULO2, Policy Opportunity Identification, Policy Paper and Stakeholder Engagement Plan
SL (4.1): Personal Leadership, Accountability and Reflective Practice
Relates to: ULO4
SL (4.2): Leading and Developing Teams
Relates to: ULO3, Policy Paper and Stakeholder Engagement Plan
Unit Outline: Flexible Period - 05A 2026, Non-QUT location, Online (Start Date: 13 Apr 2026)
| Unit code: | GSZ633 |
|---|---|
| Credit points: | 12 |
Overview
This unit equips public sector and NGO managers with the knowledge and skills to effectively contribute to the development, implementation, and evaluation of public policy. It explores the dynamic and often contested nature of the policy process, emphasising the importance of systems thinking, political acumen, and responsive governance in navigating complexity.
Participants will learn how to frame and analyse policy problems, work constructively within policy communities, and design interventions that deliver public value. The unit builds practical skills in influencing policy, advising decision-makers, and sustaining relationships across government, non-government, and community sectors. Through real-world cases and reflective practice, participants will examine the roles public servants play in the policy process, both as technical advisors and as stewards of government accountability.
Learning Outcomes
On successful completion of this unit you will be able to:
- Develop strategic foresight skills to anticipate emerging trends, assess potential impacts and identify opportunities. HO (2.1), KS (1.1)
- Use systems thinking approaches to understand complex policy and service delivery issues and the policy development process and propose responsible thoughtful interventions that are well received by stakeholders. HO (2.2), SEC(5.2)
- Recommend engagement approaches to initiate and sustain community and stakeholder relationships throughout the policy process in a range of cultural and social settings. HO (2.2), PC (3.1), SL (4.2), SEC(5.1)
- Analyse drivers, needs and interests of communities to inform and influence effective policy options. HO (2.1), KS (1.1), SL(4.2), SEC(5.1)
Content
-
- Futuring and Environmental Scanning: Strategic foresight and analysis: understanding trends.
- Policy development processes: Linear and complexity-oriented models of policy development; systems thinking; tame and wicked policy problems
- Responsive Government: Flexible and networked structures; shifts in government business; strategic relationship management; networked service delivery.
- Citizens, Clients and Stakeholders: Community, business and citizen-centric government; Contemporary engagement strategies and processes.
- Policy Evaluation: Assessing policy effectiveness, measuring impact, and ensuring alignment with the public interest and needs of diverse communities.
- Public sector policy craft: Skills and practices to craft policy and service delivery advice that is evidence-based, contextually informed, and effectively communicated to meet the needs and expectations of government and stakeholders
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 in regard to the material covered, and students are encouraged to relate the theories and research discussed to situations known to them.
A blended learning approach is taken with this unit. Students engage with the theories, research and practice through a blend of:
- Guided instruction, learning activities and learning resources presented in a comprehensive electronic learning guide.
- Students are expected to engage with the readings and learning activities in the learning guide prior to face-to-face sessions.
- A comprehensive set of readings, cases, workplace documents and other authentic materials are provided to support student access to the content of the unit. Where appropriate electronic and printed textbooks will also be provided.
- Face-to-face workshops or equivalent virtual classrooms 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.
- Two additional virtual classrooms for workshopping of each assignment
- Action learning groups (ALGs) where students provide peer support and coaching on unit content and the development of assessment tasks.
- 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.
Face-to-Face or Virtual learning of 25 hours;
Self-directed learning and assessment; 12-15 hours per week.
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 strength based and systems approaches for building effective partnerships for the delivery of government policy and services in their own workplace contexts.
Feedback on Learning and Assessment
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: Policy Opportunity Identification
In an area of policy with which you are familiar, develop a proposal in the form of a Briefing Note for your leadership team that outlines a problem or opportunity which requires change. Demonstrate that your problem or opportunity has come from the application of strategic foresight tools to identify a trend or challenge with potential impact on your area of policy or service. The Briefing Note will include analysis of relevant data or evidence sufficient to support the argument, and a brief discussion of the characteristics of the problem or opportunity from a systems thinking perspective. The Briefing Note should finish with recommendations for next steps to progress the problem or opportunity.
You will meet at least once with peers in your Action Learning Group to receive and document feedback on your draft Briefing Note. In an Appendix to your Briefing Note reflect on how your thinking developed from feedback received. This will be included in the word count.
Formative or Summative: Summative
This assignment is eligible for the 48-hour late submission period and assignment extensions.
Postgraduate Executive (AoL goals): KS(1.1), HO(2.1); HO(2.2), SEC(5.2)
Assessment: Policy Paper and Stakeholder Engagement Plan
Develop a Policy Paper for stakeholder consultation around your policy opportunity or problem from Assessment One. The paper for consultation should demonstrate additional research and analysis making a convincing case for change, including critical evaluation of the effectiveness of current policy in serving the needs of diverse communities given emerging trends and challenges. The paper should identify a desired future state and key steps to achieve that goal.
B Develop a Stakeholder Engagement Plan that identifies key stakeholder groups and presents a differentiated strategy for engagement based on the needs and interests of each.
You will meet once with peers in your Action Learning Group to receive and document feedback on your Policy Paper and Stakeholder Engagement Plan. In an Appendix to your document Whitepaper reflect on how your thinking developed from feedback received. This will be included in the word count.
Formative or Summative: Summative.
This assignment is eligible for the 48-hour late submission period and assignment extensions.
Postgraduate Executive (AoL goals): KS(1.1), HO(2.1), HO (2.2), PC (3.1), SL(4.2), SEC (5.1), SEC(5.2)
Academic Integrity
Academic integrity is a commitment to undertaking academic work and assessment in a manner that is ethical, fair, honest, respectful and accountable.
The Academic Integrity Policy sets out the range of conduct that can be a failure to maintain the standards of academic integrity. This includes, cheating in exams, plagiarism, self-plagiarism, collusion and contract cheating. It also includes providing fraudulent or altered documentation in support of an academic concession application, for example an assignment extension or a deferred exam.
You are encouraged to make use of QUT’s learning support services, resources and tools to assure the academic integrity of your assessment. This includes the use of text matching software that may be available to assist with self-assessing your academic integrity as part of the assessment submission process.
Breaching QUT’s Academic Integrity Policy or engaging in conduct that may defeat or compromise the purpose of assessment can lead to a finding of student misconduct (Code of Conduct – Student) and result in the imposition of penalties under the Management of Student Misconduct Policy, ranging from a grade reduction to exclusion from QUT.
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: ULO1, ULO4, Policy Opportunity Identification, Policy Paper and Stakeholder Engagement Plan
HO (2.2): Independent Judgement and Decision-Making
Relates to: ULO2, ULO3, Policy Opportunity Identification, Policy Paper and Stakeholder Engagement Plan
KS (1.1): Advanced Discipline and Professional Practice Knowledge
Relates to: ULO1, ULO4, Policy Opportunity Identification, Policy Paper and Stakeholder Engagement Plan
PC (3.1): Professional Communication (Written)
Relates to: ULO3, Policy Paper and Stakeholder Engagement Plan
SE (5.1): Social, Ethical and Legal Understanding
Relates to: Policy Paper and Stakeholder Engagement Plan
SE (5.2): Cultural , Environmental and Social Responsibility
Relates to: ULO2, Policy Opportunity Identification, Policy Paper and Stakeholder Engagement Plan
SL (4.1): Personal Leadership, Accountability and Reflective Practice
Relates to: ULO4
SL (4.2): Leading and Developing Teams
Relates to: ULO3, Policy Paper and Stakeholder Engagement Plan
Unit Outline: Flexible Period - 08A 2026, Non-QUT location, Online (Start Date: 22 Jun 2026)
| Unit code: | GSZ633 |
|---|---|
| Credit points: | 12 |
Overview
This unit equips public sector and NGO managers with the knowledge and skills to effectively contribute to the development, implementation, and evaluation of public policy. It explores the dynamic and often contested nature of the policy process, emphasising the importance of systems thinking, political acumen, and responsive governance in navigating complexity.
Participants will learn how to frame and analyse policy problems, work constructively within policy communities, and design interventions that deliver public value. The unit builds practical skills in influencing policy, advising decision-makers, and sustaining relationships across government, non-government, and community sectors. Through real-world cases and reflective practice, participants will examine the roles public servants play in the policy process, both as technical advisors and as stewards of government accountability.
Learning Outcomes
On successful completion of this unit you will be able to:
- Develop strategic foresight skills to anticipate emerging trends, assess potential impacts and identify opportunities. HO (2.1), KS (1.1)
- Use systems thinking approaches to understand complex policy and service delivery issues and the policy development process and propose responsible thoughtful interventions that are well received by stakeholders. HO (2.2), SEC(5.2)
- Recommend engagement approaches to initiate and sustain community and stakeholder relationships throughout the policy process in a range of cultural and social settings. HO (2.2), PC (3.1), SL (4.2), SEC(5.1)
- Analyse drivers, needs and interests of communities to inform and influence effective policy options. HO (2.1), KS (1.1), SL(4.2), SEC(5.1)
Content
-
- Futuring and Environmental Scanning: Strategic foresight and analysis: understanding trends.
- Policy development processes: Linear and complexity-oriented models of policy development; systems thinking; tame and wicked policy problems
- Responsive Government: Flexible and networked structures; shifts in government business; strategic relationship management; networked service delivery.
- Citizens, Clients and Stakeholders: Community, business and citizen-centric government; Contemporary engagement strategies and processes.
- Policy Evaluation: Assessing policy effectiveness, measuring impact, and ensuring alignment with the public interest and needs of diverse communities.
- Public sector policy craft: Skills and practices to craft policy and service delivery advice that is evidence-based, contextually informed, and effectively communicated to meet the needs and expectations of government and stakeholders
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 in regard to the material covered, and students are encouraged to relate the theories and research discussed to situations known to them.
A blended learning approach is taken with this unit. Students engage with the theories, research and practice through a blend of:
- Guided instruction, learning activities and learning resources presented in a comprehensive electronic learning guide.
- Students are expected to engage with the readings and learning activities in the learning guide prior to face-to-face sessions.
- A comprehensive set of readings, cases, workplace documents and other authentic materials are provided to support student access to the content of the unit. Where appropriate electronic and printed textbooks will also be provided.
- Face-to-face workshops or equivalent virtual classrooms 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.
- Two additional virtual classrooms for workshopping of each assignment
- Action learning groups (ALGs) where students provide peer support and coaching on unit content and the development of assessment tasks.
- 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.
Face-to-Face or Virtual learning of 25 hours;
Self-directed learning and assessment; 12-15 hours per week.
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 strength based and systems approaches for building effective partnerships for the delivery of government policy and services in their own workplace contexts.
Feedback on Learning and Assessment
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: Policy Opportunity Identification
In an area of policy with which you are familiar, develop a proposal in the form of a Briefing Note for your leadership team that outlines a problem or opportunity which requires change. Demonstrate that your problem or opportunity has come from the application of strategic foresight tools to identify a trend or challenge with potential impact on your area of policy or service. The Briefing Note will include analysis of relevant data or evidence sufficient to support the argument, and a brief discussion of the characteristics of the problem or opportunity from a systems thinking perspective. The Briefing Note should finish with recommendations for next steps to progress the problem or opportunity.
You will meet at least once with peers in your Action Learning Group to receive and document feedback on your draft Briefing Note. In an Appendix to your Briefing Note reflect on how your thinking developed from feedback received. This will be included in the word count.
Formative or Summative: Summative
This assignment is eligible for the 48-hour late submission period and assignment extensions.
Postgraduate Executive (AoL goals): KS(1.1), HO(2.1); HO(2.2), SEC(5.2)
Assessment: Policy Paper and Stakeholder Engagement Plan
Develop a Policy Paper for stakeholder consultation around your policy opportunity or problem from Assessment One. The paper for consultation should demonstrate additional research and analysis making a convincing case for change, including critical evaluation of the effectiveness of current policy in serving the needs of diverse communities given emerging trends and challenges. The paper should identify a desired future state and key steps to achieve that goal.
B Develop a Stakeholder Engagement Plan that identifies key stakeholder groups and presents a differentiated strategy for engagement based on the needs and interests of each.
You will meet once with peers in your Action Learning Group to receive and document feedback on your Policy Paper and Stakeholder Engagement Plan. In an Appendix to your document Whitepaper reflect on how your thinking developed from feedback received. This will be included in the word count.
Formative or Summative: Summative.
This assignment is eligible for the 48-hour late submission period and assignment extensions.
Postgraduate Executive (AoL goals): KS(1.1), HO(2.1), HO (2.2), PC (3.1), SL(4.2), SEC (5.1), SEC(5.2)
Academic Integrity
Academic integrity is a commitment to undertaking academic work and assessment in a manner that is ethical, fair, honest, respectful and accountable.
The Academic Integrity Policy sets out the range of conduct that can be a failure to maintain the standards of academic integrity. This includes, cheating in exams, plagiarism, self-plagiarism, collusion and contract cheating. It also includes providing fraudulent or altered documentation in support of an academic concession application, for example an assignment extension or a deferred exam.
You are encouraged to make use of QUT’s learning support services, resources and tools to assure the academic integrity of your assessment. This includes the use of text matching software that may be available to assist with self-assessing your academic integrity as part of the assessment submission process.
Breaching QUT’s Academic Integrity Policy or engaging in conduct that may defeat or compromise the purpose of assessment can lead to a finding of student misconduct (Code of Conduct – Student) and result in the imposition of penalties under the Management of Student Misconduct Policy, ranging from a grade reduction to exclusion from QUT.
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: ULO1, ULO4, Policy Opportunity Identification, Policy Paper and Stakeholder Engagement Plan
HO (2.2): Independent Judgement and Decision-Making
Relates to: ULO2, ULO3, Policy Opportunity Identification, Policy Paper and Stakeholder Engagement Plan
KS (1.1): Advanced Discipline and Professional Practice Knowledge
Relates to: ULO1, ULO4, Policy Opportunity Identification, Policy Paper and Stakeholder Engagement Plan
PC (3.1): Professional Communication (Written)
Relates to: ULO3, Policy Paper and Stakeholder Engagement Plan
SE (5.1): Social, Ethical and Legal Understanding
Relates to: Policy Paper and Stakeholder Engagement Plan
SE (5.2): Cultural , Environmental and Social Responsibility
Relates to: ULO2, Policy Opportunity Identification, Policy Paper and Stakeholder Engagement Plan
SL (4.1): Personal Leadership, Accountability and Reflective Practice
Relates to: ULO4
SL (4.2): Leading and Developing Teams
Relates to: ULO3, Policy Paper and Stakeholder Engagement Plan
Unit Outline: Flexible Period - 11A 2026, Non-QUT location, Online (Start Date: 05 Oct 2026)
| Unit code: | GSZ633 |
|---|---|
| Credit points: | 12 |
Overview
This unit equips public sector and NGO managers with the knowledge and skills to effectively contribute to the development, implementation, and evaluation of public policy. It explores the dynamic and often contested nature of the policy process, emphasising the importance of systems thinking, political acumen, and responsive governance in navigating complexity.
Participants will learn how to frame and analyse policy problems, work constructively within policy communities, and design interventions that deliver public value. The unit builds practical skills in influencing policy, advising decision-makers, and sustaining relationships across government, non-government, and community sectors. Through real-world cases and reflective practice, participants will examine the roles public servants play in the policy process, both as technical advisors and as stewards of government accountability.
Learning Outcomes
On successful completion of this unit you will be able to:
- Develop strategic foresight skills to anticipate emerging trends, assess potential impacts and identify opportunities. HO (2.1), KS (1.1)
- Use systems thinking approaches to understand complex policy and service delivery issues and the policy development process and propose responsible thoughtful interventions that are well received by stakeholders. HO (2.2), SEC(5.2)
- Recommend engagement approaches to initiate and sustain community and stakeholder relationships throughout the policy process in a range of cultural and social settings. HO (2.2), PC (3.1), SL (4.2), SEC(5.1)
- Analyse drivers, needs and interests of communities to inform and influence effective policy options. HO (2.1), KS (1.1), SL(4.2), SEC(5.1)
Content
-
- Futuring and Environmental Scanning: Strategic foresight and analysis: understanding trends.
- Policy development processes: Linear and complexity-oriented models of policy development; systems thinking; tame and wicked policy problems
- Responsive Government: Flexible and networked structures; shifts in government business; strategic relationship management; networked service delivery.
- Citizens, Clients and Stakeholders: Community, business and citizen-centric government; Contemporary engagement strategies and processes.
- Policy Evaluation: Assessing policy effectiveness, measuring impact, and ensuring alignment with the public interest and needs of diverse communities.
- Public sector policy craft: Skills and practices to craft policy and service delivery advice that is evidence-based, contextually informed, and effectively communicated to meet the needs and expectations of government and stakeholders
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 in regard to the material covered, and students are encouraged to relate the theories and research discussed to situations known to them.
A blended learning approach is taken with this unit. Students engage with the theories, research and practice through a blend of:
- Guided instruction, learning activities and learning resources presented in a comprehensive electronic learning guide.
- Students are expected to engage with the readings and learning activities in the learning guide prior to face-to-face sessions.
- A comprehensive set of readings, cases, workplace documents and other authentic materials are provided to support student access to the content of the unit. Where appropriate electronic and printed textbooks will also be provided.
- Face-to-face workshops or equivalent virtual classrooms 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.
- Two additional virtual classrooms for workshopping of each assignment
- Action learning groups (ALGs) where students provide peer support and coaching on unit content and the development of assessment tasks.
- 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.
Face-to-Face or Virtual learning of 25 hours;
Self-directed learning and assessment; 12-15 hours per week.
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 strength based and systems approaches for building effective partnerships for the delivery of government policy and services in their own workplace contexts.
Feedback on Learning and Assessment
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: Policy Opportunity Identification
In an area of policy with which you are familiar, develop a proposal in the form of a Briefing Note for your leadership team that outlines a problem or opportunity which requires change. Demonstrate that your problem or opportunity has come from the application of strategic foresight tools to identify a trend or challenge with potential impact on your area of policy or service. The Briefing Note will include analysis of relevant data or evidence sufficient to support the argument, and a brief discussion of the characteristics of the problem or opportunity from a systems thinking perspective. The Briefing Note should finish with recommendations for next steps to progress the problem or opportunity.
You will meet at least once with peers in your Action Learning Group to receive and document feedback on your draft Briefing Note. In an Appendix to your Briefing Note reflect on how your thinking developed from feedback received. This will be included in the word count.
Formative or Summative: Summative
This assignment is eligible for the 48-hour late submission period and assignment extensions.
Postgraduate Executive (AoL goals): KS(1.1), HO(2.1); HO(2.2), SEC(5.2)
Assessment: Policy Paper and Stakeholder Engagement Plan
Develop a Policy Paper for stakeholder consultation around your policy opportunity or problem from Assessment One. The paper for consultation should demonstrate additional research and analysis making a convincing case for change, including critical evaluation of the effectiveness of current policy in serving the needs of diverse communities given emerging trends and challenges. The paper should identify a desired future state and key steps to achieve that goal.
B Develop a Stakeholder Engagement Plan that identifies key stakeholder groups and presents a differentiated strategy for engagement based on the needs and interests of each.
You will meet once with peers in your Action Learning Group to receive and document feedback on your Policy Paper and Stakeholder Engagement Plan. In an Appendix to your document Whitepaper reflect on how your thinking developed from feedback received. This will be included in the word count.
Formative or Summative: Summative.
This assignment is eligible for the 48-hour late submission period and assignment extensions.
Postgraduate Executive (AoL goals): KS(1.1), HO(2.1), HO (2.2), PC (3.1), SL(4.2), SEC (5.1), SEC(5.2)
Academic Integrity
Academic integrity is a commitment to undertaking academic work and assessment in a manner that is ethical, fair, honest, respectful and accountable.
The Academic Integrity Policy sets out the range of conduct that can be a failure to maintain the standards of academic integrity. This includes, cheating in exams, plagiarism, self-plagiarism, collusion and contract cheating. It also includes providing fraudulent or altered documentation in support of an academic concession application, for example an assignment extension or a deferred exam.
You are encouraged to make use of QUT’s learning support services, resources and tools to assure the academic integrity of your assessment. This includes the use of text matching software that may be available to assist with self-assessing your academic integrity as part of the assessment submission process.
Breaching QUT’s Academic Integrity Policy or engaging in conduct that may defeat or compromise the purpose of assessment can lead to a finding of student misconduct (Code of Conduct – Student) and result in the imposition of penalties under the Management of Student Misconduct Policy, ranging from a grade reduction to exclusion from QUT.
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: ULO1, ULO4, Policy Opportunity Identification, Policy Paper and Stakeholder Engagement Plan
HO (2.2): Independent Judgement and Decision-Making
Relates to: ULO2, ULO3, Policy Opportunity Identification, Policy Paper and Stakeholder Engagement Plan
KS (1.1): Advanced Discipline and Professional Practice Knowledge
Relates to: ULO1, ULO4, Policy Opportunity Identification, Policy Paper and Stakeholder Engagement Plan
PC (3.1): Professional Communication (Written)
Relates to: ULO3, Policy Paper and Stakeholder Engagement Plan
SE (5.1): Social, Ethical and Legal Understanding
Relates to: Policy Paper and Stakeholder Engagement Plan
SE (5.2): Cultural , Environmental and Social Responsibility
Relates to: ULO2, Policy Opportunity Identification, Policy Paper and Stakeholder Engagement Plan
SL (4.1): Personal Leadership, Accountability and Reflective Practice
Relates to: ULO4
SL (4.2): Leading and Developing Teams
Relates to: ULO3, Policy Paper and Stakeholder Engagement Plan
Unit Outline: Flexible Period - A 2026, Non-QUT location, Online (Start Date: 18 May 2026)
| Unit code: | GSZ633 |
|---|---|
| Credit points: | 12 |
Overview
This unit equips public sector and NGO managers with the knowledge and skills to effectively contribute to the development, implementation, and evaluation of public policy. It explores the dynamic and often contested nature of the policy process, emphasising the importance of systems thinking, political acumen, and responsive governance in navigating complexity.
Participants will learn how to frame and analyse policy problems, work constructively within policy communities, and design interventions that deliver public value. The unit builds practical skills in influencing policy, advising decision-makers, and sustaining relationships across government, non-government, and community sectors. Through real-world cases and reflective practice, participants will examine the roles public servants play in the policy process, both as technical advisors and as stewards of government accountability.
Learning Outcomes
On successful completion of this unit you will be able to:
- Develop strategic foresight skills to anticipate emerging trends, assess potential impacts and identify opportunities. HO (2.1), KS (1.1)
- Use systems thinking approaches to understand complex policy and service delivery issues and the policy development process and propose responsible thoughtful interventions that are well received by stakeholders. HO (2.2), SEC(5.2)
- Recommend engagement approaches to initiate and sustain community and stakeholder relationships throughout the policy process in a range of cultural and social settings. HO (2.2), PC (3.1), SL (4.2), SEC(5.1)
- Analyse drivers, needs and interests of communities to inform and influence effective policy options. HO (2.1), KS (1.1), SL(4.2), SEC(5.1)
Content
-
- Futuring and Environmental Scanning: Strategic foresight and analysis: understanding trends.
- Policy development processes: Linear and complexity-oriented models of policy development; systems thinking; tame and wicked policy problems
- Responsive Government: Flexible and networked structures; shifts in government business; strategic relationship management; networked service delivery.
- Citizens, Clients and Stakeholders: Community, business and citizen-centric government; Contemporary engagement strategies and processes.
- Policy Evaluation: Assessing policy effectiveness, measuring impact, and ensuring alignment with the public interest and needs of diverse communities.
- Public sector policy craft: Skills and practices to craft policy and service delivery advice that is evidence-based, contextually informed, and effectively communicated to meet the needs and expectations of government and stakeholders
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 in regard to the material covered, and students are encouraged to relate the theories and research discussed to situations known to them.
A blended learning approach is taken with this unit. Students engage with the theories, research and practice through a blend of:
- Guided instruction, learning activities and learning resources presented in a comprehensive electronic learning guide.
- Students are expected to engage with the readings and learning activities in the learning guide prior to face-to-face sessions.
- A comprehensive set of readings, cases, workplace documents and other authentic materials are provided to support student access to the content of the unit. Where appropriate electronic and printed textbooks will also be provided.
- Face-to-face workshops or equivalent virtual classrooms 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.
- Two additional virtual classrooms for workshopping of each assignment
- Action learning groups (ALGs) where students provide peer support and coaching on unit content and the development of assessment tasks.
- 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.
Face-to-Face or Virtual learning of 25 hours;
Self-directed learning and assessment; 12-15 hours per week.
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 strength based and systems approaches for building effective partnerships for the delivery of government policy and services in their own workplace contexts.
Feedback on Learning and Assessment
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: Policy Opportunity Identification
In an area of policy with which you are familiar, develop a proposal in the form of a Briefing Note for your leadership team that outlines a problem or opportunity which requires change. Demonstrate that your problem or opportunity has come from the application of strategic foresight tools to identify a trend or challenge with potential impact on your area of policy or service. The Briefing Note will include analysis of relevant data or evidence sufficient to support the argument, and a brief discussion of the characteristics of the problem or opportunity from a systems thinking perspective. The Briefing Note should finish with recommendations for next steps to progress the problem or opportunity.
You will meet at least once with peers in your Action Learning Group to receive and document feedback on your draft Briefing Note. In an Appendix to your Briefing Note reflect on how your thinking developed from feedback received. This will be included in the word count.
Formative or Summative: Summative
This assignment is eligible for the 48-hour late submission period and assignment extensions.
Postgraduate Executive (AoL goals): KS(1.1), HO(2.1); HO(2.2), SEC(5.2)
Assessment: Policy Paper and Stakeholder Engagement Plan
Develop a Policy Paper for stakeholder consultation around your policy opportunity or problem from Assessment One. The paper for consultation should demonstrate additional research and analysis making a convincing case for change, including critical evaluation of the effectiveness of current policy in serving the needs of diverse communities given emerging trends and challenges. The paper should identify a desired future state and key steps to achieve that goal.
B Develop a Stakeholder Engagement Plan that identifies key stakeholder groups and presents a differentiated strategy for engagement based on the needs and interests of each.
You will meet once with peers in your Action Learning Group to receive and document feedback on your Policy Paper and Stakeholder Engagement Plan. In an Appendix to your document Whitepaper reflect on how your thinking developed from feedback received. This will be included in the word count.
Formative or Summative: Summative.
This assignment is eligible for the 48-hour late submission period and assignment extensions.
Postgraduate Executive (AoL goals): KS(1.1), HO(2.1), HO (2.2), PC (3.1), SL(4.2), SEC (5.1), SEC(5.2)
Academic Integrity
Academic integrity is a commitment to undertaking academic work and assessment in a manner that is ethical, fair, honest, respectful and accountable.
The Academic Integrity Policy sets out the range of conduct that can be a failure to maintain the standards of academic integrity. This includes, cheating in exams, plagiarism, self-plagiarism, collusion and contract cheating. It also includes providing fraudulent or altered documentation in support of an academic concession application, for example an assignment extension or a deferred exam.
You are encouraged to make use of QUT’s learning support services, resources and tools to assure the academic integrity of your assessment. This includes the use of text matching software that may be available to assist with self-assessing your academic integrity as part of the assessment submission process.
Breaching QUT’s Academic Integrity Policy or engaging in conduct that may defeat or compromise the purpose of assessment can lead to a finding of student misconduct (Code of Conduct – Student) and result in the imposition of penalties under the Management of Student Misconduct Policy, ranging from a grade reduction to exclusion from QUT.
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: ULO1, ULO4, Policy Opportunity Identification, Policy Paper and Stakeholder Engagement Plan
HO (2.2): Independent Judgement and Decision-Making
Relates to: ULO2, ULO3, Policy Opportunity Identification, Policy Paper and Stakeholder Engagement Plan
KS (1.1): Advanced Discipline and Professional Practice Knowledge
Relates to: ULO1, ULO4, Policy Opportunity Identification, Policy Paper and Stakeholder Engagement Plan
PC (3.1): Professional Communication (Written)
Relates to: ULO3, Policy Paper and Stakeholder Engagement Plan
SE (5.1): Social, Ethical and Legal Understanding
Relates to: Policy Paper and Stakeholder Engagement Plan
SE (5.2): Cultural , Environmental and Social Responsibility
Relates to: ULO2, Policy Opportunity Identification, Policy Paper and Stakeholder Engagement Plan
SL (4.1): Personal Leadership, Accountability and Reflective Practice
Relates to: ULO4
SL (4.2): Leading and Developing Teams
Relates to: ULO3, Policy Paper and Stakeholder Engagement Plan
Unit Outline: Flexible Period - B 2026, Non-QUT location, Online (Start Date: 26 Oct 2026)
| Unit code: | GSZ633 |
|---|---|
| Credit points: | 12 |
Overview
This unit equips public sector and NGO managers with the knowledge and skills to effectively contribute to the development, implementation, and evaluation of public policy. It explores the dynamic and often contested nature of the policy process, emphasising the importance of systems thinking, political acumen, and responsive governance in navigating complexity.
Participants will learn how to frame and analyse policy problems, work constructively within policy communities, and design interventions that deliver public value. The unit builds practical skills in influencing policy, advising decision-makers, and sustaining relationships across government, non-government, and community sectors. Through real-world cases and reflective practice, participants will examine the roles public servants play in the policy process, both as technical advisors and as stewards of government accountability.
Learning Outcomes
On successful completion of this unit you will be able to:
- Develop strategic foresight skills to anticipate emerging trends, assess potential impacts and identify opportunities. HO (2.1), KS (1.1)
- Use systems thinking approaches to understand complex policy and service delivery issues and the policy development process and propose responsible thoughtful interventions that are well received by stakeholders. HO (2.2), SEC(5.2)
- Recommend engagement approaches to initiate and sustain community and stakeholder relationships throughout the policy process in a range of cultural and social settings. HO (2.2), PC (3.1), SL (4.2), SEC(5.1)
- Analyse drivers, needs and interests of communities to inform and influence effective policy options. HO (2.1), KS (1.1), SL(4.2), SEC(5.1)
Content
-
- Futuring and Environmental Scanning: Strategic foresight and analysis: understanding trends.
- Policy development processes: Linear and complexity-oriented models of policy development; systems thinking; tame and wicked policy problems
- Responsive Government: Flexible and networked structures; shifts in government business; strategic relationship management; networked service delivery.
- Citizens, Clients and Stakeholders: Community, business and citizen-centric government; Contemporary engagement strategies and processes.
- Policy Evaluation: Assessing policy effectiveness, measuring impact, and ensuring alignment with the public interest and needs of diverse communities.
- Public sector policy craft: Skills and practices to craft policy and service delivery advice that is evidence-based, contextually informed, and effectively communicated to meet the needs and expectations of government and stakeholders
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 in regard to the material covered, and students are encouraged to relate the theories and research discussed to situations known to them.
A blended learning approach is taken with this unit. Students engage with the theories, research and practice through a blend of:
- Guided instruction, learning activities and learning resources presented in a comprehensive electronic learning guide.
- Students are expected to engage with the readings and learning activities in the learning guide prior to face-to-face sessions.
- A comprehensive set of readings, cases, workplace documents and other authentic materials are provided to support student access to the content of the unit. Where appropriate electronic and printed textbooks will also be provided.
- Face-to-face workshops or equivalent virtual classrooms 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.
- Two additional virtual classrooms for workshopping of each assignment
- Action learning groups (ALGs) where students provide peer support and coaching on unit content and the development of assessment tasks.
- 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.
Face-to-Face or Virtual learning of 25 hours;
Self-directed learning and assessment; 12-15 hours per week.
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 strength based and systems approaches for building effective partnerships for the delivery of government policy and services in their own workplace contexts.
Feedback on Learning and Assessment
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: Policy Opportunity Identification
In an area of policy with which you are familiar, develop a proposal in the form of a Briefing Note for your leadership team that outlines a problem or opportunity which requires change. Demonstrate that your problem or opportunity has come from the application of strategic foresight tools to identify a trend or challenge with potential impact on your area of policy or service. The Briefing Note will include analysis of relevant data or evidence sufficient to support the argument, and a brief discussion of the characteristics of the problem or opportunity from a systems thinking perspective. The Briefing Note should finish with recommendations for next steps to progress the problem or opportunity.
You will meet at least once with peers in your Action Learning Group to receive and document feedback on your draft Briefing Note. In an Appendix to your Briefing Note reflect on how your thinking developed from feedback received. This will be included in the word count.
Formative or Summative: Summative
This assignment is eligible for the 48-hour late submission period and assignment extensions.
Postgraduate Executive (AoL goals): KS(1.1), HO(2.1); HO(2.2), SEC(5.2)
Assessment: Policy Paper and Stakeholder Engagement Plan
Develop a Policy Paper for stakeholder consultation around your policy opportunity or problem from Assessment One. The paper for consultation should demonstrate additional research and analysis making a convincing case for change, including critical evaluation of the effectiveness of current policy in serving the needs of diverse communities given emerging trends and challenges. The paper should identify a desired future state and key steps to achieve that goal.
B Develop a Stakeholder Engagement Plan that identifies key stakeholder groups and presents a differentiated strategy for engagement based on the needs and interests of each.
You will meet once with peers in your Action Learning Group to receive and document feedback on your Policy Paper and Stakeholder Engagement Plan. In an Appendix to your document Whitepaper reflect on how your thinking developed from feedback received. This will be included in the word count.
Formative or Summative: Summative.
This assignment is eligible for the 48-hour late submission period and assignment extensions.
Postgraduate Executive (AoL goals): KS(1.1), HO(2.1), HO (2.2), PC (3.1), SL(4.2), SEC (5.1), SEC(5.2)
Academic Integrity
Academic integrity is a commitment to undertaking academic work and assessment in a manner that is ethical, fair, honest, respectful and accountable.
The Academic Integrity Policy sets out the range of conduct that can be a failure to maintain the standards of academic integrity. This includes, cheating in exams, plagiarism, self-plagiarism, collusion and contract cheating. It also includes providing fraudulent or altered documentation in support of an academic concession application, for example an assignment extension or a deferred exam.
You are encouraged to make use of QUT’s learning support services, resources and tools to assure the academic integrity of your assessment. This includes the use of text matching software that may be available to assist with self-assessing your academic integrity as part of the assessment submission process.
Breaching QUT’s Academic Integrity Policy or engaging in conduct that may defeat or compromise the purpose of assessment can lead to a finding of student misconduct (Code of Conduct – Student) and result in the imposition of penalties under the Management of Student Misconduct Policy, ranging from a grade reduction to exclusion from QUT.
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: ULO1, ULO4, Policy Opportunity Identification, Policy Paper and Stakeholder Engagement Plan
HO (2.2): Independent Judgement and Decision-Making
Relates to: ULO2, ULO3, Policy Opportunity Identification, Policy Paper and Stakeholder Engagement Plan
KS (1.1): Advanced Discipline and Professional Practice Knowledge
Relates to: ULO1, ULO4, Policy Opportunity Identification, Policy Paper and Stakeholder Engagement Plan
PC (3.1): Professional Communication (Written)
Relates to: ULO3, Policy Paper and Stakeholder Engagement Plan
SE (5.1): Social, Ethical and Legal Understanding
Relates to: Policy Paper and Stakeholder Engagement Plan
SE (5.2): Cultural , Environmental and Social Responsibility
Relates to: ULO2, Policy Opportunity Identification, Policy Paper and Stakeholder Engagement Plan
SL (4.1): Personal Leadership, Accountability and Reflective Practice
Relates to: ULO4
SL (4.2): Leading and Developing Teams
Relates to: ULO3, Policy Paper and Stakeholder Engagement Plan
Unit Outline: Flexible Period - B 2026, Non-QUT location, Online (Start Date: 12 Oct 2026)
| Unit code: | GSZ633 |
|---|---|
| Credit points: | 12 |
Overview
This unit equips public sector and NGO managers with the knowledge and skills to effectively contribute to the development, implementation, and evaluation of public policy. It explores the dynamic and often contested nature of the policy process, emphasising the importance of systems thinking, political acumen, and responsive governance in navigating complexity.
Participants will learn how to frame and analyse policy problems, work constructively within policy communities, and design interventions that deliver public value. The unit builds practical skills in influencing policy, advising decision-makers, and sustaining relationships across government, non-government, and community sectors. Through real-world cases and reflective practice, participants will examine the roles public servants play in the policy process, both as technical advisors and as stewards of government accountability.
Learning Outcomes
On successful completion of this unit you will be able to:
- Develop strategic foresight skills to anticipate emerging trends, assess potential impacts and identify opportunities. HO (2.1), KS (1.1)
- Use systems thinking approaches to understand complex policy and service delivery issues and the policy development process and propose responsible thoughtful interventions that are well received by stakeholders. HO (2.2), SEC(5.2)
- Recommend engagement approaches to initiate and sustain community and stakeholder relationships throughout the policy process in a range of cultural and social settings. HO (2.2), PC (3.1), SL (4.2), SEC(5.1)
- Analyse drivers, needs and interests of communities to inform and influence effective policy options. HO (2.1), KS (1.1), SL(4.2), SEC(5.1)
Content
-
- Futuring and Environmental Scanning: Strategic foresight and analysis: understanding trends.
- Policy development processes: Linear and complexity-oriented models of policy development; systems thinking; tame and wicked policy problems
- Responsive Government: Flexible and networked structures; shifts in government business; strategic relationship management; networked service delivery.
- Citizens, Clients and Stakeholders: Community, business and citizen-centric government; Contemporary engagement strategies and processes.
- Policy Evaluation: Assessing policy effectiveness, measuring impact, and ensuring alignment with the public interest and needs of diverse communities.
- Public sector policy craft: Skills and practices to craft policy and service delivery advice that is evidence-based, contextually informed, and effectively communicated to meet the needs and expectations of government and stakeholders
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 in regard to the material covered, and students are encouraged to relate the theories and research discussed to situations known to them.
A blended learning approach is taken with this unit. Students engage with the theories, research and practice through a blend of:
- Guided instruction, learning activities and learning resources presented in a comprehensive electronic learning guide.
- Students are expected to engage with the readings and learning activities in the learning guide prior to face-to-face sessions.
- A comprehensive set of readings, cases, workplace documents and other authentic materials are provided to support student access to the content of the unit. Where appropriate electronic and printed textbooks will also be provided.
- Face-to-face workshops or equivalent virtual classrooms 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.
- Two additional virtual classrooms for workshopping of each assignment
- Action learning groups (ALGs) where students provide peer support and coaching on unit content and the development of assessment tasks.
- 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.
Face-to-Face or Virtual learning of 25 hours;
Self-directed learning and assessment; 12-15 hours per week.
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 strength based and systems approaches for building effective partnerships for the delivery of government policy and services in their own workplace contexts.
Feedback on Learning and Assessment
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: Policy Opportunity Identification
In an area of policy with which you are familiar, develop a proposal in the form of a Briefing Note for your leadership team that outlines a problem or opportunity which requires change. Demonstrate that your problem or opportunity has come from the application of strategic foresight tools to identify a trend or challenge with potential impact on your area of policy or service. The Briefing Note will include analysis of relevant data or evidence sufficient to support the argument, and a brief discussion of the characteristics of the problem or opportunity from a systems thinking perspective. The Briefing Note should finish with recommendations for next steps to progress the problem or opportunity.
You will meet at least once with peers in your Action Learning Group to receive and document feedback on your draft Briefing Note. In an Appendix to your Briefing Note reflect on how your thinking developed from feedback received. This will be included in the word count.
Formative or Summative: Summative
This assignment is eligible for the 48-hour late submission period and assignment extensions.
Postgraduate Executive (AoL goals): KS(1.1), HO(2.1); HO(2.2), SEC(5.2)
Assessment: Policy Paper and Stakeholder Engagement Plan
Develop a Policy Paper for stakeholder consultation around your policy opportunity or problem from Assessment One. The paper for consultation should demonstrate additional research and analysis making a convincing case for change, including critical evaluation of the effectiveness of current policy in serving the needs of diverse communities given emerging trends and challenges. The paper should identify a desired future state and key steps to achieve that goal.
B Develop a Stakeholder Engagement Plan that identifies key stakeholder groups and presents a differentiated strategy for engagement based on the needs and interests of each.
You will meet once with peers in your Action Learning Group to receive and document feedback on your Policy Paper and Stakeholder Engagement Plan. In an Appendix to your document Whitepaper reflect on how your thinking developed from feedback received. This will be included in the word count.
Formative or Summative: Summative.
This assignment is eligible for the 48-hour late submission period and assignment extensions.
Postgraduate Executive (AoL goals): KS(1.1), HO(2.1), HO (2.2), PC (3.1), SL(4.2), SEC (5.1), SEC(5.2)
Academic Integrity
Academic integrity is a commitment to undertaking academic work and assessment in a manner that is ethical, fair, honest, respectful and accountable.
The Academic Integrity Policy sets out the range of conduct that can be a failure to maintain the standards of academic integrity. This includes, cheating in exams, plagiarism, self-plagiarism, collusion and contract cheating. It also includes providing fraudulent or altered documentation in support of an academic concession application, for example an assignment extension or a deferred exam.
You are encouraged to make use of QUT’s learning support services, resources and tools to assure the academic integrity of your assessment. This includes the use of text matching software that may be available to assist with self-assessing your academic integrity as part of the assessment submission process.
Breaching QUT’s Academic Integrity Policy or engaging in conduct that may defeat or compromise the purpose of assessment can lead to a finding of student misconduct (Code of Conduct – Student) and result in the imposition of penalties under the Management of Student Misconduct Policy, ranging from a grade reduction to exclusion from QUT.
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: ULO1, ULO4, Policy Opportunity Identification, Policy Paper and Stakeholder Engagement Plan
HO (2.2): Independent Judgement and Decision-Making
Relates to: ULO2, ULO3, Policy Opportunity Identification, Policy Paper and Stakeholder Engagement Plan
KS (1.1): Advanced Discipline and Professional Practice Knowledge
Relates to: ULO1, ULO4, Policy Opportunity Identification, Policy Paper and Stakeholder Engagement Plan
PC (3.1): Professional Communication (Written)
Relates to: ULO3, Policy Paper and Stakeholder Engagement Plan
SE (5.1): Social, Ethical and Legal Understanding
Relates to: Policy Paper and Stakeholder Engagement Plan
SE (5.2): Cultural , Environmental and Social Responsibility
Relates to: ULO2, Policy Opportunity Identification, Policy Paper and Stakeholder Engagement Plan
SL (4.1): Personal Leadership, Accountability and Reflective Practice
Relates to: ULO4
SL (4.2): Leading and Developing Teams
Relates to: ULO3, Policy Paper and Stakeholder Engagement Plan
Unit Outline: Flexible Period - B 2026, Non-QUT location, Online (Start Date: 02 Nov 2026)
| Unit code: | GSZ633 |
|---|---|
| Credit points: | 12 |
Overview
This unit equips public sector and NGO managers with the knowledge and skills to effectively contribute to the development, implementation, and evaluation of public policy. It explores the dynamic and often contested nature of the policy process, emphasising the importance of systems thinking, political acumen, and responsive governance in navigating complexity.
Participants will learn how to frame and analyse policy problems, work constructively within policy communities, and design interventions that deliver public value. The unit builds practical skills in influencing policy, advising decision-makers, and sustaining relationships across government, non-government, and community sectors. Through real-world cases and reflective practice, participants will examine the roles public servants play in the policy process, both as technical advisors and as stewards of government accountability.
Learning Outcomes
On successful completion of this unit you will be able to:
- Develop strategic foresight skills to anticipate emerging trends, assess potential impacts and identify opportunities. HO (2.1), KS (1.1)
- Use systems thinking approaches to understand complex policy and service delivery issues and the policy development process and propose responsible thoughtful interventions that are well received by stakeholders. HO (2.2), SEC(5.2)
- Recommend engagement approaches to initiate and sustain community and stakeholder relationships throughout the policy process in a range of cultural and social settings. HO (2.2), PC (3.1), SL (4.2), SEC(5.1)
- Analyse drivers, needs and interests of communities to inform and influence effective policy options. HO (2.1), KS (1.1), SL(4.2), SEC(5.1)
Content
-
- Futuring and Environmental Scanning: Strategic foresight and analysis: understanding trends.
- Policy development processes: Linear and complexity-oriented models of policy development; systems thinking; tame and wicked policy problems
- Responsive Government: Flexible and networked structures; shifts in government business; strategic relationship management; networked service delivery.
- Citizens, Clients and Stakeholders: Community, business and citizen-centric government; Contemporary engagement strategies and processes.
- Policy Evaluation: Assessing policy effectiveness, measuring impact, and ensuring alignment with the public interest and needs of diverse communities.
- Public sector policy craft: Skills and practices to craft policy and service delivery advice that is evidence-based, contextually informed, and effectively communicated to meet the needs and expectations of government and stakeholders
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 in regard to the material covered, and students are encouraged to relate the theories and research discussed to situations known to them.
A blended learning approach is taken with this unit. Students engage with the theories, research and practice through a blend of:
- Guided instruction, learning activities and learning resources presented in a comprehensive electronic learning guide.
- Students are expected to engage with the readings and learning activities in the learning guide prior to face-to-face sessions.
- A comprehensive set of readings, cases, workplace documents and other authentic materials are provided to support student access to the content of the unit. Where appropriate electronic and printed textbooks will also be provided.
- Face-to-face workshops or equivalent virtual classrooms 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.
- Two additional virtual classrooms for workshopping of each assignment
- Action learning groups (ALGs) where students provide peer support and coaching on unit content and the development of assessment tasks.
- 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.
Face-to-Face or Virtual learning of 25 hours;
Self-directed learning and assessment; 12-15 hours per week.
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 strength based and systems approaches for building effective partnerships for the delivery of government policy and services in their own workplace contexts.
Feedback on Learning and Assessment
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: Policy Opportunity Identification
In an area of policy with which you are familiar, develop a proposal in the form of a Briefing Note for your leadership team that outlines a problem or opportunity which requires change. Demonstrate that your problem or opportunity has come from the application of strategic foresight tools to identify a trend or challenge with potential impact on your area of policy or service. The Briefing Note will include analysis of relevant data or evidence sufficient to support the argument, and a brief discussion of the characteristics of the problem or opportunity from a systems thinking perspective. The Briefing Note should finish with recommendations for next steps to progress the problem or opportunity.
You will meet at least once with peers in your Action Learning Group to receive and document feedback on your draft Briefing Note. In an Appendix to your Briefing Note reflect on how your thinking developed from feedback received. This will be included in the word count.
Formative or Summative: Summative
This assignment is eligible for the 48-hour late submission period and assignment extensions.
Postgraduate Executive (AoL goals): KS(1.1), HO(2.1); HO(2.2), SEC(5.2)
Assessment: Policy Paper and Stakeholder Engagement Plan
Develop a Policy Paper for stakeholder consultation around your policy opportunity or problem from Assessment One. The paper for consultation should demonstrate additional research and analysis making a convincing case for change, including critical evaluation of the effectiveness of current policy in serving the needs of diverse communities given emerging trends and challenges. The paper should identify a desired future state and key steps to achieve that goal.
B Develop a Stakeholder Engagement Plan that identifies key stakeholder groups and presents a differentiated strategy for engagement based on the needs and interests of each.
You will meet once with peers in your Action Learning Group to receive and document feedback on your Policy Paper and Stakeholder Engagement Plan. In an Appendix to your document Whitepaper reflect on how your thinking developed from feedback received. This will be included in the word count.
Formative or Summative: Summative.
This assignment is eligible for the 48-hour late submission period and assignment extensions.
Postgraduate Executive (AoL goals): KS(1.1), HO(2.1), HO (2.2), PC (3.1), SL(4.2), SEC (5.1), SEC(5.2)
Academic Integrity
Academic integrity is a commitment to undertaking academic work and assessment in a manner that is ethical, fair, honest, respectful and accountable.
The Academic Integrity Policy sets out the range of conduct that can be a failure to maintain the standards of academic integrity. This includes, cheating in exams, plagiarism, self-plagiarism, collusion and contract cheating. It also includes providing fraudulent or altered documentation in support of an academic concession application, for example an assignment extension or a deferred exam.
You are encouraged to make use of QUT’s learning support services, resources and tools to assure the academic integrity of your assessment. This includes the use of text matching software that may be available to assist with self-assessing your academic integrity as part of the assessment submission process.
Breaching QUT’s Academic Integrity Policy or engaging in conduct that may defeat or compromise the purpose of assessment can lead to a finding of student misconduct (Code of Conduct – Student) and result in the imposition of penalties under the Management of Student Misconduct Policy, ranging from a grade reduction to exclusion from QUT.
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: ULO1, ULO4, Policy Opportunity Identification, Policy Paper and Stakeholder Engagement Plan
HO (2.2): Independent Judgement and Decision-Making
Relates to: ULO2, ULO3, Policy Opportunity Identification, Policy Paper and Stakeholder Engagement Plan
KS (1.1): Advanced Discipline and Professional Practice Knowledge
Relates to: ULO1, ULO4, Policy Opportunity Identification, Policy Paper and Stakeholder Engagement Plan
PC (3.1): Professional Communication (Written)
Relates to: ULO3, Policy Paper and Stakeholder Engagement Plan
SE (5.1): Social, Ethical and Legal Understanding
Relates to: Policy Paper and Stakeholder Engagement Plan
SE (5.2): Cultural , Environmental and Social Responsibility
Relates to: ULO2, Policy Opportunity Identification, Policy Paper and Stakeholder Engagement Plan
SL (4.1): Personal Leadership, Accountability and Reflective Practice
Relates to: ULO4
SL (4.2): Leading and Developing Teams
Relates to: ULO3, Policy Paper and Stakeholder Engagement Plan
Unit Outline: Flexible Period - B 2026, Non-QUT location, Online (Start Date: 30 Nov 2026)
| Unit code: | GSZ633 |
|---|---|
| Credit points: | 12 |
Overview
This unit equips public sector and NGO managers with the knowledge and skills to effectively contribute to the development, implementation, and evaluation of public policy. It explores the dynamic and often contested nature of the policy process, emphasising the importance of systems thinking, political acumen, and responsive governance in navigating complexity.
Participants will learn how to frame and analyse policy problems, work constructively within policy communities, and design interventions that deliver public value. The unit builds practical skills in influencing policy, advising decision-makers, and sustaining relationships across government, non-government, and community sectors. Through real-world cases and reflective practice, participants will examine the roles public servants play in the policy process, both as technical advisors and as stewards of government accountability.
Learning Outcomes
On successful completion of this unit you will be able to:
- Develop strategic foresight skills to anticipate emerging trends, assess potential impacts and identify opportunities. HO (2.1), KS (1.1)
- Use systems thinking approaches to understand complex policy and service delivery issues and the policy development process and propose responsible thoughtful interventions that are well received by stakeholders. HO (2.2), SEC(5.2)
- Recommend engagement approaches to initiate and sustain community and stakeholder relationships throughout the policy process in a range of cultural and social settings. HO (2.2), PC (3.1), SL (4.2), SEC(5.1)
- Analyse drivers, needs and interests of communities to inform and influence effective policy options. HO (2.1), KS (1.1), SL(4.2), SEC(5.1)
Content
-
- Futuring and Environmental Scanning: Strategic foresight and analysis: understanding trends.
- Policy development processes: Linear and complexity-oriented models of policy development; systems thinking; tame and wicked policy problems
- Responsive Government: Flexible and networked structures; shifts in government business; strategic relationship management; networked service delivery.
- Citizens, Clients and Stakeholders: Community, business and citizen-centric government; Contemporary engagement strategies and processes.
- Policy Evaluation: Assessing policy effectiveness, measuring impact, and ensuring alignment with the public interest and needs of diverse communities.
- Public sector policy craft: Skills and practices to craft policy and service delivery advice that is evidence-based, contextually informed, and effectively communicated to meet the needs and expectations of government and stakeholders
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 in regard to the material covered, and students are encouraged to relate the theories and research discussed to situations known to them.
A blended learning approach is taken with this unit. Students engage with the theories, research and practice through a blend of:
- Guided instruction, learning activities and learning resources presented in a comprehensive electronic learning guide.
- Students are expected to engage with the readings and learning activities in the learning guide prior to face-to-face sessions.
- A comprehensive set of readings, cases, workplace documents and other authentic materials are provided to support student access to the content of the unit. Where appropriate electronic and printed textbooks will also be provided.
- Face-to-face workshops or equivalent virtual classrooms 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.
- Two additional virtual classrooms for workshopping of each assignment
- Action learning groups (ALGs) where students provide peer support and coaching on unit content and the development of assessment tasks.
- 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.
Face-to-Face or Virtual learning of 25 hours;
Self-directed learning and assessment; 12-15 hours per week.
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 strength based and systems approaches for building effective partnerships for the delivery of government policy and services in their own workplace contexts.
Feedback on Learning and Assessment
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: Policy Opportunity Identification
In an area of policy with which you are familiar, develop a proposal in the form of a Briefing Note for your leadership team that outlines a problem or opportunity which requires change. Demonstrate that your problem or opportunity has come from the application of strategic foresight tools to identify a trend or challenge with potential impact on your area of policy or service. The Briefing Note will include analysis of relevant data or evidence sufficient to support the argument, and a brief discussion of the characteristics of the problem or opportunity from a systems thinking perspective. The Briefing Note should finish with recommendations for next steps to progress the problem or opportunity.
You will meet at least once with peers in your Action Learning Group to receive and document feedback on your draft Briefing Note. In an Appendix to your Briefing Note reflect on how your thinking developed from feedback received. This will be included in the word count.
Formative or Summative: Summative
This assignment is eligible for the 48-hour late submission period and assignment extensions.
Postgraduate Executive (AoL goals): KS(1.1), HO(2.1); HO(2.2), SEC(5.2)
Assessment: Policy Paper and Stakeholder Engagement Plan
Develop a Policy Paper for stakeholder consultation around your policy opportunity or problem from Assessment One. The paper for consultation should demonstrate additional research and analysis making a convincing case for change, including critical evaluation of the effectiveness of current policy in serving the needs of diverse communities given emerging trends and challenges. The paper should identify a desired future state and key steps to achieve that goal.
B Develop a Stakeholder Engagement Plan that identifies key stakeholder groups and presents a differentiated strategy for engagement based on the needs and interests of each.
You will meet once with peers in your Action Learning Group to receive and document feedback on your Policy Paper and Stakeholder Engagement Plan. In an Appendix to your document Whitepaper reflect on how your thinking developed from feedback received. This will be included in the word count.
Formative or Summative: Summative.
This assignment is eligible for the 48-hour late submission period and assignment extensions.
Postgraduate Executive (AoL goals): KS(1.1), HO(2.1), HO (2.2), PC (3.1), SL(4.2), SEC (5.1), SEC(5.2)
Academic Integrity
Academic integrity is a commitment to undertaking academic work and assessment in a manner that is ethical, fair, honest, respectful and accountable.
The Academic Integrity Policy sets out the range of conduct that can be a failure to maintain the standards of academic integrity. This includes, cheating in exams, plagiarism, self-plagiarism, collusion and contract cheating. It also includes providing fraudulent or altered documentation in support of an academic concession application, for example an assignment extension or a deferred exam.
You are encouraged to make use of QUT’s learning support services, resources and tools to assure the academic integrity of your assessment. This includes the use of text matching software that may be available to assist with self-assessing your academic integrity as part of the assessment submission process.
Breaching QUT’s Academic Integrity Policy or engaging in conduct that may defeat or compromise the purpose of assessment can lead to a finding of student misconduct (Code of Conduct – Student) and result in the imposition of penalties under the Management of Student Misconduct Policy, ranging from a grade reduction to exclusion from QUT.
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: ULO1, ULO4, Policy Opportunity Identification, Policy Paper and Stakeholder Engagement Plan
HO (2.2): Independent Judgement and Decision-Making
Relates to: ULO2, ULO3, Policy Opportunity Identification, Policy Paper and Stakeholder Engagement Plan
KS (1.1): Advanced Discipline and Professional Practice Knowledge
Relates to: ULO1, ULO4, Policy Opportunity Identification, Policy Paper and Stakeholder Engagement Plan
PC (3.1): Professional Communication (Written)
Relates to: ULO3, Policy Paper and Stakeholder Engagement Plan
SE (5.1): Social, Ethical and Legal Understanding
Relates to: Policy Paper and Stakeholder Engagement Plan
SE (5.2): Cultural , Environmental and Social Responsibility
Relates to: ULO2, Policy Opportunity Identification, Policy Paper and Stakeholder Engagement Plan
SL (4.1): Personal Leadership, Accountability and Reflective Practice
Relates to: ULO4
SL (4.2): Leading and Developing Teams
Relates to: ULO3, Policy Paper and Stakeholder Engagement Plan