GSZ464 Systems Thinking for Managers
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: | GSZ464 |
|---|---|
| Equivalent(s): | GSN464,GSZ502,GSN502 |
| Credit points: | 6 |
| Timetable | Details in HiQ, if available |
| Availabilities |
|
| Domestic tuition unit fee | $3,516 |
| International unit fee | $3,420 |
Unit Outline: Flexible Period - 04B 2024, Online (Start Date: 13 Mar 2024)
| Unit code: | GSZ464 |
|---|---|
| Credit points: | 6 |
| Equivalent: | GSN464,GSZ502,GSN502 |
Overview
Leaders and managers of organisations deal with complex problems whose resolution requires holistic approaches, sophisticated thinking and pluralist methodologies. Systems Thinking for Managers has been included in the early part of the program as Systems Thinking is a key theme threaded throughout the EMBA program that is built upon in the teaching and learning approaches used in subsequent units in the program.
The aim of this unit is for students to develop systems thinking skills in a reflexive process involving the application of systems methodologies in isolation and in combination as they apply to complex business problems.
This unit has been included in the program to provide students with foundational knowledge related to systems methodologies and their underpinning epistemologies that enable business leaders and managers to solve and manage the complex, multi-faceted business problems of today and tomorrow.
Learning Outcomes
On successful completion of this unit you will be able to:
- Demonstrate and apply knowledge of a range of systems concepts in the analysis of complex organisational problem situations. KS 1.1
- Collaborate with others to construct a persuasive oral argument for adopting a systems approach to managing a problem. HO 2.1, PC 3.2, SL 4.2
- Integrate and apply systems methodologies to enhance the management of complex organisational problem-situations. KS 1.1Relates to: EXEC Business Capabilities: KS (1.1)
- Use holistic thinking to diagnose the real organisational issue to be addressed and make well-justified recommendations, which are professionally communicated in writing to stakeholders. HO 2.1, HO 2.2, PC 3.1
Content
- Systems thinking and responding to the world:
- Viable Systems Model: Improving Goal Seeking and Viability
- Soft Systems Methodology: Exploring Purpose
- Critical Systems Heuristics: Ensuring Fairness
- Critical Systems Practice: 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 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 and professional practice.
1.2 Apply advanced technical and technological knowledge and skills to critically reflect on, evaluate and contribute to developments that enhance innovative, sustainable and effective business performance in local, national and global business environments.
Higher Order Thinking (HO)
2.1 Provide evidence of effective analysis, interpretation, evaluation and synthesis of complex data, theories, ideas, issues and situations and demonstrate knowledge of how research and inquiry can be used to interpret, contribute to and create theoretical and practical knowledge.
2.2 Provide evidence of higher order thinking including creativity, judgement, cognitive flexibility and critical reflection in designing, planning and implementing strategies and solutions for effective performance in complex business environments.
Professional Communication (PC)
3.1 Demonstrate advanced use of language and argumentation in written communication, including digital communication, to frame strategic and influential responses to engage, persuade, negotiate, collaborate and lead in diverse and complex contexts and for diverse audiences.
3.2 Demonstrate advanced use of language and argumentation in oral communication, including digital communication, to frame strategic and influential responses to engage, persuade, negotiate, collaborate and lead across diverse and complex contexts and for diverse audiences.
Self and Leadership (SL)
4.1 Demonstrate adaptive personal leadership and accountability, including self-awareness, reflective practice and foresight in adapting and applying knowledge and skills to inform and influence effective and innovative practice.
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 robust, adaptable and sustainable courses of action.
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 and global business environments.
5.2 Apply knowledge and skills to demonstrate, interpret and critically reflect on, appropriate culturally and socially inclusive and responsible decisions and actions across diverse social and cultural contexts.
Learning Approaches
This unit adopts a blended learning approach and as such, includes a variety of teaching and learning approaches.
Three hour face-to-face class sessions are supplemented by a textbook and a range of online materials that are designed to support and extend learning prior to, during and after class sessions. Online materials are available in the unit Canvas site. Given the importance of the unit Canvas site to the teaching and learning strategy used in this unit, a computer or tablet device with internet access is strongly recommended for all students.
The principal purpose of the lectures and readings is to build upon the key concepts that were introduced through the Preparation for Class activities and readings. The purpose of the case study work, experiential learning tasks and all assessment tasks is to help the student develop their understanding of the concepts and enable them to be applied within a range of business contexts.
There is an expectation that the student will participate in class sessions, to take advantage of the opportunity to discuss important issues with their instructor and their peers in an informal environment. These sessions also provide students with an opportunity to hone important generic skills that are in high demand in the business.
It is expected that students have completed all Preparation for Class activities and readings identified in the unit Canvas site prior to coming to class to be able to maximise the learning opportunities of the class sessions.
A variety of learning activities designed to engage students in their learning will be incorporated into the lectures/workshops. Such learning activities may include short lectures, class discussions, debates, role plays, group work, guest speakers, student presentations, simulations, case study analysis, videos, readings, wikis, media/current events reports, web searches, etc.
There is a commitment to critical inquiry and intellectual debate in regard to the material covered. Students are encouraged to relate the theories and research discussed to situations known to them and will be encouraged to share their experiences relating to the topics explored in this unit with the class to enrich the overall learning experience of all students.
Expanding the awareness of Australian management policies and practices into intercultural and international perspectives is fostered within this unit. This is underpinned with the approach to assessment undertaken in this unit. Furthermore, students enrolling in this unit typically have extremely varied backgrounds. There is diversity of professional background and socio-cultural background. Students are reminded that this is to their advantage and they have much to learn from one another. To this end, students are strongly encouraged to be sensitive to cultural, gender-related and international issues.
Feedback on Learning and Assessment
Students will receive a variety of formative feedback throughout this unit.
Informally, feedback will be given verbally in class 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 Criterion Reference Assessment sheet which will also include written feedback on the assessment task. The Criterion Reference Assessment Sheet 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
Systems Thinking for Managers is a transdisciplinary and multi-paradigmatic approach to holistic sense-making in complex environments. Using a systems of systems methodology it frames an in-depth survey of specific systems thinking methods with a pluralistic, critical and pragmatic focus on practice in context. To further frame this approach, it draws on the centrality of worldview and juxtaposes the Western worldview with other ways of looking and seeing, and particularly highlights features of Indigenous worldview that contribute to the development of holistic thinking, seeing and being in the world. To support the philosophical approach to remediating the deficiencies of the reductive Western worldview, both assessment tasks in this unit are built on the analysis of a case study developed around the operation of alcohol management plans in Aboriginal communities. Supported by 149 references, the real world experience of Palm Island resident Joan Maloney is analysed recursively from local, state and national levels from legal, social, historical and political perspectives.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Case Analysis
Working in groups you are required to prepare and deliver a group presentation based on your analysis of a case study of a complex problem.
The individual contribution of students to the final product produced by the group 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.
Formative and Summative: Formative and Summative
Postgraduate Executive (AoL goals): KS (1.1), HO (2.1), PC (3.2), SL (4.2)
Assessment: Report
Diagnostic & Recommendation Report
Students will be provided with a Case Study relating to a complex problem and are required to present their diagnostic and recommendations for the particular situation outlined in the Case Study.
Formative or Summative: Summative
Postgraduate Executive (AoL goals): KS (1.1), HO (2.1, 2.2), PC (3.1)
This assignment is eligible for the 48-hour late submission period and assignment extensions.
Academic Integrity
Students are expected to engage in learning and assessment at QUT with honesty, transparency and fairness. Maintaining academic integrity means upholding these principles and demonstrating valuable professional capabilities based on ethical foundations.
Failure to maintain academic integrity can take many forms. It includes cheating in examinations, plagiarism, self-plagiarism, collusion, and submitting an assessment item completed by another person (e.g. contract cheating). It can also include providing your assessment to another entity, such as to a person or website.
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.
Further details of QUT’s approach to academic integrity are outlined in the Academic integrity policy and the Student Code of Conduct. Breaching QUT’s Academic integrity policy is regarded as student misconduct and can lead to the imposition of penalties ranging from a grade reduction to exclusion from QUT.
Resources
Resource Materials
Prescribed text(s)
Jackson, M. (2019).Critical Systems Thinking & The Management of Complexity.
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, Case Analysis, Report
HO (2.2): Independent Judgement and Decision-Making
KS (1.1): Advanced Discipline and Professional Practice Knowledge
Relates to: ULO3, Case Analysis, Report
PC (3.1): Professional Communication (Written)
PC (3.2): Professional Communication (Oral)
Relates to: ULO1, ULO2, Case Analysis
SL (4.2): Leading and Developing Teams
Relates to: ULO1, ULO2, Case Analysis
Course Learning Outcomes
This unit is designed to support your development of the following course/study area learning outcomes.GS50 Executive Master of Business Administration
- Demonstrate, apply and integrate contemporary, advanced multidisciplinary knowledge, business practices, and research principles underpinned by a systems thinking framework to respond to global, complex real-world challenges.
Relates to: ULO3, Case Analysis, Report - Critically analyse, interpret, evaluate and synthesise complex data, research, theoretical knowledge, ideas and situations to lead and support decision-making in global complex business environments.
Relates to: ULO1, ULO2, ULO4, Case Analysis, Report - Demonstrate holistic thinking, creativity, problem solving and critical reflection to design, plan and implement strategies and solutions for strategic leadership in global complex business environments.
Relates to: ULO4, Report - Demonstrate advanced professional written communication skills in a variety of genres to clearly communicate strategic and complex thinking, engage, persuade, influence and lead diverse stakeholders in a range of contexts.
Relates to: ULO4, Report - Demonstrate advanced professional oral communication skills and media to clearly communicate strategic and complex thinking and to engage, persuade, influence and lead diverse stakeholders to achieve a strategic outcome.
Relates to: ULO1, ULO2, Case Analysis - Apply advanced knowledge and skills to lead and foster innovative teams using approaches that value and leverage diversity to maximise team and organisational performance.
Relates to: ULO1, ULO2, Case Analysis
GS89 Executive Graduate Certificate in Business Administration
- Demonstrate and apply integrated discipline knowledge and skills in the critical understanding of complex real world challenges
Relates to: ULO3, Case Analysis, Report - Exercise critical thinking in analysing, interpreting, evaluating and synthesising theories, ideas and practices to support decision making in complex business environments
Relates to: ULO1, ULO2, ULO4, Case Analysis, Report - Demonstrate strategic planning, critical thinking and creative problem solving to generate and evaluate real word business issues
Relates to: ULO4, Report - Exercise written communication and persuasion skills with diverse stakeholders for a variety of purposes
Relates to: ULO4, Report - Exercise oral communication and persuasion skills with diverse stakeholders for a variety of purposes
Relates to: ULO1, ULO2, Case Analysis - Apply knowledge and skills to manage teams effectively by using approaches that value diversity and foster collaboration
Relates to: ULO1, ULO2, Case Analysis
Unit Outline: Flexible Period - 06A 2024, Gardens Point, Internal (Start Date: 11 May 2024)
| Unit code: | GSZ464 |
|---|---|
| Credit points: | 6 |
| Equivalent: | GSN464,GSZ502,GSN502 |
| Coordinator: | Patrick Albina | p2.albina@qut.edu.au |
Overview
Leaders and managers of organisations deal with complex problems whose resolution requires holistic approaches, sophisticated thinking and pluralist methodologies. Systems Thinking for Managers has been included in the early part of the program as Systems Thinking is a key theme threaded throughout the EMBA program that is built upon in the teaching and learning approaches used in subsequent units in the program.
The aim of this unit is for students to develop systems thinking skills in a reflexive process involving the application of systems methodologies in isolation and in combination as they apply to complex business problems.
This unit has been included in the program to provide students with foundational knowledge related to systems methodologies and their underpinning epistemologies that enable business leaders and managers to solve and manage the complex, multi-faceted business problems of today and tomorrow.
Learning Outcomes
On successful completion of this unit you will be able to:
- Demonstrate and apply knowledge of a range of systems concepts in the analysis of complex organisational problem situations. KS 1.1
- Collaborate with others to construct a persuasive oral argument for adopting a systems approach to managing a problem. HO 2.1, PC 3.2, SL 4.2
- Integrate and apply systems methodologies to enhance the management of complex organisational problem-situations. KS 1.1Relates to: EXEC Business Capabilities: KS (1.1)
- Use holistic thinking to diagnose the real organisational issue to be addressed and make well-justified recommendations, which are professionally communicated in writing to stakeholders. HO 2.1, HO 2.2, PC 3.1
Content
- Systems thinking and responding to the world:
- Viable Systems Model: Improving Goal Seeking and Viability
- Soft Systems Methodology: Exploring Purpose
- Critical Systems Heuristics: Ensuring Fairness
- Critical Systems Practice: 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 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 and professional practice.
1.2 Apply advanced technical and technological knowledge and skills to critically reflect on, evaluate and contribute to developments that enhance innovative, sustainable and effective business performance in local, national and global business environments.
Higher Order Thinking (HO)
2.1 Provide evidence of effective analysis, interpretation, evaluation and synthesis of complex data, theories, ideas, issues and situations and demonstrate knowledge of how research and inquiry can be used to interpret, contribute to and create theoretical and practical knowledge.
2.2 Provide evidence of higher order thinking including creativity, judgement, cognitive flexibility and critical reflection in designing, planning and implementing strategies and solutions for effective performance in complex business environments.
Professional Communication (PC)
3.1 Demonstrate advanced use of language and argumentation in written communication, including digital communication, to frame strategic and influential responses to engage, persuade, negotiate, collaborate and lead in diverse and complex contexts and for diverse audiences.
3.2 Demonstrate advanced use of language and argumentation in oral communication, including digital communication, to frame strategic and influential responses to engage, persuade, negotiate, collaborate and lead across diverse and complex contexts and for diverse audiences.
Self and Leadership (SL)
4.1 Demonstrate adaptive personal leadership and accountability, including self-awareness, reflective practice and foresight in adapting and applying knowledge and skills to inform and influence effective and innovative practice.
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 robust, adaptable and sustainable courses of action.
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 and global business environments.
5.2 Apply knowledge and skills to demonstrate, interpret and critically reflect on, appropriate culturally and socially inclusive and responsible decisions and actions across diverse social and cultural contexts.
Learning Approaches
This unit adopts a blended learning approach and as such, includes a variety of teaching and learning approaches.
Three hour face-to-face class sessions are supplemented by a textbook and a range of online materials that are designed to support and extend learning prior to, during and after class sessions. Online materials are available in the unit Canvas site. Given the importance of the unit Canvas site to the teaching and learning strategy used in this unit, a computer or tablet device with internet access is strongly recommended for all students.
The principal purpose of the lectures and readings is to build upon the key concepts that were introduced through the Preparation for Class activities and readings. The purpose of the case study work, experiential learning tasks and all assessment tasks is to help the student develop their understanding of the concepts and enable them to be applied within a range of business contexts.
There is an expectation that the student will participate in class sessions, to take advantage of the opportunity to discuss important issues with their instructor and their peers in an informal environment. These sessions also provide students with an opportunity to hone important generic skills that are in high demand in the business.
It is expected that students have completed all Preparation for Class activities and readings identified in the unit Canvas site prior to coming to class to be able to maximise the learning opportunities of the class sessions.
A variety of learning activities designed to engage students in their learning will be incorporated into the lectures/workshops. Such learning activities may include short lectures, class discussions, debates, role plays, group work, guest speakers, student presentations, simulations, case study analysis, videos, readings, wikis, media/current events reports, web searches, etc.
There is a commitment to critical inquiry and intellectual debate in regard to the material covered. Students are encouraged to relate the theories and research discussed to situations known to them and will be encouraged to share their experiences relating to the topics explored in this unit with the class to enrich the overall learning experience of all students.
Expanding the awareness of Australian management policies and practices into intercultural and international perspectives is fostered within this unit. This is underpinned with the approach to assessment undertaken in this unit. Furthermore, students enrolling in this unit typically have extremely varied backgrounds. There is diversity of professional background and socio-cultural background. Students are reminded that this is to their advantage and they have much to learn from one another. To this end, students are strongly encouraged to be sensitive to cultural, gender-related and international issues.
Feedback on Learning and Assessment
Students will receive a variety of formative feedback throughout this unit.
Informally, feedback will be given verbally in class 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 Criterion Reference Assessment sheet which will also include written feedback on the assessment task. The Criterion Reference Assessment Sheet 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
Systems Thinking for Managers is a transdisciplinary and multi-paradigmatic approach to holistic sense-making in complex environments. Using a systems of systems methodology it frames an in-depth survey of specific systems thinking methods with a pluralistic, critical and pragmatic focus on practice in context. To further frame this approach, it draws on the centrality of worldview and juxtaposes the Western worldview with other ways of looking and seeing, and particularly highlights features of Indigenous worldview that contribute to the development of holistic thinking, seeing and being in the world. To support the philosophical approach to remediating the deficiencies of the reductive Western worldview, both assessment tasks in this unit are built on the analysis of a case study developed around the operation of alcohol management plans in Aboriginal communities. Supported by 149 references, the real world experience of Palm Island resident Joan Maloney is analysed recursively from local, state and national levels from legal, social, historical and political perspectives.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Case Analysis
Working in groups you are required to prepare and deliver a group presentation based on your analysis of a case study of a complex problem.
The individual contribution of students to the final product produced by the group 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.
Formative and Summative: Formative and Summative
Postgraduate Executive (AoL goals): KS (1.1), HO (2.1), PC (3.2), SL (4.2)
Assessment: Report
Diagnostic & Recommendation Report
Students will be provided with a Case Study relating to a complex problem and are required to present their diagnostic and recommendations for the particular situation outlined in the Case Study.
Formative or Summative: Summative
Postgraduate Executive (AoL goals): KS (1.1), HO (2.1, 2.2), PC (3.1)
This assignment is eligible for the 48-hour late submission period and assignment extensions.
Academic Integrity
Students are expected to engage in learning and assessment at QUT with honesty, transparency and fairness. Maintaining academic integrity means upholding these principles and demonstrating valuable professional capabilities based on ethical foundations.
Failure to maintain academic integrity can take many forms. It includes cheating in examinations, plagiarism, self-plagiarism, collusion, and submitting an assessment item completed by another person (e.g. contract cheating). It can also include providing your assessment to another entity, such as to a person or website.
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.
Further details of QUT’s approach to academic integrity are outlined in the Academic integrity policy and the Student Code of Conduct. Breaching QUT’s Academic integrity policy is regarded as student misconduct and can lead to the imposition of penalties ranging from a grade reduction to exclusion from QUT.
Resources
Resource Materials
Prescribed text(s)
Jackson, M. (2019).Critical Systems Thinking & The Management of Complexity.
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, Case Analysis, Report
HO (2.2): Independent Judgement and Decision-Making
KS (1.1): Advanced Discipline and Professional Practice Knowledge
Relates to: ULO3, Case Analysis, Report
PC (3.1): Professional Communication (Written)
PC (3.2): Professional Communication (Oral)
Relates to: ULO1, ULO2, Case Analysis
SL (4.2): Leading and Developing Teams
Relates to: ULO1, ULO2, Case Analysis
Course Learning Outcomes
This unit is designed to support your development of the following course/study area learning outcomes.GS50 Executive Master of Business Administration
- Demonstrate, apply and integrate contemporary, advanced multidisciplinary knowledge, business practices, and research principles underpinned by a systems thinking framework to respond to global, complex real-world challenges.
Relates to: ULO3, Case Analysis, Report - Critically analyse, interpret, evaluate and synthesise complex data, research, theoretical knowledge, ideas and situations to lead and support decision-making in global complex business environments.
Relates to: ULO1, ULO2, ULO4, Case Analysis, Report - Demonstrate holistic thinking, creativity, problem solving and critical reflection to design, plan and implement strategies and solutions for strategic leadership in global complex business environments.
Relates to: ULO4, Report - Demonstrate advanced professional written communication skills in a variety of genres to clearly communicate strategic and complex thinking, engage, persuade, influence and lead diverse stakeholders in a range of contexts.
Relates to: ULO4, Report - Demonstrate advanced professional oral communication skills and media to clearly communicate strategic and complex thinking and to engage, persuade, influence and lead diverse stakeholders to achieve a strategic outcome.
Relates to: ULO1, ULO2, Case Analysis - Apply advanced knowledge and skills to lead and foster innovative teams using approaches that value and leverage diversity to maximise team and organisational performance.
Relates to: ULO1, ULO2, Case Analysis
GS89 Executive Graduate Certificate in Business Administration
- Demonstrate and apply integrated discipline knowledge and skills in the critical understanding of complex real world challenges
Relates to: ULO3, Case Analysis, Report - Exercise critical thinking in analysing, interpreting, evaluating and synthesising theories, ideas and practices to support decision making in complex business environments
Relates to: ULO1, ULO2, ULO4, Case Analysis, Report - Demonstrate strategic planning, critical thinking and creative problem solving to generate and evaluate real word business issues
Relates to: ULO4, Report - Exercise written communication and persuasion skills with diverse stakeholders for a variety of purposes
Relates to: ULO4, Report - Exercise oral communication and persuasion skills with diverse stakeholders for a variety of purposes
Relates to: ULO1, ULO2, Case Analysis - Apply knowledge and skills to manage teams effectively by using approaches that value diversity and foster collaboration
Relates to: ULO1, ULO2, Case Analysis