GSZ612 Data and Information Literacy
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: | GSZ612 |
|---|---|
| Assumed Knowledge: | Completion of 'Managing with Workforce Data' active learning module is assumed knowledge. |
| Credit points: | 12 |
| Timetable | Details in HiQ, if available |
| Availabilities |
|
| Domestic tuition unit fee | $1,664 |
Unit Outline: Semester 1 2026, Online
| Unit code: | GSZ612 |
|---|---|
| Credit points: | 12 |
| Assumed Knowledge: | Completion of 'Making Decisions with Data' professional development module is assumed knowledge. |
Overview
High performance organisations are more likely to be sophisticated users of people data and analytics. Applying logic and analysis techniques with workforce data can mean organisations can contain costs while minimising workforce scarcity and business disruption. In a rapidly changing business landscape people data and analytics can also help managers constantly reshape their workforce to meet emergent needs.
Learning Outcomes
On successful completion of this unit you will be able to:
- Understand the role of data and analytics in business processes, in particular human capital management
- Use a range of data analysis techniques to identify trends, patterns and variances in workforce data to support data-driven decision making
- Undertake deep analysis to identify workforce risks
- Build influential evidence-based business cases for recommended workforce strategies and initiatives
Content
The topics covered in this unit have been developed to provide students with a broad grasp of the principles of data and information literacy. Topics explored will include:
- Future workforce: trends and directions
- Human capital Management and the role of Data and analytics
- Using effective and compelling workforce metrics and Data visualisation techniques
- Quantifying workforce risks to Business continuity
- Making a Business case for Managing workforce risk
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 from a range of business disciplines to critically reflect on, evaluate and contribute to developments that enhance innovative, sustainable, effective, and transformational business performance in local, national, global, and virtual 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 transdisciplinary digital strategies and solutions for effective performance in complex digital 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 (both physical and digital) 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, innovative, and agile practice in contemporary 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 leadership principles and practices of business, to contribute to responsible organisational governance and citizenship in local, national, global, and virtual 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 complex, diverse social and cultural contexts.
Learning Approaches
This unit is presented in two components: a professional development module and a credential unit. Both involve online learning and the completion of readings and activities prior to intensive face-to-face workshops and/or virtual classrooms and work applied assessments. Students engage in reflective practice as they apply theories and technical skills to their work, sharing their experience with peers and synthesising these experiences with academic principles. Activities and assessment equip students to apply analytical skills and concepts for investigating and evaluating a range of issues in workplace context.
Feedback on Learning and Assessment
Students will receive feedback in various forms throughout the teaching period, which may include:
- Informal: worked examples, such as verbal feedback in class, personal consultation
- Formal: in writing, such as checklists (e.g. criteria sheets), written commentary
- Direct: to individual students, either in written form or in consultation
- Indirect: to whole class
Assessment
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Workforce Risk Assessment
The student is required to prepare a report identifying three key risks to business continuity from workforce issues in their organisation (for example supply of technical skills, staff retention, aging workforce. For each, the student will make an argument as to why the issue represents a risk using data and analytics to support, and recommend an appropriate metric to monitor the issue over time.
Formative or Summative: Formative and Summative
This assignment is eligible for the 48-hour late submission period and assignment extensions.
Assessment: Business Case
Assessment Name: Business Case: Managing Workforce Risk
Description: Building on their Assignment One, the student is required to prepare a business case for a strategy to manage the risk to business continuity presented by one of their identified workforce management issues. The student should prepare a business case suitable for consideration by a top management team, with appropriate data and analysis included in an appendix, presented in an appropriate and compelling visual form.
Formative or Summative: Formative and Summative
This assignment is eligible for the 48-hour late submission period and assignment extensions.
Academic Integrity
Academic integrity is a commitment to undertaking academic work and assessment in a manner that is ethical, fair, honest, respectful and accountable.
The Academic Integrity Policy sets out the range of conduct that can be a failure to maintain the standards of academic integrity. This includes, cheating in exams, plagiarism, self-plagiarism, collusion and contract cheating. It also includes providing fraudulent or altered documentation in support of an academic concession application, for example an assignment extension or a deferred exam.
You are encouraged to make use of QUT’s learning support services, resources and tools to assure the academic integrity of your assessment. This includes the use of text matching software that may be available to assist with self-assessing your academic integrity as part of the assessment submission process.
Breaching QUT’s Academic Integrity Policy or engaging in conduct that may defeat or compromise the purpose of assessment can lead to a finding of student misconduct (Code of Conduct – Student) and result in the imposition of penalties under the Management of Student Misconduct Policy, ranging from a grade reduction to exclusion from QUT.
Resources
Resource Materials
Prescribed text(s)
Nil
Other
GSZ612 Canvas site
Risk Assessment Statement
There are no out-of-the-ordinary risks associated with lectures or tutorials in this unit.
You should, however, familiarise yourself with evacuation procedures operating in the buildings in which you attend classes and take the time to view the Emergency video
Standards/Competencies
This unit is designed to support your development of the following standards\competencies.
QUT Business Capabilities (Postgraduate Executive)
HO (2.1): Critical Analysis
Relates to: ULO1, ULO2, ULO4, Workforce Risk Assessment, Business Case
HO (2.2): Independent Judgement and Decision-Making
Relates to: ULO2, ULO4, Business Case
KS (1.1): Advanced Discipline and Professional Practice Knowledge
Relates to: ULO1, ULO2, ULO3, ULO4, Workforce Risk Assessment, Business Case
KS (1.2): Advanced Technical and Technological Skills
Relates to: ULO3, ULO4, Workforce Risk Assessment, Business Case
PC (3.1): Professional Communication (Written)
Relates to: ULO4, Workforce Risk Assessment, Business Case
SE (5.1): Social, Ethical and Legal Understanding
Relates to: ULO2, ULO4, Workforce Risk Assessment, Business Case
Unit Outline: Semester 2 2026, Online
| Unit code: | GSZ612 |
|---|---|
| Credit points: | 12 |
| Assumed Knowledge: | Completion of 'Making Decisions with Data' professional development module is assumed knowledge. |
Overview
High performance organisations are more likely to be sophisticated users of people data and analytics. Applying logic and analysis techniques with workforce data can mean organisations can contain costs while minimising workforce scarcity and business disruption. In a rapidly changing business landscape people data and analytics can also help managers constantly reshape their workforce to meet emergent needs.
Learning Outcomes
On successful completion of this unit you will be able to:
- Understand the role of data and analytics in business processes, in particular human capital management
- Use a range of data analysis techniques to identify trends, patterns and variances in workforce data to support data-driven decision making
- Undertake deep analysis to identify workforce risks
- Build influential evidence-based business cases for recommended workforce strategies and initiatives
Content
The topics covered in this unit have been developed to provide students with a broad grasp of the principles of data and information literacy. Topics explored will include:
- Future workforce: trends and directions
- Human capital Management and the role of Data and analytics
- Using effective and compelling workforce metrics and Data visualisation techniques
- Quantifying workforce risks to Business continuity
- Making a Business case for Managing workforce risk
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 from a range of business disciplines to critically reflect on, evaluate and contribute to developments that enhance innovative, sustainable, effective, and transformational business performance in local, national, global, and virtual 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 transdisciplinary digital strategies and solutions for effective performance in complex digital 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 (both physical and digital) 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, innovative, and agile practice in contemporary 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 leadership principles and practices of business, to contribute to responsible organisational governance and citizenship in local, national, global, and virtual 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 complex, diverse social and cultural contexts.
Learning Approaches
This unit is presented in two components: a professional development module and a credential unit. Both involve online learning and the completion of readings and activities prior to intensive face-to-face workshops and/or virtual classrooms and work applied assessments. Students engage in reflective practice as they apply theories and technical skills to their work, sharing their experience with peers and synthesising these experiences with academic principles. Activities and assessment equip students to apply analytical skills and concepts for investigating and evaluating a range of issues in workplace context.
Feedback on Learning and Assessment
Students will receive feedback in various forms throughout the teaching period, which may include:
- Informal: worked examples, such as verbal feedback in class, personal consultation
- Formal: in writing, such as checklists (e.g. criteria sheets), written commentary
- Direct: to individual students, either in written form or in consultation
- Indirect: to whole class
Assessment
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Workforce Risk Assessment
The student is required to prepare a report identifying three key risks to business continuity from workforce issues in their organisation (for example supply of technical skills, staff retention, aging workforce. For each, the student will make an argument as to why the issue represents a risk using data and analytics to support, and recommend an appropriate metric to monitor the issue over time.
Formative or Summative: Formative and Summative
This assignment is eligible for the 48-hour late submission period and assignment extensions.
Assessment: Business Case
Assessment Name: Business Case: Managing Workforce Risk
Description: Building on their Assignment One, the student is required to prepare a business case for a strategy to manage the risk to business continuity presented by one of their identified workforce management issues. The student should prepare a business case suitable for consideration by a top management team, with appropriate data and analysis included in an appendix, presented in an appropriate and compelling visual form.
Formative or Summative: Formative and Summative
This assignment is eligible for the 48-hour late submission period and assignment extensions.
Academic Integrity
Academic integrity is a commitment to undertaking academic work and assessment in a manner that is ethical, fair, honest, respectful and accountable.
The Academic Integrity Policy sets out the range of conduct that can be a failure to maintain the standards of academic integrity. This includes, cheating in exams, plagiarism, self-plagiarism, collusion and contract cheating. It also includes providing fraudulent or altered documentation in support of an academic concession application, for example an assignment extension or a deferred exam.
You are encouraged to make use of QUT’s learning support services, resources and tools to assure the academic integrity of your assessment. This includes the use of text matching software that may be available to assist with self-assessing your academic integrity as part of the assessment submission process.
Breaching QUT’s Academic Integrity Policy or engaging in conduct that may defeat or compromise the purpose of assessment can lead to a finding of student misconduct (Code of Conduct – Student) and result in the imposition of penalties under the Management of Student Misconduct Policy, ranging from a grade reduction to exclusion from QUT.
Resources
Resource Materials
Prescribed text(s)
Nil
Other
GSZ612 Canvas site
Risk Assessment Statement
There are no out-of-the-ordinary risks associated with lectures or tutorials in this unit.
You should, however, familiarise yourself with evacuation procedures operating in the buildings in which you attend classes and take the time to view the Emergency video
Standards/Competencies
This unit is designed to support your development of the following standards\competencies.
QUT Business Capabilities (Postgraduate Executive)
HO (2.1): Critical Analysis
Relates to: ULO1, ULO2, ULO4, Workforce Risk Assessment, Business Case
HO (2.2): Independent Judgement and Decision-Making
Relates to: ULO2, ULO4, Business Case
KS (1.1): Advanced Discipline and Professional Practice Knowledge
Relates to: ULO1, ULO2, ULO3, ULO4, Workforce Risk Assessment, Business Case
KS (1.2): Advanced Technical and Technological Skills
Relates to: ULO3, ULO4, Workforce Risk Assessment, Business Case
PC (3.1): Professional Communication (Written)
Relates to: ULO4, Workforce Risk Assessment, Business Case
SE (5.1): Social, Ethical and Legal Understanding
Relates to: ULO2, ULO4, Workforce Risk Assessment, Business Case
Unit Outline: Flexible Period - 03A 2026, Online (Start Date: 23 Feb 2026)
| Unit code: | GSZ612 |
|---|---|
| Credit points: | 12 |
| Assumed Knowledge: | Completion of 'Making Decisions with Data' professional development module is assumed knowledge. |
Overview
High performance organisations are more likely to be sophisticated users of people data and analytics. Applying logic and analysis techniques with workforce data can mean organisations can contain costs while minimising workforce scarcity and business disruption. In a rapidly changing business landscape people data and analytics can also help managers constantly reshape their workforce to meet emergent needs.
Learning Outcomes
On successful completion of this unit you will be able to:
- Understand the role of data and analytics in business processes, in particular human capital management
- Use a range of data analysis techniques to identify trends, patterns and variances in workforce data to support data-driven decision making
- Undertake deep analysis to identify workforce risks
- Build influential evidence-based business cases for recommended workforce strategies and initiatives
Content
The topics covered in this unit have been developed to provide students with a broad grasp of the principles of data and information literacy. Topics explored will include:
- Future workforce: trends and directions
- Human capital Management and the role of Data and analytics
- Using effective and compelling workforce metrics and Data visualisation techniques
- Quantifying workforce risks to Business continuity
- Making a Business case for Managing workforce risk
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 from a range of business disciplines to critically reflect on, evaluate and contribute to developments that enhance innovative, sustainable, effective, and transformational business performance in local, national, global, and virtual 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 transdisciplinary digital strategies and solutions for effective performance in complex digital 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 (both physical and digital) 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, innovative, and agile practice in contemporary 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 leadership principles and practices of business, to contribute to responsible organisational governance and citizenship in local, national, global, and virtual 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 complex, diverse social and cultural contexts.
Learning Approaches
This unit is presented in two components: a professional development module and a credential unit. Both involve online learning and the completion of readings and activities prior to intensive face-to-face workshops and/or virtual classrooms and work applied assessments. Students engage in reflective practice as they apply theories and technical skills to their work, sharing their experience with peers and synthesising these experiences with academic principles. Activities and assessment equip students to apply analytical skills and concepts for investigating and evaluating a range of issues in workplace context.
Feedback on Learning and Assessment
Students will receive feedback in various forms throughout the teaching period, which may include:
- Informal: worked examples, such as verbal feedback in class, personal consultation
- Formal: in writing, such as checklists (e.g. criteria sheets), written commentary
- Direct: to individual students, either in written form or in consultation
- Indirect: to whole class
Assessment
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Workforce Risk Assessment
The student is required to prepare a report identifying three key risks to business continuity from workforce issues in their organisation (for example supply of technical skills, staff retention, aging workforce. For each, the student will make an argument as to why the issue represents a risk using data and analytics to support, and recommend an appropriate metric to monitor the issue over time.
Formative or Summative: Formative and Summative
This assignment is eligible for the 48-hour late submission period and assignment extensions.
Assessment: Business Case
Assessment Name: Business Case: Managing Workforce Risk
Description: Building on their Assignment One, the student is required to prepare a business case for a strategy to manage the risk to business continuity presented by one of their identified workforce management issues. The student should prepare a business case suitable for consideration by a top management team, with appropriate data and analysis included in an appendix, presented in an appropriate and compelling visual form.
Formative or Summative: Formative and Summative
This assignment is eligible for the 48-hour late submission period and assignment extensions.
Academic Integrity
Academic integrity is a commitment to undertaking academic work and assessment in a manner that is ethical, fair, honest, respectful and accountable.
The Academic Integrity Policy sets out the range of conduct that can be a failure to maintain the standards of academic integrity. This includes, cheating in exams, plagiarism, self-plagiarism, collusion and contract cheating. It also includes providing fraudulent or altered documentation in support of an academic concession application, for example an assignment extension or a deferred exam.
You are encouraged to make use of QUT’s learning support services, resources and tools to assure the academic integrity of your assessment. This includes the use of text matching software that may be available to assist with self-assessing your academic integrity as part of the assessment submission process.
Breaching QUT’s Academic Integrity Policy or engaging in conduct that may defeat or compromise the purpose of assessment can lead to a finding of student misconduct (Code of Conduct – Student) and result in the imposition of penalties under the Management of Student Misconduct Policy, ranging from a grade reduction to exclusion from QUT.
Resources
Resource Materials
Prescribed text(s)
Nil
Other
GSZ612 Canvas site
Risk Assessment Statement
There are no out-of-the-ordinary risks associated with lectures or tutorials in this unit.
You should, however, familiarise yourself with evacuation procedures operating in the buildings in which you attend classes and take the time to view the Emergency video
Standards/Competencies
This unit is designed to support your development of the following standards\competencies.
QUT Business Capabilities (Postgraduate Executive)
HO (2.1): Critical Analysis
Relates to: ULO1, ULO2, ULO4, Workforce Risk Assessment, Business Case
HO (2.2): Independent Judgement and Decision-Making
Relates to: ULO2, ULO4, Business Case
KS (1.1): Advanced Discipline and Professional Practice Knowledge
Relates to: ULO1, ULO2, ULO3, ULO4, Workforce Risk Assessment, Business Case
KS (1.2): Advanced Technical and Technological Skills
Relates to: ULO3, ULO4, Workforce Risk Assessment, Business Case
PC (3.1): Professional Communication (Written)
Relates to: ULO4, Workforce Risk Assessment, Business Case
SE (5.1): Social, Ethical and Legal Understanding
Relates to: ULO2, ULO4, Workforce Risk Assessment, Business Case
Unit Outline: Flexible Period - 09A 2026, Online (Start Date: 03 Aug 2026)
| Unit code: | GSZ612 |
|---|---|
| Credit points: | 12 |
| Assumed Knowledge: | Completion of 'Making Decisions with Data' professional development module is assumed knowledge. |
Overview
High performance organisations are more likely to be sophisticated users of people data and analytics. Applying logic and analysis techniques with workforce data can mean organisations can contain costs while minimising workforce scarcity and business disruption. In a rapidly changing business landscape people data and analytics can also help managers constantly reshape their workforce to meet emergent needs.
Learning Outcomes
On successful completion of this unit you will be able to:
- Understand the role of data and analytics in business processes, in particular human capital management
- Use a range of data analysis techniques to identify trends, patterns and variances in workforce data to support data-driven decision making
- Undertake deep analysis to identify workforce risks
- Build influential evidence-based business cases for recommended workforce strategies and initiatives
Content
The topics covered in this unit have been developed to provide students with a broad grasp of the principles of data and information literacy. Topics explored will include:
- Future workforce: trends and directions
- Human capital Management and the role of Data and analytics
- Using effective and compelling workforce metrics and Data visualisation techniques
- Quantifying workforce risks to Business continuity
- Making a Business case for Managing workforce risk
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 from a range of business disciplines to critically reflect on, evaluate and contribute to developments that enhance innovative, sustainable, effective, and transformational business performance in local, national, global, and virtual 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 transdisciplinary digital strategies and solutions for effective performance in complex digital 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 (both physical and digital) 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, innovative, and agile practice in contemporary 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 leadership principles and practices of business, to contribute to responsible organisational governance and citizenship in local, national, global, and virtual 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 complex, diverse social and cultural contexts.
Learning Approaches
This unit is presented in two components: a professional development module and a credential unit. Both involve online learning and the completion of readings and activities prior to intensive face-to-face workshops and/or virtual classrooms and work applied assessments. Students engage in reflective practice as they apply theories and technical skills to their work, sharing their experience with peers and synthesising these experiences with academic principles. Activities and assessment equip students to apply analytical skills and concepts for investigating and evaluating a range of issues in workplace context.
Feedback on Learning and Assessment
Students will receive feedback in various forms throughout the teaching period, which may include:
- Informal: worked examples, such as verbal feedback in class, personal consultation
- Formal: in writing, such as checklists (e.g. criteria sheets), written commentary
- Direct: to individual students, either in written form or in consultation
- Indirect: to whole class
Assessment
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Workforce Risk Assessment
The student is required to prepare a report identifying three key risks to business continuity from workforce issues in their organisation (for example supply of technical skills, staff retention, aging workforce. For each, the student will make an argument as to why the issue represents a risk using data and analytics to support, and recommend an appropriate metric to monitor the issue over time.
Formative or Summative: Formative and Summative
This assignment is eligible for the 48-hour late submission period and assignment extensions.
Assessment: Business Case
Assessment Name: Business Case: Managing Workforce Risk
Description: Building on their Assignment One, the student is required to prepare a business case for a strategy to manage the risk to business continuity presented by one of their identified workforce management issues. The student should prepare a business case suitable for consideration by a top management team, with appropriate data and analysis included in an appendix, presented in an appropriate and compelling visual form.
Formative or Summative: Formative and Summative
This assignment is eligible for the 48-hour late submission period and assignment extensions.
Academic Integrity
Academic integrity is a commitment to undertaking academic work and assessment in a manner that is ethical, fair, honest, respectful and accountable.
The Academic Integrity Policy sets out the range of conduct that can be a failure to maintain the standards of academic integrity. This includes, cheating in exams, plagiarism, self-plagiarism, collusion and contract cheating. It also includes providing fraudulent or altered documentation in support of an academic concession application, for example an assignment extension or a deferred exam.
You are encouraged to make use of QUT’s learning support services, resources and tools to assure the academic integrity of your assessment. This includes the use of text matching software that may be available to assist with self-assessing your academic integrity as part of the assessment submission process.
Breaching QUT’s Academic Integrity Policy or engaging in conduct that may defeat or compromise the purpose of assessment can lead to a finding of student misconduct (Code of Conduct – Student) and result in the imposition of penalties under the Management of Student Misconduct Policy, ranging from a grade reduction to exclusion from QUT.
Resources
Resource Materials
Prescribed text(s)
Nil
Other
GSZ612 Canvas site
Risk Assessment Statement
There are no out-of-the-ordinary risks associated with lectures or tutorials in this unit.
You should, however, familiarise yourself with evacuation procedures operating in the buildings in which you attend classes and take the time to view the Emergency video
Standards/Competencies
This unit is designed to support your development of the following standards\competencies.
QUT Business Capabilities (Postgraduate Executive)
HO (2.1): Critical Analysis
Relates to: ULO1, ULO2, ULO4, Workforce Risk Assessment, Business Case
HO (2.2): Independent Judgement and Decision-Making
Relates to: ULO2, ULO4, Business Case
KS (1.1): Advanced Discipline and Professional Practice Knowledge
Relates to: ULO1, ULO2, ULO3, ULO4, Workforce Risk Assessment, Business Case
KS (1.2): Advanced Technical and Technological Skills
Relates to: ULO3, ULO4, Workforce Risk Assessment, Business Case
PC (3.1): Professional Communication (Written)
Relates to: ULO4, Workforce Risk Assessment, Business Case
SE (5.1): Social, Ethical and Legal Understanding
Relates to: ULO2, ULO4, Workforce Risk Assessment, Business Case