GSQ010 Sustainability Leadership
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: | GSQ010 |
|---|---|
| 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 4 2026, QUT Online, Online
| Unit code: | GSQ010 |
|---|---|
| Credit points: | 12 |
| Assumed Knowledge: | NIL |
| Coordinator: | Denise Gibran Nogueira | d.gibrannogueira@qut.edu.au |
Overview
This unit explores the principles and practices necessary to lead resilient, sustainable enterprises in a world that recognises planetary boundaries. Using a critical framework that includes sustainability competencies, critiques of growth, and system change, the course equips future enterprise leaders with the critical tools to navigate the shift towards sustainable economies by fostering innovative business models that balance profitability with environmental and social responsibility.
Learning Outcomes
On successful completion of this unit you will be able to:
- Demonstrate knowledge in Ecoliteracy as it applies to business by identifying planetary boundaries and developing effective understanding of limitations and contradictions to current business practices and activities. KS 1.1, HO 2.1, HO 2.2, SEC 5.1
- Identify, analyse and reflect on leadership problems using appropriate sustainability tools and frameworks. KS 1.1, HO 2.2, SL 4.1
- Create, communicate and defend well-justified strategic recommendations for sustainable business in written and oral forms. HO 2.2, KS 1.1, PC 3.1, PC 3.2
- Formulate strategies that apply the latest concepts to design and lead sustainable, responsible business models that reflect the realities of operating within planetary boundaries for sustainability, equity, and impact. HO 2.2, KS 1.1, SEC 5.1, SEC 5.2
Content
The content covered in this unit has been developed to align with the learning dimensions of the Sustainability Competency framework which is a recognised educational training tool for responsible management and leadership (Rimanoczy, 2021). These are structured around sustainability mindset principles on individual behavioural change that encourages student self-reflection and goal setting which can extend into a professional context (Cripps and Smith, 2023).
Topics explored will include:
Cognitive (what we know)
1. Ecological Worldview, planetary boundaries (My Contribution, organisational contribution)
2. Systems Perspective (Inter Connections, Cyclical Flow)-
3. Eco Literacy and Emotional Intelligence for leadership (Self-awareness)- Spiritual Intelligence (Mindfulness and indigenous perspectives)
Behavioural (what we do)
4. Critiques of current systems. (Growth, profit and competition). Contradictions and limitations (GDP, social and ecological harm, future generations).
5. Business purpose (creation of value)
Affective (how we feel and what we can change)
6. Emerging Perspectives (Long-term thinking, Both and thinking, futures)
7. Creative Innovation, Reflection, imaginaries
8. Alternative models, strategy and design principles
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. There is a strong emphasis also placed on self-reflection as a practice.
Informally, feedback will be given on the Canvas site through class discussions and during the debriefing of learning activities.
Direct feedback will be available to those students who request a private or group consultation session with the lecturer.
Formal feedback will be received on both formative and summative assessment tasks through a marking Rubric which will also include written feedback on the assessment task. The Rubric will be available in the unit Canvas site at the commencement of the unit. Students will receive feedback on their formative assessment task prior to their summative assessment task being submitted.
Assessment
Overview
There are two assessments spread across the unit to support formative learning. Assessment features are diverse and include oral communication, proposal writing and a strong emphasis on reflective practice for students and academic integrity features.
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: ‘Two minute Pitch’ of strategic proposal idea
A rapid fire ‘two minute pitch’ oral presentation of a strategic proposal idea for a new or redesigned enterprise, followed by facilitator Q&A and submission of slide pack.
This assessment tests the student’s ability to communicate key ideas succinctly and to engage with feedback, demonstrates academic integrity through verifiable assessment.
Postgraduate (AoL goals): KS 1.1, HO 2.1, 2.2 PC 3.1, 3.2, SL 4.1, 4.2, SEC 5.1
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: Project Proposal and Final Reflection
This Assessment has two parts: Part A Project Proposal (45% weighting) + Part B Final Reflection (15% weighting)
Part A Description: A 1200-word or equivalent proposal for a new or redesigned enterprise, including sections on ownership structure, value proposition, partnerships, and business model.
Part B Description: A 500-word reflection on how the unit has influenced the student’s understanding of leading sustainable enterprises within planetary boundaries.
This assessment tests student's ability to demonstrate comprehensive understanding and ability to apply unit concepts to design and lead sustainable businesses and encourages personal reflection on learning journey and worldview shift.
Postgraduate (AoL goals): KS 1.1, HO 2.2, PC 3.1, 3.2, SL 4.1, SEC 5.1, 5.2
This assignment is eligible for the 48-hour late submission period and assignment extensions.
Academic Integrity
Academic integrity is a commitment to undertaking academic work and assessment in a manner that is ethical, fair, honest, respectful and accountable.
The Academic Integrity Policy sets out the range of conduct that can be a failure to maintain the standards of academic integrity. This includes, cheating in exams, plagiarism, self-plagiarism, collusion and contract cheating. It also includes providing fraudulent or altered documentation in support of an academic concession application, for example an assignment extension or a deferred exam.
You are encouraged to make use of QUT’s learning support services, resources and tools to assure the academic integrity of your assessment. This includes the use of text matching software that may be available to assist with self-assessing your academic integrity as part of the assessment submission process.
Breaching QUT’s Academic Integrity Policy or engaging in conduct that may defeat or compromise the purpose of assessment can lead to a finding of student misconduct (Code of Conduct – Student) and result in the imposition of penalties under the Management of Student Misconduct Policy, ranging from a grade reduction to exclusion from QUT.
Resources
Resource Materials
Recommended text(s)
Tomitsch, M., & Baty, S. (2023). Designing tomorrow : strategic design tactics to change your practice, organisation, & planetary impact. BIS Publishers.
- ISBN-10 : 9063696795
- ISBN-13 : 978-9063696795
Risk Assessment Statement
There are no out-of-the-ordinary risks associated with lectures or tutorials in this unit.
Aboriginal and Torres Strait Islander people should be aware that items in the QUT Library collection may contain images, names and voices of people who have died.
All people are advised that there may be words and descriptions that include offensive and derogatory terms that are unacceptable. QUT Library collection contains materials that are based on non-Indigenous interpretations and observations.
Material in the collection may record First Nations Peoples' behaviours, actions, comments and traditions that privilege western paradigms and that can therefore be problematic. These sources often lack the viewpoints of the people they discuss and depict, and can contain ideas based on outdated scientific theories.
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
HO (2.2): Independent Judgement and Decision-Making
Relates to: ULO1, ULO2, ULO3, ULO4
KS (1.1): Advanced Discipline and Professional Practice Knowledge
Relates to: ULO1, ULO2, ULO3, ULO4
PC (3.1): Professional Communication (Written)
Relates to: ULO3
PC (3.2): Professional Communication (Oral)
Relates to: ULO3
SE (5.1): Social, Ethical and Legal Understanding
SE (5.2): Cultural , Environmental and Social Responsibility
Relates to: ULO4
SL (4.1): Personal Leadership, Accountability and Reflective Practice
Relates to: ULO2