GSQ004 Strategy & Systems Thinking
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: | GSQ004 |
|---|---|
| Antirequisite(s): | GSZ464, GSN464 |
| Credit points: | 12 |
| Timetable | Details in HiQ, if available |
| Availabilities |
|
| CSP student contribution | $2,174 |
| Pre-2021 CSP student contribution | $1,703 The pre-2021 commonwealth supported place (CSP) contribution amount only applies to students enrolled in a course prior to 2021. To learn more, visit our Understanding your fees page. |
| Domestic tuition unit fee | $4,992 |
Unit Outline: Session 1 2026, QUT Online, Online
| Unit code: | GSQ004 |
|---|---|
| Credit points: | 12 |
| Anti-requisite: | GSN464 |
| Anti-requisite: | GSZ464 |
Overview
In an increasingly complex environment, leaders need strategic acumen and the ability to think systemically to navigate challenges. This unit integrates strategic management and systems thinking, equipping students with an holistic approach to engaging with real-world problems that require multi-dimensional decision-making and solutions aligned with diverse stakeholder needs and social agendas.
By combining these disciplines, students will diagnose complexity, evaluate strategic options, and implement adaptive strategies that strengthen organisational resilience and success. As one of four core foundational units, this course strengthens competencies in strategic decision-making, problem-solving, and leadership, ensuring graduates can lead effectively in dynamic environments.
Learning Outcomes
On successful completion of this unit you will be able to:
- Demonstrate and apply knowledge, judgement, and cognitive flexibility to a range of systems concepts in the analysis of complex organisational problem situations. KS1.1, HO2.1, HO 2.2
- Collaboratively apply advanced system thinking discipline and practical knowledge to analyse the wide range of driving forces impacting strategy development in response to complex and ambiguous problems in dynamic environments. KS1.1, HO2.1, SL4.2
- Apply appropriate systems thinking frameworks and decision-making approaches to develop strategic options. KS1.2, HO2.2
- Evidence foresight in adapting knowledge and skills to inform innovative practice. KS1.1, SL4.1
- Work collaboratively with others to critically evaluate strategic models and tools to determine their benefits and limitations in specific organisational contexts.HO2.1, SL4.2
Content
The modules covered in this unit have been developed to provide students with an appreciation of holistic analysis, strategic decision-making, and the ability to engage with complexity. Students will explore topics including:
- Foundations of Strategy and Systems Thinking
- Strategic Analysis Through a Systems Lens
- Systems Leadership and Strategic Decision-Making
- Intervening in Complex Systems
- Strategy Implementation
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
Feedback is provided in several forms to support student learning and development. Formal summative feedback includes qualitative comments on assessment and rubric-based assessments. Students also receive formative feedback through discussion board engagement, class discussion and peer discussions and self-reflection activities. The goal is to promote active engagement in learning activities to develop critical thinking, application of concepts, and continuous improvement in understanding complex systems, strategy and leadership challenges.
Assessment
Overview
The summative assessments in this unit are designed to evaluate your ability to apply and integrate systems thinking and strategic analysis tools in complex organisational contexts. Working in teams, you will present a strategic analysis of a case, justifying your use of key frameworks and proposing viable options for the organisation’s future. Individually, you will then develop an implementation strategy for one of the proposed options, demonstrating your ability to apply systems intervention tools, assess risks, and address stakeholder needs. A reflexive analysis will also capture your personal learning and leadership development.
Formative activities—such as tool application exercises, group discussions, and peer feedback—support your understanding and help you build the analytical, collaborative, and reflective skills needed to succeed in both the group and individual components.
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
The Graduate School of Business endeavours to ensure the consistent and equitable application of assignment word limits. The word limit includes all text in the body of an assignment, including in-text references, abstract, tables, images, quotes, and figures. Word count excludes the reference list and appendices, but only the main body of the assignment will be marked. While a word count of up to 10% over the word limit will be accepted, for those assignments that exceed this acceptable limit, the marker will stop reading when the word count exceeds the limit (plus 10% allowance).
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Systems and Strategy Presentation
This assessment piece is designed to assess your understanding, application and integration of a number of systems and strategy tools, frameworks and models explored in the first three modules of the unit.
Presenting to your cohort, your group will justify the use of the various systems and strategy analysis tools in the interrogation of an assigned case, and present three options for the case organisation to ensure their continued viability.
The individual contribution of each team member to the final product will be taken into consideration in the grading of this assessment task. A peer feedback and evaluation process will be used to moderate the final mark of each individual team member.
This group presentation is a verifiable assessment as the questioning which follows the presentation allows for real-time synthesis, communication, and critical application of knowledge. Additionally, peer evaluations can capture the students' contribution to a process of team learning over time, rather than just assessing the final product.
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
This assessment item is based on teamwork and provides evidence of achievement of associated Unit Learning Outcomes and Course Learning Outcomes. Individual submissions/presentations will not be accepted.
The use of generative artificial intelligence (GenAI) tools is prohibited during this assessment.
This assessment item requires your attendance at your scheduled tutorial/session.
Postgraduate (AoL goals): KS 1.1, 1.2, HO 2.1, 2.2, SL 4.1, 4.2
Assessment: Implementation Strategy
Building on the group’s strategic analysis (Assessment 1), each student will individually develop an implementation strategy for one of the three options proposed in their group presentation. This report must demonstrate the application and integration of systems intervention and strategy execution tools to justify the choice of option and identify the complexities and risks in the system in which the strategy will be implemented, including meeting the diverse needs and interests of stakeholders and customers. The Implementation Strategy should also identify a mechanism for data collection, monitoring and adaptation.
Each student will also provide a 200-word reflexive analysis presenting their personal insights from applying systems and strategy tools, including how the systems and strategy tools and concepts have strengthened their ability to think and lead in complex environments. This analysis will be included in the 2000 wordcount.
This assignment is eligible for the 48-hour late submission period and assignment extensions.
The ethical and responsible use of generative artificial intelligence (GenAI) tools is authorised in this assessment. See the relevant assessment details in Canvas for specific guidelines.
Postgraduate (AoL goals): KS 1.1 HO 2.1, 2.2 SL 4.2
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
Recommended text(s)
Cummings, S. & Angwin, D. (2015). Strategy builder: How to create and communicate more effective strategies. John Wiley & Sons: United Kingdom.
Joyner, K. (2025) Systems thinking for leaders. A practical guide to engaging with complex problems. Queensland University of Technology. https://qut.pressbooks.pub/systemcraft-systems-thinking/
McChesney, C., Covey, S., Huling, J., Walker, B., & Thele, S. (2022). The 4 disciplines of execution: achieving your wildly important goals (Second edition: revised and updated.). Simon & Schuster Paperbacks.
Risk Assessment Statement
There are no out-of-the-ordinary risks associated with this unit.
Course Learning Outcomes
This unit is designed to support your development of the following course/study area learning outcomes.GQ30 Graduate Certificate in Business Administration
- Demonstrate and apply integrated discipline knowledge and skills in the critical understanding of complex real world challenges
Relates to: Systems and Strategy Presentation, Implementation Strategy - Apply current and emerging technologies and technology skills to organise and interpret discipline knowledge, including theory and practice, to investigate complex business issues.
Relates to: Systems and Strategy Presentation - Exercise critical thinking in analysing, interpreting, evaluating and synthesising theories, ideas and practices to support decision making in complex business environments
Relates to: Systems and Strategy Presentation, Implementation Strategy - Demonstrate strategic planning, critical thinking and creative problem solving to generate and evaluate real word business issues
Relates to: Systems and Strategy Presentation, Implementation Strategy - Demonstrate reflective practice and self-awareness about leadership and collaboration to act with responsibility and accountability as a leader in complex business environments
Relates to: Systems and Strategy Presentation - Apply knowledge and skills to manage teams effectively by using approaches that value diversity and foster collaboration
Relates to: Systems and Strategy Presentation, Implementation Strategy
GQ51 Master of Business Administration
- Demonstrate and apply integrated and advanced theoretical and practical knowledge (including systems thinking approaches, multidisciplinary frameworks, and knowledge of research principles and methods) that incorporate recent development in business disciplines, professional practice, and digital innovation.
Relates to: Systems and Strategy Presentation, Implementation Strategy - 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.
Relates to: Systems and Strategy Presentation - Provide evidence of effective analysis, interpretation, evaluation and synthesis of complex data, theories, ideas, issues, situations, and trends across multiple contexts and demonstrate knowledge of how research and inquiry can be used to interpret, contribute to and create theoretical and practical knowledge.
Relates to: Systems and Strategy Presentation, Implementation Strategy - Provide evidence of higher order thinking including creativity, judgement, cognitive flexibility and critical reflection in designing, planning and implementing transdisciplinary digital strategies and solutions for effective performance in complex digital business environments.
Relates to: Systems and Strategy Presentation, Implementation Strategy - Demonstrate adaptive personal leadership and accountability, including self-awareness, reflective practice, and foresight in adapting and applying knowledge and skills to inform and influence effective, responsible, innovative, and agile practice in contemporary complex digital environments.
Relates to: Systems and Strategy Presentation - 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.
Relates to: Systems and Strategy Presentation, Implementation Strategy
Unit Outline: Session 2 2026, QUT Online, Online
| Unit code: | GSQ004 |
|---|---|
| Credit points: | 12 |
| Anti-requisite: | GSN464 |
| Anti-requisite: | GSZ464 |
Overview
In an increasingly complex environment, leaders need strategic acumen and the ability to think systemically to navigate challenges. This unit integrates strategic management and systems thinking, equipping students with an holistic approach to engaging with real-world problems that require multi-dimensional decision-making and solutions aligned with diverse stakeholder needs and social agendas.
By combining these disciplines, students will diagnose complexity, evaluate strategic options, and implement adaptive strategies that strengthen organisational resilience and success. As one of four core foundational units, this course strengthens competencies in strategic decision-making, problem-solving, and leadership, ensuring graduates can lead effectively in dynamic environments.
Learning Outcomes
On successful completion of this unit you will be able to:
- Demonstrate and apply knowledge, judgement, and cognitive flexibility to a range of systems concepts in the analysis of complex organisational problem situations. KS1.1, HO2.1, HO 2.2
- Collaboratively apply advanced system thinking discipline and practical knowledge to analyse the wide range of driving forces impacting strategy development in response to complex and ambiguous problems in dynamic environments. KS1.1, HO2.1, SL4.2
- Apply appropriate systems thinking frameworks and decision-making approaches to develop strategic options. KS1.2, HO2.2
- Evidence foresight in adapting knowledge and skills to inform innovative practice. KS1.1, SL4.1
- Work collaboratively with others to critically evaluate strategic models and tools to determine their benefits and limitations in specific organisational contexts.HO2.1, SL4.2
Content
The modules covered in this unit have been developed to provide students with an appreciation of holistic analysis, strategic decision-making, and the ability to engage with complexity. Students will explore topics including:
- Foundations of Strategy and Systems Thinking
- Strategic Analysis Through a Systems Lens
- Systems Leadership and Strategic Decision-Making
- Intervening in Complex Systems
- Strategy Implementation
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
Feedback is provided in several forms to support student learning and development. Formal summative feedback includes qualitative comments on assessment and rubric-based assessments. Students also receive formative feedback through discussion board engagement, class discussion and peer discussions and self-reflection activities. The goal is to promote active engagement in learning activities to develop critical thinking, application of concepts, and continuous improvement in understanding complex systems, strategy and leadership challenges.
Assessment
Overview
The summative assessments in this unit are designed to evaluate your ability to apply and integrate systems thinking and strategic analysis tools in complex organisational contexts. Working in teams, you will present a strategic analysis of a case, justifying your use of key frameworks and proposing viable options for the organisation’s future. Individually, you will then develop an implementation strategy for one of the proposed options, demonstrating your ability to apply systems intervention tools, assess risks, and address stakeholder needs. A reflexive analysis will also capture your personal learning and leadership development.
Formative activities—such as tool application exercises, group discussions, and peer feedback—support your understanding and help you build the analytical, collaborative, and reflective skills needed to succeed in both the group and individual components.
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
The Graduate School of Business endeavours to ensure the consistent and equitable application of assignment word limits. The word limit includes all text in the body of an assignment, including in-text references, abstract, tables, images, quotes, and figures. Word count excludes the reference list and appendices, but only the main body of the assignment will be marked. While a word count of up to 10% over the word limit will be accepted, for those assignments that exceed this acceptable limit, the marker will stop reading when the word count exceeds the limit (plus 10% allowance).
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Systems and Strategy Presentation
This assessment piece is designed to assess your understanding, application and integration of a number of systems and strategy tools, frameworks and models explored in the first three modules of the unit.
Presenting to your cohort, your group will justify the use of the various systems and strategy analysis tools in the interrogation of an assigned case, and present three options for the case organisation to ensure their continued viability.
The individual contribution of each team member to the final product will be taken into consideration in the grading of this assessment task. A peer feedback and evaluation process will be used to moderate the final mark of each individual team member.
This group presentation is a verifiable assessment as the questioning which follows the presentation allows for real-time synthesis, communication, and critical application of knowledge. Additionally, peer evaluations can capture the students' contribution to a process of team learning over time, rather than just assessing the final product.
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
This assessment item is based on teamwork and provides evidence of achievement of associated Unit Learning Outcomes and Course Learning Outcomes. Individual submissions/presentations will not be accepted.
The use of generative artificial intelligence (GenAI) tools is prohibited during this assessment.
This assessment item requires your attendance at your scheduled tutorial/session.
Postgraduate (AoL goals): KS 1.1, 1.2, HO 2.1, 2.2, SL 4.1, 4.2
Assessment: Implementation Strategy
Building on the group’s strategic analysis (Assessment 1), each student will individually develop an implementation strategy for one of the three options proposed in their group presentation. This report must demonstrate the application and integration of systems intervention and strategy execution tools to justify the choice of option and identify the complexities and risks in the system in which the strategy will be implemented, including meeting the diverse needs and interests of stakeholders and customers. The Implementation Strategy should also identify a mechanism for data collection, monitoring and adaptation.
Each student will also provide a 200-word reflexive analysis presenting their personal insights from applying systems and strategy tools, including how the systems and strategy tools and concepts have strengthened their ability to think and lead in complex environments. This analysis will be included in the 2000 wordcount.
This assignment is eligible for the 48-hour late submission period and assignment extensions.
The ethical and responsible use of generative artificial intelligence (GenAI) tools is authorised in this assessment. See the relevant assessment details in Canvas for specific guidelines.
Postgraduate (AoL goals): KS 1.1 HO 2.1, 2.2 SL 4.2
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
Recommended text(s)
Cummings, S. & Angwin, D. (2015). Strategy builder: How to create and communicate more effective strategies. John Wiley & Sons: United Kingdom.
Joyner, K. (2025) Systems thinking for leaders. A practical guide to engaging with complex problems. Queensland University of Technology. https://qut.pressbooks.pub/systemcraft-systems-thinking/
McChesney, C., Covey, S., Huling, J., Walker, B., & Thele, S. (2022). The 4 disciplines of execution: achieving your wildly important goals (Second edition: revised and updated.). Simon & Schuster Paperbacks.
Risk Assessment Statement
There are no out-of-the-ordinary risks associated with this unit.
Course Learning Outcomes
This unit is designed to support your development of the following course/study area learning outcomes.GQ30 Graduate Certificate in Business Administration
- Demonstrate and apply integrated discipline knowledge and skills in the critical understanding of complex real world challenges
Relates to: Systems and Strategy Presentation, Implementation Strategy - Apply current and emerging technologies and technology skills to organise and interpret discipline knowledge, including theory and practice, to investigate complex business issues.
Relates to: Systems and Strategy Presentation - Exercise critical thinking in analysing, interpreting, evaluating and synthesising theories, ideas and practices to support decision making in complex business environments
Relates to: Systems and Strategy Presentation, Implementation Strategy - Demonstrate strategic planning, critical thinking and creative problem solving to generate and evaluate real word business issues
Relates to: Systems and Strategy Presentation, Implementation Strategy - Demonstrate reflective practice and self-awareness about leadership and collaboration to act with responsibility and accountability as a leader in complex business environments
Relates to: Systems and Strategy Presentation - Apply knowledge and skills to manage teams effectively by using approaches that value diversity and foster collaboration
Relates to: Systems and Strategy Presentation, Implementation Strategy
GQ51 Master of Business Administration
- Demonstrate and apply integrated and advanced theoretical and practical knowledge (including systems thinking approaches, multidisciplinary frameworks, and knowledge of research principles and methods) that incorporate recent development in business disciplines, professional practice, and digital innovation.
Relates to: Systems and Strategy Presentation, Implementation Strategy - 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.
Relates to: Systems and Strategy Presentation - Provide evidence of effective analysis, interpretation, evaluation and synthesis of complex data, theories, ideas, issues, situations, and trends across multiple contexts and demonstrate knowledge of how research and inquiry can be used to interpret, contribute to and create theoretical and practical knowledge.
Relates to: Systems and Strategy Presentation, Implementation Strategy - Provide evidence of higher order thinking including creativity, judgement, cognitive flexibility and critical reflection in designing, planning and implementing transdisciplinary digital strategies and solutions for effective performance in complex digital business environments.
Relates to: Systems and Strategy Presentation, Implementation Strategy - Demonstrate adaptive personal leadership and accountability, including self-awareness, reflective practice, and foresight in adapting and applying knowledge and skills to inform and influence effective, responsible, innovative, and agile practice in contemporary complex digital environments.
Relates to: Systems and Strategy Presentation - 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.
Relates to: Systems and Strategy Presentation, Implementation Strategy
Unit Outline: Session 4 2026, QUT Online, Online
| Unit code: | GSQ004 |
|---|---|
| Credit points: | 12 |
| Anti-requisite: | GSN464 |
| Anti-requisite: | GSZ464 |
Overview
In an increasingly complex environment, leaders need strategic acumen and the ability to think systemically to navigate challenges. This unit integrates strategic management and systems thinking, equipping students with an holistic approach to engaging with real-world problems that require multi-dimensional decision-making and solutions aligned with diverse stakeholder needs and social agendas.
By combining these disciplines, students will diagnose complexity, evaluate strategic options, and implement adaptive strategies that strengthen organisational resilience and success. As one of four core foundational units, this course strengthens competencies in strategic decision-making, problem-solving, and leadership, ensuring graduates can lead effectively in dynamic environments.
Learning Outcomes
On successful completion of this unit you will be able to:
- Demonstrate and apply knowledge, judgement, and cognitive flexibility to a range of systems concepts in the analysis of complex organisational problem situations. KS1.1, HO2.1, HO 2.2
- Collaboratively apply advanced system thinking discipline and practical knowledge to analyse the wide range of driving forces impacting strategy development in response to complex and ambiguous problems in dynamic environments. KS1.1, HO2.1, SL4.2
- Apply appropriate systems thinking frameworks and decision-making approaches to develop strategic options. KS1.2, HO2.2
- Evidence foresight in adapting knowledge and skills to inform innovative practice. KS1.1, SL4.1
- Work collaboratively with others to critically evaluate strategic models and tools to determine their benefits and limitations in specific organisational contexts.HO2.1, SL4.2
Content
The modules covered in this unit have been developed to provide students with an appreciation of holistic analysis, strategic decision-making, and the ability to engage with complexity. Students will explore topics including:
- Foundations of Strategy and Systems Thinking
- Strategic Analysis Through a Systems Lens
- Systems Leadership and Strategic Decision-Making
- Intervening in Complex Systems
- Strategy Implementation
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
Feedback is provided in several forms to support student learning and development. Formal summative feedback includes qualitative comments on assessment and rubric-based assessments. Students also receive formative feedback through discussion board engagement, class discussion and peer discussions and self-reflection activities. The goal is to promote active engagement in learning activities to develop critical thinking, application of concepts, and continuous improvement in understanding complex systems, strategy and leadership challenges.
Assessment
Overview
The summative assessments in this unit are designed to evaluate your ability to apply and integrate systems thinking and strategic analysis tools in complex organisational contexts. Working in teams, you will present a strategic analysis of a case, justifying your use of key frameworks and proposing viable options for the organisation’s future. Individually, you will then develop an implementation strategy for one of the proposed options, demonstrating your ability to apply systems intervention tools, assess risks, and address stakeholder needs. A reflexive analysis will also capture your personal learning and leadership development.
Formative activities—such as tool application exercises, group discussions, and peer feedback—support your understanding and help you build the analytical, collaborative, and reflective skills needed to succeed in both the group and individual components.
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
The Graduate School of Business endeavours to ensure the consistent and equitable application of assignment word limits. The word limit includes all text in the body of an assignment, including in-text references, abstract, tables, images, quotes, and figures. Word count excludes the reference list and appendices, but only the main body of the assignment will be marked. While a word count of up to 10% over the word limit will be accepted, for those assignments that exceed this acceptable limit, the marker will stop reading when the word count exceeds the limit (plus 10% allowance).
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Systems and Strategy Presentation
This assessment piece is designed to assess your understanding, application and integration of a number of systems and strategy tools, frameworks and models explored in the first three modules of the unit.
Presenting to your cohort, your group will justify the use of the various systems and strategy analysis tools in the interrogation of an assigned case, and present three options for the case organisation to ensure their continued viability.
The individual contribution of each team member to the final product will be taken into consideration in the grading of this assessment task. A peer feedback and evaluation process will be used to moderate the final mark of each individual team member.
This group presentation is a verifiable assessment as the questioning which follows the presentation allows for real-time synthesis, communication, and critical application of knowledge. Additionally, peer evaluations can capture the students' contribution to a process of team learning over time, rather than just assessing the final product.
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
This assessment item is based on teamwork and provides evidence of achievement of associated Unit Learning Outcomes and Course Learning Outcomes. Individual submissions/presentations will not be accepted.
The use of generative artificial intelligence (GenAI) tools is prohibited during this assessment.
This assessment item requires your attendance at your scheduled tutorial/session.
Postgraduate (AoL goals): KS 1.1, 1.2, HO 2.1, 2.2, SL 4.1, 4.2
Assessment: Implementation Strategy
Building on the group’s strategic analysis (Assessment 1), each student will individually develop an implementation strategy for one of the three options proposed in their group presentation. This report must demonstrate the application and integration of systems intervention and strategy execution tools to justify the choice of option and identify the complexities and risks in the system in which the strategy will be implemented, including meeting the diverse needs and interests of stakeholders and customers. The Implementation Strategy should also identify a mechanism for data collection, monitoring and adaptation.
Each student will also provide a 200-word reflexive analysis presenting their personal insights from applying systems and strategy tools, including how the systems and strategy tools and concepts have strengthened their ability to think and lead in complex environments. This analysis will be included in the 2000 wordcount.
This assignment is eligible for the 48-hour late submission period and assignment extensions.
The ethical and responsible use of generative artificial intelligence (GenAI) tools is authorised in this assessment. See the relevant assessment details in Canvas for specific guidelines.
Postgraduate (AoL goals): KS 1.1 HO 2.1, 2.2 SL 4.2
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
Recommended text(s)
Cummings, S. & Angwin, D. (2015). Strategy builder: How to create and communicate more effective strategies. John Wiley & Sons: United Kingdom.
Joyner, K. (2025) Systems thinking for leaders. A practical guide to engaging with complex problems. Queensland University of Technology. https://qut.pressbooks.pub/systemcraft-systems-thinking/
McChesney, C., Covey, S., Huling, J., Walker, B., & Thele, S. (2022). The 4 disciplines of execution: achieving your wildly important goals (Second edition: revised and updated.). Simon & Schuster Paperbacks.
Risk Assessment Statement
There are no out-of-the-ordinary risks associated with this unit.
Course Learning Outcomes
This unit is designed to support your development of the following course/study area learning outcomes.GQ30 Graduate Certificate in Business Administration
- Demonstrate and apply integrated discipline knowledge and skills in the critical understanding of complex real world challenges
Relates to: Systems and Strategy Presentation, Implementation Strategy - Apply current and emerging technologies and technology skills to organise and interpret discipline knowledge, including theory and practice, to investigate complex business issues.
Relates to: Systems and Strategy Presentation - Exercise critical thinking in analysing, interpreting, evaluating and synthesising theories, ideas and practices to support decision making in complex business environments
Relates to: Systems and Strategy Presentation, Implementation Strategy - Demonstrate strategic planning, critical thinking and creative problem solving to generate and evaluate real word business issues
Relates to: Systems and Strategy Presentation, Implementation Strategy - Demonstrate reflective practice and self-awareness about leadership and collaboration to act with responsibility and accountability as a leader in complex business environments
Relates to: Systems and Strategy Presentation - Apply knowledge and skills to manage teams effectively by using approaches that value diversity and foster collaboration
Relates to: Systems and Strategy Presentation, Implementation Strategy
GQ51 Master of Business Administration
- Demonstrate and apply integrated and advanced theoretical and practical knowledge (including systems thinking approaches, multidisciplinary frameworks, and knowledge of research principles and methods) that incorporate recent development in business disciplines, professional practice, and digital innovation.
Relates to: Systems and Strategy Presentation, Implementation Strategy - 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.
Relates to: Systems and Strategy Presentation - Provide evidence of effective analysis, interpretation, evaluation and synthesis of complex data, theories, ideas, issues, situations, and trends across multiple contexts and demonstrate knowledge of how research and inquiry can be used to interpret, contribute to and create theoretical and practical knowledge.
Relates to: Systems and Strategy Presentation, Implementation Strategy - Provide evidence of higher order thinking including creativity, judgement, cognitive flexibility and critical reflection in designing, planning and implementing transdisciplinary digital strategies and solutions for effective performance in complex digital business environments.
Relates to: Systems and Strategy Presentation, Implementation Strategy - Demonstrate adaptive personal leadership and accountability, including self-awareness, reflective practice, and foresight in adapting and applying knowledge and skills to inform and influence effective, responsible, innovative, and agile practice in contemporary complex digital environments.
Relates to: Systems and Strategy Presentation - 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.
Relates to: Systems and Strategy Presentation, Implementation Strategy