GSQ011 Trust & the Future Enterprise
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: | GSQ011 |
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| Credit points: | 12 |
| Timetable | Details in HiQ, if available |
| Availabilities |
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Unit Outline: Session 1 2027, QUT Online, Online
| Unit code: | GSQ011 |
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| Credit points: | 12 |
Overview
This unit explores trust as a foundational capability for building innovative and forward-looking enterprises. It examines how trust is designed, operationalised and strategically leveraged. Through the lens of a real-world case study, students will get to know and apply the elements of the trust equation - uncertainty, vulnerability, confidence and benevolence. Students will explore the interrelationship between trust and explainability, responsibility and sustainability before capitalising on trust to design data-centric, autonomous, algorithmic enterprises. By engaging in applied analysis, presentation, and justified recommendations, develop capabilities in systems thinking, digital responsibility, and opportunity recognition. The unit equips students with the knowledge and skills to leverage trust as a new source of competitive advantage in complex and evolving environments. This will lead to increased trust and future literacy, a distinct competence of growing importance.
Learning Outcomes
On successful completion of this unit you will be able to:
- Demonstrate high-level analytical skills to assess the organisational, technological, and relational foundations required to build trust in complex enterprise settings. KS 1.1, HO 2.1
- Apply a structured analytical framework to evaluate a case study and communicate key insights orally through a professional presentation. KS 2.1, PC 3.1, PC 3.2
- Critically analyse trust as a driver of innovation and identify how data can inform trust-based business opportunities. HO 2.1, PC 3.1
- Collaborate effectively to develop and assess strategic recommendations for trust design and trust-based innovation, drawing on data, technology, and customer insights. SL 4.1, SL 4.2
- Conduct research and evaluate relevant data to support evidence-based recommendations for trust-based innovation in a written report. HO 2.1, HO 2.2, PC 3.1
Content
This unit is designed to develop a critical understanding of trust as a foundational capability in the design and transformation of future enterprises. Across increasingly digital, data-driven, and automated environments, trust shapes how organisations operate, innovate, and engage with stakeholders. The unit is structured in two interconnected parts: the first explores how trust is designed and operationalised using the trust equation as the foundational framework, while the second half examines how trust relates to and enables future attributes of the future enterprise.
Topics covered include:
- Foundations of organisational and technological trust
- Trust Experience (TX) design in complex systems
- Trust and related concepts (explainability, responsibility, sustainability)
- Trust as an enabler of the data-centric, autonomous, algorithmic enterprise
- Trust-enabled innovation
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 Business 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 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 and legal 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
In this fully online unit, asynchronous delivery will offer flexible, on-demand learning that supports diverse student needs, particularly those balancing study with professional or personal commitments.
Key components include pre-recorded mini-lectures or explainer videos on core topics such as leadership frameworks or financial analysis, discussion board activities that promote dialogue on curated themes, and self-paced case study analyses that encourage independent thinking and application of concepts. This approach allows students to engage deeply with materials at their own pace, revisit complex ideas as needed, and develop critical reflection skills. While learning is self-directed, students are supported through regular tutor interactions, opportunities for formative feedback, and ongoing engagement in discussion forums. This blend of flexibility and support fosters both academic development and a strong connection to the learning community.
Students are expected to work independently through carefully prepared curated resources in the form of asynchronous modules. These activities in these modules may include:
- Online discussions
- Readings
- Learning activities
- Digital practices for creating professional resources.
You are responsible for your academic progression through this unit. Unit staff will provide a learning environment designed to maximise your learning experience. To realise your full potential, it is strongly recommended that you actively participate in all the learning activities offered in this unit. You should expect to spend on average 15 hours per week, attending scheduled classes, working through asynchronous modules, preparing for and completing assessment tasks as well as in independent study to consolidate your learning.
Feedback on Learning and Assessment
Students will receive a variety of formative feedback throughout this unit.
Informal feedback will be provided during live online lectures, group discussions. Students will also receive verbal feedback during in-class debriefs following group presentations and case study exercises.
Opportunities for direct feedback will be available through group consultation sessions and individual appointments with the lecturer. These are designed to provide guidance on both assessment expectations and the application of key concepts.
Feedback on the formative presentation task (Assessment 1) will be provided in time to support students in preparing their final written report (Assessment 2), ensuring that students are able to build on their earlier work and incorporate suggestions for improvement into their final submission.
Assessment
Overview
The unit’s summative assessments evaluate students’ ability to apply trust and innovation theories to real-world organisational contexts. A team presentation assesses analytical and communication skills, while an individual report measures strategic thinking and application of advanced course concepts. Formative activities—such as case discussions and feedback sessions—build the skills and knowledge needed for successful assessment completion.
Gen AI tools may be used ethically and responsibly. Students may use generative artificial intelligence (GenAI) tools to prepare for, generate and refine content for this assessment task. AI-generated content may be inaccurate, unreliable, or biased. It is each student's responsibility to critically evaluate any information used.Students must clearly acknowledge and appropriately reference any AI-generated content following the guidance in Cite | Write
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Trusted Enterprise Presentation
You will work in a team to analyse a case study using the trust equation covering uncertainty, vulnerability, confidence, and benevolence. You will present your team’s analysis of how trust is currently built, maintained, or undermined in the organisation’s organisational practices and how it deploys data and technology. The presentation should demonstrate your ability to apply analytical tools to a real-world enterprise context, provide evidence for claims, and communicate your findings clearly and persuasively. Your analysis should be supported by relevant examples from the case, guided by theoretical insights from the unit, and extended through independent research on the case.
Postgraduate (AoL goals): KS 1.1, HO 2.1 PC 3.1, SL 4.1, 4.2
If a group member is approved for an academic concession under QUT’s Student Academic Concessions Policy, the concession applies only to that student. The unit coordinator will determine appropriate adjustments to ensure fair assessment for all group members
Assessment: Future Enterprise Report
Building on your earlier assessment, you will develop a written report that identifies and evaluates future opportunities for trust-based innovation in the case organisation. Drawing on course themes introduced in the second half of the unit, including data-centricity, autonomy, algorithmic management, explainability, responsibility, and sustainability, you will propose strategic recommendations that leverage trust as an enabler of the future enterprise. Your report should demonstrate the ability to conduct research, evaluate relevant data, and apply theoretical insights to real-world contexts. It needs to present a coherent and well-supported set of recommendations that respond to both the challenges and opportunities identified in the earlier presentation. The report must be professionally structured, written clearly, and supported by relevant academic and industry sources.
Postgraduate (AoL goals): HO 2.1, 2.2 PC 3.1, 3.2, SL 4.1, 4.2, SEC 5.2
This assignment is eligible for the 48-hour late submission period and assignment extensions.
Academic Integrity
Academic integrity is a commitment to undertaking academic work and assessment in a manner that is ethical, fair, honest, respectful and accountable.
The Academic Integrity Policy sets out the range of conduct that can be a failure to maintain the standards of academic integrity. This includes, cheating in exams, plagiarism, self-plagiarism, collusion and contract cheating. It also includes providing fraudulent or altered documentation in support of an academic concession application, for example an assignment extension or a deferred exam.
You are encouraged to make use of QUT’s learning support services, resources and tools to assure the academic integrity of your assessment. This includes the use of text matching software that may be available to assist with self-assessing your academic integrity as part of the assessment submission process.
Breaching QUT’s Academic Integrity Policy or engaging in conduct that may defeat or compromise the purpose of assessment can lead to a finding of student misconduct (Code of Conduct – Student) and result in the imposition of penalties under the Management of Student Misconduct Policy, ranging from a grade reduction to exclusion from QUT.
Resources
Weekly resources will be made available on the unit Canvas site. The unit draws on a mix of industry-relevant materials, including whitepapers, books, and academic literature (journal and conference papers), complemented by a media mix that may include TED Talks and other curated content (videos, visuals) to support diverse learning preferences. Each week’s content will contain a mix of these materials.
Resource Materials
Other
Books & Whitepapers, such as:
- Future Enterprise (book forthcoming)
- Rosemann et al. (2023) The Benevolent Enterprise: How to Operationalise and Scale Doing Good.Whitepaper
Academic readings, such as:
- Mayer et al. (1995). An integrative Model of Organizational Trust. Academy of Management Review, 20(3).
Other material, such as:
TEDx Talk How to Build (and rebuild) Trust – Harvard Business School Professor Frances Frei https://www.youtube.com/watch?v=pVeq-0dIqpk&t=92s
Risk Assessment Statement
There are no out-of-the-ordinary risks associated with lectures or independent work in this unit.