GSZ633 Managing Outwards in a Networked Government
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: | GSZ633 |
|---|---|
| Credit points: | 12 |
| Timetable | Details in HiQ, if available |
| Availabilities |
|
Unit Outline: Flexible Period - 03A 2023, Online (Start Date: 23 Jan 2023)
| Unit code: | GSZ633 |
|---|---|
| Credit points: | 12 |
Overview
Contemporary public sector and non-government organisation managers and those aspiring to management, face many challenges as government organisations change the way they provide services in response to new and diverse environmental demands. The capacity to think systemically, to adapt, to work in flexible ways and to collaborate are key attributes for managers. Managing strategic and operational relationships with citizens, stakeholders and communities in policy, networked and contestable settings distinguishes public managers from their private counterparts. This unit seeks to build managers' awareness, knowledge and skills to collaborate effectively in complex cross-sectoral environments.
This unit builds upon the understanding of the context in which public sector managers operate, and the understanding of personal operational styles, to turn the focus outwards and to build further knowledge and skills for application in wider contexts of operation.
Learning Outcomes
On successful completion of this unit you will be able to:
- Evaluate the opportunities and risks for managers in rapidly changing organizational and service environments.
- Utilise systems thinking approaches to build service models and to evaluate service performance.
- Implement strength-based and communication approaches, including Appreciative Inquiry, to collaborate with, engage and persuade people in changing and cross-cultural settings.
- Analyse drivers, needs and interests of communities to inform and influence effective policy options.
Content
- Responsive Government: Flexible and networked structures; shifts in government business; strategic relationship management; networked service delivery.
- Citizens, Clients and Stakeholders: Community and citizen-centric government; systems thinking approach.
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
There is a commitment to critical inquiry and intellectual debate in regard to the material covered, and students are encouraged to relate the theories and research discussed to situations known to them.
A blended learning approach is taken with this unit. Students engage with the theories, research and practice through a blend of:
- Guided instruction, learning activities and learning resources presented in a comprehensive electronic learning guide.
- Students are expected to engage with the readings and learning activities in the learning guide prior to face-to-face sessions.
- A comprehensive set of readings, cases, workplace documents and other authentic materials are provided to support student access to the content of the unit. Where appropriate electronic and printed textbooks will also be provided.
- Face-to-face workshops of 3-4 days duration where students actively engage in exploring the concepts, issues and cases provided in the learning guide. A focus on facilitated group learning and collaboration is a feature of these sessions.
- A Canvas learning site providing additional materials such as podcasts, vodcasts, audio, video files and computer simulations, which can be accessed through the life of the unit.
Wherever possible guest speakers from government and industry will be invited to the face-to-face workshops to discuss live issues and real cases in the context of their effect on the delivery of government business and the development of policy.
The learning activities emphasise practical application and deep connection to job experience. The assessments involve tasks that replicate real world challenges and require meaningful performance in work contexts where students are provided the opportunity to demonstrate mastery of the real work done in public sector contexts.
In this unit, students will be encouraged to apply their learning to real workplace practice by actively exploring strength based and systems approaches for building effective partnerships for the delivery of government policy and services in their own workplace contexts.
Feedback on Learning and Assessment
Students will receive feedback in various forms throughout the study period, which may include:
- Informal: worked examples, such as verbal feedback in class or in personal consultation.
- Formal: in writing, using criterion referenced assessment checklists and further written commentary.
- Direct: to individual students, either in written form or in consultation.
- Indirect: to whole class.
Assessment
Overview
Academic honesty means that you are expected to exhibit honesty and act responsibly when undertaking assessment. Any action or practice on your part which would defeat the purposes of assessment is regarded as academic dishonesty. The penalties for academic dishonesty are provided in the Student Rules. For more information you should consult the Academic Integrity Kit and the QUT Library resources for avoiding plagiarism.QUT Reserves the right to use plagiarism detection software.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Essay
Critical Analysis of Relationship Management
- Identify an external relationship critical to your agency's future. Critically analyse the dynamic system within which the relationship exists and the nature of the relationship between the parties.
- Explore the purpose and context of the relationship; and how it evolved and how it is managed.
- Determine the strengths, interdependencies and risks in the relationship. What strategies would you use to build, strengthen or terminate the relationship? What lessons may be drawn about the relationship for the future?
- Justify your analysis with reference to readings, theories and models presented in the first two modules of the unit.
Formative or Summative: Formative and Summative
This is an assignment for the purposes of an extension.
Assessment: Essay
Proposal for an alternative business/service strategy
- Identify a service that could be considered for contestability or redesign.
- Describe and critically analyse the steps in the change/contestability process.
- Identify the options or alternative service delivery models you would consider.
- Select your preferred option and develop a service model for implementation.
- Explain how value is created for diverse stakeholders.
Formative or Summative: Formative and Summative
This is an assignment for the purposes of an extension.
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
Other
Electronic unit learning guide.
Journal articles and other readings.
Authentic state-specific documents.
Risk Assessment Statement
There are no out-of-the-ordinary risks associated with 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
HO (2.2): Independent Judgement and Decision-Making
Relates to: ULO2, ULO3, Essay, Essay
KS (1.1): Advanced Discipline and Professional Practice Knowledge
PC (3.1): Professional Communication (Written)
SE (5.2): Global, Cultural and Social Responsibility
SL (4.1): Personal Leadership, Accountability and Reflective Practice
Relates to: ULO4
SL (4.2): Leading and Developing Teams
Relates to: ULO3
Unit Outline: Flexible Period - 04A 2023, Online (Start Date: 13 Feb 2023)
| Unit code: | GSZ633 |
|---|---|
| Credit points: | 12 |
Overview
Contemporary public sector and non-government organisation managers and those aspiring to management, face many challenges as government organisations change the way they provide services in response to new and diverse environmental demands. The capacity to think systemically, to adapt, to work in flexible ways and to collaborate are key attributes for managers. Managing strategic and operational relationships with citizens, stakeholders and communities in policy, networked and contestable settings distinguishes public managers from their private counterparts. This unit seeks to build managers' awareness, knowledge and skills to collaborate effectively in complex cross-sectoral environments.
This unit builds upon the understanding of the context in which public sector managers operate, and the understanding of personal operational styles, to turn the focus outwards and to build further knowledge and skills for application in wider contexts of operation.
Learning Outcomes
On successful completion of this unit you will be able to:
- Evaluate the opportunities and risks for managers in rapidly changing organizational and service environments.
- Utilise systems thinking approaches to build service models and to evaluate service performance.
- Implement strength-based and communication approaches, including Appreciative Inquiry, to collaborate with, engage and persuade people in changing and cross-cultural settings.
- Analyse drivers, needs and interests of communities to inform and influence effective policy options.
Content
- Responsive Government: Flexible and networked structures; shifts in government business; strategic relationship management; networked service delivery.
- Citizens, Clients and Stakeholders: Community and citizen-centric government; systems thinking approach.
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
There is a commitment to critical inquiry and intellectual debate in regard to the material covered, and students are encouraged to relate the theories and research discussed to situations known to them.
A blended learning approach is taken with this unit. Students engage with the theories, research and practice through a blend of:
- Guided instruction, learning activities and learning resources presented in a comprehensive electronic learning guide.
- Students are expected to engage with the readings and learning activities in the learning guide prior to face-to-face sessions.
- A comprehensive set of readings, cases, workplace documents and other authentic materials are provided to support student access to the content of the unit. Where appropriate electronic and printed textbooks will also be provided.
- Face-to-face workshops of 3-4 days duration where students actively engage in exploring the concepts, issues and cases provided in the learning guide. A focus on facilitated group learning and collaboration is a feature of these sessions.
- A Canvas learning site providing additional materials such as podcasts, vodcasts, audio, video files and computer simulations, which can be accessed through the life of the unit.
Wherever possible guest speakers from government and industry will be invited to the face-to-face workshops to discuss live issues and real cases in the context of their effect on the delivery of government business and the development of policy.
The learning activities emphasise practical application and deep connection to job experience. The assessments involve tasks that replicate real world challenges and require meaningful performance in work contexts where students are provided the opportunity to demonstrate mastery of the real work done in public sector contexts.
In this unit, students will be encouraged to apply their learning to real workplace practice by actively exploring strength based and systems approaches for building effective partnerships for the delivery of government policy and services in their own workplace contexts.
Feedback on Learning and Assessment
Students will receive feedback in various forms throughout the study period, which may include:
- Informal: worked examples, such as verbal feedback in class or in personal consultation.
- Formal: in writing, using criterion referenced assessment checklists and further written commentary.
- Direct: to individual students, either in written form or in consultation.
- Indirect: to whole class.
Assessment
Overview
Academic honesty means that you are expected to exhibit honesty and act responsibly when undertaking assessment. Any action or practice on your part which would defeat the purposes of assessment is regarded as academic dishonesty. The penalties for academic dishonesty are provided in the Student Rules. For more information you should consult the Academic Integrity Kit and the QUT Library resources for avoiding plagiarism.QUT Reserves the right to use plagiarism detection software.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Essay
Critical Analysis of Relationship Management
- Identify an external relationship critical to your agency's future. Critically analyse the dynamic system within which the relationship exists and the nature of the relationship between the parties.
- Explore the purpose and context of the relationship; and how it evolved and how it is managed.
- Determine the strengths, interdependencies and risks in the relationship. What strategies would you use to build, strengthen or terminate the relationship? What lessons may be drawn about the relationship for the future?
- Justify your analysis with reference to readings, theories and models presented in the first two modules of the unit.
Formative or Summative: Formative and Summative
This is an assignment for the purposes of an extension.
Assessment: Essay
Proposal for an alternative business/service strategy
- Identify a service that could be considered for contestability or redesign.
- Describe and critically analyse the steps in the change/contestability process.
- Identify the options or alternative service delivery models you would consider.
- Select your preferred option and develop a service model for implementation.
- Explain how value is created for diverse stakeholders.
Formative or Summative: Formative and Summative
This is an assignment for the purposes of an extension.
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
Other
Electronic unit learning guide.
Journal articles and other readings.
Authentic state-specific documents.
Risk Assessment Statement
There are no out-of-the-ordinary risks associated with 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
HO (2.2): Independent Judgement and Decision-Making
Relates to: ULO2, ULO3, Essay, Essay
KS (1.1): Advanced Discipline and Professional Practice Knowledge
PC (3.1): Professional Communication (Written)
SE (5.2): Global, Cultural and Social Responsibility
SL (4.1): Personal Leadership, Accountability and Reflective Practice
Relates to: ULO4
SL (4.2): Leading and Developing Teams
Relates to: ULO3
Unit Outline: Flexible Period - 04A 2023, Online (Start Date: 13 Feb 2023)
| Unit code: | GSZ633 |
|---|---|
| Credit points: | 12 |
Overview
Contemporary public sector and non-government organisation managers and those aspiring to management, face many challenges as government organisations change the way they provide services in response to new and diverse environmental demands. The capacity to think systemically, to adapt, to work in flexible ways and to collaborate are key attributes for managers. Managing strategic and operational relationships with citizens, stakeholders and communities in policy, networked and contestable settings distinguishes public managers from their private counterparts. This unit seeks to build managers' awareness, knowledge and skills to collaborate effectively in complex cross-sectoral environments.
This unit builds upon the understanding of the context in which public sector managers operate, and the understanding of personal operational styles, to turn the focus outwards and to build further knowledge and skills for application in wider contexts of operation.
Learning Outcomes
On successful completion of this unit you will be able to:
- Evaluate the opportunities and risks for managers in rapidly changing organizational and service environments.
- Utilise systems thinking approaches to build service models and to evaluate service performance.
- Implement strength-based and communication approaches, including Appreciative Inquiry, to collaborate with, engage and persuade people in changing and cross-cultural settings.
- Analyse drivers, needs and interests of communities to inform and influence effective policy options.
Content
- Responsive Government: Flexible and networked structures; shifts in government business; strategic relationship management; networked service delivery.
- Citizens, Clients and Stakeholders: Community and citizen-centric government; systems thinking approach.
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
There is a commitment to critical inquiry and intellectual debate in regard to the material covered, and students are encouraged to relate the theories and research discussed to situations known to them.
A blended learning approach is taken with this unit. Students engage with the theories, research and practice through a blend of:
- Guided instruction, learning activities and learning resources presented in a comprehensive electronic learning guide.
- Students are expected to engage with the readings and learning activities in the learning guide prior to face-to-face sessions.
- A comprehensive set of readings, cases, workplace documents and other authentic materials are provided to support student access to the content of the unit. Where appropriate electronic and printed textbooks will also be provided.
- Face-to-face workshops of 3-4 days duration where students actively engage in exploring the concepts, issues and cases provided in the learning guide. A focus on facilitated group learning and collaboration is a feature of these sessions.
- A Canvas learning site providing additional materials such as podcasts, vodcasts, audio, video files and computer simulations, which can be accessed through the life of the unit.
Wherever possible guest speakers from government and industry will be invited to the face-to-face workshops to discuss live issues and real cases in the context of their effect on the delivery of government business and the development of policy.
The learning activities emphasise practical application and deep connection to job experience. The assessments involve tasks that replicate real world challenges and require meaningful performance in work contexts where students are provided the opportunity to demonstrate mastery of the real work done in public sector contexts.
In this unit, students will be encouraged to apply their learning to real workplace practice by actively exploring strength based and systems approaches for building effective partnerships for the delivery of government policy and services in their own workplace contexts.
Feedback on Learning and Assessment
Students will receive feedback in various forms throughout the study period, which may include:
- Informal: worked examples, such as verbal feedback in class or in personal consultation.
- Formal: in writing, using criterion referenced assessment checklists and further written commentary.
- Direct: to individual students, either in written form or in consultation.
- Indirect: to whole class.
Assessment
Overview
Academic honesty means that you are expected to exhibit honesty and act responsibly when undertaking assessment. Any action or practice on your part which would defeat the purposes of assessment is regarded as academic dishonesty. The penalties for academic dishonesty are provided in the Student Rules. For more information you should consult the Academic Integrity Kit and the QUT Library resources for avoiding plagiarism.QUT Reserves the right to use plagiarism detection software.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Essay
Critical Analysis of Relationship Management
- Identify an external relationship critical to your agency's future. Critically analyse the dynamic system within which the relationship exists and the nature of the relationship between the parties.
- Explore the purpose and context of the relationship; and how it evolved and how it is managed.
- Determine the strengths, interdependencies and risks in the relationship. What strategies would you use to build, strengthen or terminate the relationship? What lessons may be drawn about the relationship for the future?
- Justify your analysis with reference to readings, theories and models presented in the first two modules of the unit.
Formative or Summative: Formative and Summative
This is an assignment for the purposes of an extension.
Assessment: Essay
Proposal for an alternative business/service strategy
- Identify a service that could be considered for contestability or redesign.
- Describe and critically analyse the steps in the change/contestability process.
- Identify the options or alternative service delivery models you would consider.
- Select your preferred option and develop a service model for implementation.
- Explain how value is created for diverse stakeholders.
Formative or Summative: Formative and Summative
This is an assignment for the purposes of an extension.
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
Other
Electronic unit learning guide.
Journal articles and other readings.
Authentic state-specific documents.
Risk Assessment Statement
There are no out-of-the-ordinary risks associated with 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
HO (2.2): Independent Judgement and Decision-Making
Relates to: ULO2, ULO3, Essay, Essay
KS (1.1): Advanced Discipline and Professional Practice Knowledge
PC (3.1): Professional Communication (Written)
SE (5.2): Global, Cultural and Social Responsibility
SL (4.1): Personal Leadership, Accountability and Reflective Practice
Relates to: ULO4
SL (4.2): Leading and Developing Teams
Relates to: ULO3
Unit Outline: Flexible Period - 04A 2023, Online (Start Date: 06 Mar 2023)
| Unit code: | GSZ633 |
|---|---|
| Credit points: | 12 |
Overview
Contemporary public sector and non-government organisation managers and those aspiring to management, face many challenges as government organisations change the way they provide services in response to new and diverse environmental demands. The capacity to think systemically, to adapt, to work in flexible ways and to collaborate are key attributes for managers. Managing strategic and operational relationships with citizens, stakeholders and communities in policy, networked and contestable settings distinguishes public managers from their private counterparts. This unit seeks to build managers' awareness, knowledge and skills to collaborate effectively in complex cross-sectoral environments.
This unit builds upon the understanding of the context in which public sector managers operate, and the understanding of personal operational styles, to turn the focus outwards and to build further knowledge and skills for application in wider contexts of operation.
Learning Outcomes
On successful completion of this unit you will be able to:
- Evaluate the opportunities and risks for managers in rapidly changing organizational and service environments.
- Utilise systems thinking approaches to build service models and to evaluate service performance.
- Implement strength-based and communication approaches, including Appreciative Inquiry, to collaborate with, engage and persuade people in changing and cross-cultural settings.
- Analyse drivers, needs and interests of communities to inform and influence effective policy options.
Content
- Responsive Government: Flexible and networked structures; shifts in government business; strategic relationship management; networked service delivery.
- Citizens, Clients and Stakeholders: Community and citizen-centric government; systems thinking approach.
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
There is a commitment to critical inquiry and intellectual debate in regard to the material covered, and students are encouraged to relate the theories and research discussed to situations known to them.
A blended learning approach is taken with this unit. Students engage with the theories, research and practice through a blend of:
- Guided instruction, learning activities and learning resources presented in a comprehensive electronic learning guide.
- Students are expected to engage with the readings and learning activities in the learning guide prior to face-to-face sessions.
- A comprehensive set of readings, cases, workplace documents and other authentic materials are provided to support student access to the content of the unit. Where appropriate electronic and printed textbooks will also be provided.
- Face-to-face workshops of 3-4 days duration where students actively engage in exploring the concepts, issues and cases provided in the learning guide. A focus on facilitated group learning and collaboration is a feature of these sessions.
- A Canvas learning site providing additional materials such as podcasts, vodcasts, audio, video files and computer simulations, which can be accessed through the life of the unit.
Wherever possible guest speakers from government and industry will be invited to the face-to-face workshops to discuss live issues and real cases in the context of their effect on the delivery of government business and the development of policy.
The learning activities emphasise practical application and deep connection to job experience. The assessments involve tasks that replicate real world challenges and require meaningful performance in work contexts where students are provided the opportunity to demonstrate mastery of the real work done in public sector contexts.
In this unit, students will be encouraged to apply their learning to real workplace practice by actively exploring strength based and systems approaches for building effective partnerships for the delivery of government policy and services in their own workplace contexts.
Feedback on Learning and Assessment
Students will receive feedback in various forms throughout the study period, which may include:
- Informal: worked examples, such as verbal feedback in class or in personal consultation.
- Formal: in writing, using criterion referenced assessment checklists and further written commentary.
- Direct: to individual students, either in written form or in consultation.
- Indirect: to whole class.
Assessment
Overview
Academic honesty means that you are expected to exhibit honesty and act responsibly when undertaking assessment. Any action or practice on your part which would defeat the purposes of assessment is regarded as academic dishonesty. The penalties for academic dishonesty are provided in the Student Rules. For more information you should consult the Academic Integrity Kit and the QUT Library resources for avoiding plagiarism.QUT Reserves the right to use plagiarism detection software.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Essay
Critical Analysis of Relationship Management
- Identify an external relationship critical to your agency's future. Critically analyse the dynamic system within which the relationship exists and the nature of the relationship between the parties.
- Explore the purpose and context of the relationship; and how it evolved and how it is managed.
- Determine the strengths, interdependencies and risks in the relationship. What strategies would you use to build, strengthen or terminate the relationship? What lessons may be drawn about the relationship for the future?
- Justify your analysis with reference to readings, theories and models presented in the first two modules of the unit.
Formative or Summative: Formative and Summative
This is an assignment for the purposes of an extension.
Assessment: Essay
Proposal for an alternative business/service strategy
- Identify a service that could be considered for contestability or redesign.
- Describe and critically analyse the steps in the change/contestability process.
- Identify the options or alternative service delivery models you would consider.
- Select your preferred option and develop a service model for implementation.
- Explain how value is created for diverse stakeholders.
Formative or Summative: Formative and Summative
This is an assignment for the purposes of an extension.
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
Other
Electronic unit learning guide.
Journal articles and other readings.
Authentic state-specific documents.
Risk Assessment Statement
There are no out-of-the-ordinary risks associated with 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
HO (2.2): Independent Judgement and Decision-Making
Relates to: ULO2, ULO3, Essay, Essay
KS (1.1): Advanced Discipline and Professional Practice Knowledge
PC (3.1): Professional Communication (Written)
SE (5.2): Global, Cultural and Social Responsibility
SL (4.1): Personal Leadership, Accountability and Reflective Practice
Relates to: ULO4
SL (4.2): Leading and Developing Teams
Relates to: ULO3
Unit Outline: Flexible Period - 05A 2023, Online (Start Date: 20 Mar 2023)
| Unit code: | GSZ633 |
|---|---|
| Credit points: | 12 |
Overview
Contemporary public sector and non-government organisation managers and those aspiring to management, face many challenges as government organisations change the way they provide services in response to new and diverse environmental demands. The capacity to think systemically, to adapt, to work in flexible ways and to collaborate are key attributes for managers. Managing strategic and operational relationships with citizens, stakeholders and communities in policy, networked and contestable settings distinguishes public managers from their private counterparts. This unit seeks to build managers' awareness, knowledge and skills to collaborate effectively in complex cross-sectoral environments.
This unit builds upon the understanding of the context in which public sector managers operate, and the understanding of personal operational styles, to turn the focus outwards and to build further knowledge and skills for application in wider contexts of operation.
Learning Outcomes
On successful completion of this unit you will be able to:
- Evaluate the opportunities and risks for managers in rapidly changing organizational and service environments.
- Utilise systems thinking approaches to build service models and to evaluate service performance.
- Implement strength-based and communication approaches, including Appreciative Inquiry, to collaborate with, engage and persuade people in changing and cross-cultural settings.
- Analyse drivers, needs and interests of communities to inform and influence effective policy options.
Content
- Responsive Government: Flexible and networked structures; shifts in government business; strategic relationship management; networked service delivery.
- Citizens, Clients and Stakeholders: Community and citizen-centric government; systems thinking approach.
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
There is a commitment to critical inquiry and intellectual debate in regard to the material covered, and students are encouraged to relate the theories and research discussed to situations known to them.
A blended learning approach is taken with this unit. Students engage with the theories, research and practice through a blend of:
- Guided instruction, learning activities and learning resources presented in a comprehensive electronic learning guide.
- Students are expected to engage with the readings and learning activities in the learning guide prior to face-to-face sessions.
- A comprehensive set of readings, cases, workplace documents and other authentic materials are provided to support student access to the content of the unit. Where appropriate electronic and printed textbooks will also be provided.
- Face-to-face workshops of 3-4 days duration where students actively engage in exploring the concepts, issues and cases provided in the learning guide. A focus on facilitated group learning and collaboration is a feature of these sessions.
- A Canvas learning site providing additional materials such as podcasts, vodcasts, audio, video files and computer simulations, which can be accessed through the life of the unit.
Wherever possible guest speakers from government and industry will be invited to the face-to-face workshops to discuss live issues and real cases in the context of their effect on the delivery of government business and the development of policy.
The learning activities emphasise practical application and deep connection to job experience. The assessments involve tasks that replicate real world challenges and require meaningful performance in work contexts where students are provided the opportunity to demonstrate mastery of the real work done in public sector contexts.
In this unit, students will be encouraged to apply their learning to real workplace practice by actively exploring strength based and systems approaches for building effective partnerships for the delivery of government policy and services in their own workplace contexts.
Feedback on Learning and Assessment
Students will receive feedback in various forms throughout the study period, which may include:
- Informal: worked examples, such as verbal feedback in class or in personal consultation.
- Formal: in writing, using criterion referenced assessment checklists and further written commentary.
- Direct: to individual students, either in written form or in consultation.
- Indirect: to whole class.
Assessment
Overview
Academic honesty means that you are expected to exhibit honesty and act responsibly when undertaking assessment. Any action or practice on your part which would defeat the purposes of assessment is regarded as academic dishonesty. The penalties for academic dishonesty are provided in the Student Rules. For more information you should consult the Academic Integrity Kit and the QUT Library resources for avoiding plagiarism.QUT Reserves the right to use plagiarism detection software.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Essay
Critical Analysis of Relationship Management
- Identify an external relationship critical to your agency's future. Critically analyse the dynamic system within which the relationship exists and the nature of the relationship between the parties.
- Explore the purpose and context of the relationship; and how it evolved and how it is managed.
- Determine the strengths, interdependencies and risks in the relationship. What strategies would you use to build, strengthen or terminate the relationship? What lessons may be drawn about the relationship for the future?
- Justify your analysis with reference to readings, theories and models presented in the first two modules of the unit.
Formative or Summative: Formative and Summative
This is an assignment for the purposes of an extension.
Assessment: Essay
Proposal for an alternative business/service strategy
- Identify a service that could be considered for contestability or redesign.
- Describe and critically analyse the steps in the change/contestability process.
- Identify the options or alternative service delivery models you would consider.
- Select your preferred option and develop a service model for implementation.
- Explain how value is created for diverse stakeholders.
Formative or Summative: Formative and Summative
This is an assignment for the purposes of an extension.
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
Other
Electronic unit learning guide.
Journal articles and other readings.
Authentic state-specific documents.
Risk Assessment Statement
There are no out-of-the-ordinary risks associated with 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
HO (2.2): Independent Judgement and Decision-Making
Relates to: ULO2, ULO3, Essay, Essay
KS (1.1): Advanced Discipline and Professional Practice Knowledge
PC (3.1): Professional Communication (Written)
SE (5.2): Global, Cultural and Social Responsibility
SL (4.1): Personal Leadership, Accountability and Reflective Practice
Relates to: ULO4
SL (4.2): Leading and Developing Teams
Relates to: ULO3
Unit Outline: Flexible Period - 06A 2023, Online (Start Date: 15 May 2023)
| Unit code: | GSZ633 |
|---|---|
| Credit points: | 12 |
Overview
Contemporary public sector and non-government organisation managers and those aspiring to management, face many challenges as government organisations change the way they provide services in response to new and diverse environmental demands. The capacity to think systemically, to adapt, to work in flexible ways and to collaborate are key attributes for managers. Managing strategic and operational relationships with citizens, stakeholders and communities in policy, networked and contestable settings distinguishes public managers from their private counterparts. This unit seeks to build managers' awareness, knowledge and skills to collaborate effectively in complex cross-sectoral environments.
This unit builds upon the understanding of the context in which public sector managers operate, and the understanding of personal operational styles, to turn the focus outwards and to build further knowledge and skills for application in wider contexts of operation.
Learning Outcomes
On successful completion of this unit you will be able to:
- Evaluate the opportunities and risks for managers in rapidly changing organizational and service environments.
- Utilise systems thinking approaches to build service models and to evaluate service performance.
- Implement strength-based and communication approaches, including Appreciative Inquiry, to collaborate with, engage and persuade people in changing and cross-cultural settings.
- Analyse drivers, needs and interests of communities to inform and influence effective policy options.
Content
- Responsive Government: Flexible and networked structures; shifts in government business; strategic relationship management; networked service delivery.
- Citizens, Clients and Stakeholders: Community and citizen-centric government; systems thinking approach.
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
There is a commitment to critical inquiry and intellectual debate in regard to the material covered, and students are encouraged to relate the theories and research discussed to situations known to them.
A blended learning approach is taken with this unit. Students engage with the theories, research and practice through a blend of:
- Guided instruction, learning activities and learning resources presented in a comprehensive electronic learning guide.
- Students are expected to engage with the readings and learning activities in the learning guide prior to face-to-face sessions.
- A comprehensive set of readings, cases, workplace documents and other authentic materials are provided to support student access to the content of the unit. Where appropriate electronic and printed textbooks will also be provided.
- Face-to-face workshops of 3-4 days duration where students actively engage in exploring the concepts, issues and cases provided in the learning guide. A focus on facilitated group learning and collaboration is a feature of these sessions.
- A Canvas learning site providing additional materials such as podcasts, vodcasts, audio, video files and computer simulations, which can be accessed through the life of the unit.
Wherever possible guest speakers from government and industry will be invited to the face-to-face workshops to discuss live issues and real cases in the context of their effect on the delivery of government business and the development of policy.
The learning activities emphasise practical application and deep connection to job experience. The assessments involve tasks that replicate real world challenges and require meaningful performance in work contexts where students are provided the opportunity to demonstrate mastery of the real work done in public sector contexts.
In this unit, students will be encouraged to apply their learning to real workplace practice by actively exploring strength based and systems approaches for building effective partnerships for the delivery of government policy and services in their own workplace contexts.
Feedback on Learning and Assessment
Students will receive feedback in various forms throughout the study period, which may include:
- Informal: worked examples, such as verbal feedback in class or in personal consultation.
- Formal: in writing, using criterion referenced assessment checklists and further written commentary.
- Direct: to individual students, either in written form or in consultation.
- Indirect: to whole class.
Assessment
Overview
Academic honesty means that you are expected to exhibit honesty and act responsibly when undertaking assessment. Any action or practice on your part which would defeat the purposes of assessment is regarded as academic dishonesty. The penalties for academic dishonesty are provided in the Student Rules. For more information you should consult the Academic Integrity Kit and the QUT Library resources for avoiding plagiarism.QUT Reserves the right to use plagiarism detection software.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Essay
Critical Analysis of Relationship Management
- Identify an external relationship critical to your agency's future. Critically analyse the dynamic system within which the relationship exists and the nature of the relationship between the parties.
- Explore the purpose and context of the relationship; and how it evolved and how it is managed.
- Determine the strengths, interdependencies and risks in the relationship. What strategies would you use to build, strengthen or terminate the relationship? What lessons may be drawn about the relationship for the future?
- Justify your analysis with reference to readings, theories and models presented in the first two modules of the unit.
Formative or Summative: Formative and Summative
This is an assignment for the purposes of an extension.
Assessment: Essay
Proposal for an alternative business/service strategy
- Identify a service that could be considered for contestability or redesign.
- Describe and critically analyse the steps in the change/contestability process.
- Identify the options or alternative service delivery models you would consider.
- Select your preferred option and develop a service model for implementation.
- Explain how value is created for diverse stakeholders.
Formative or Summative: Formative and Summative
This is an assignment for the purposes of an extension.
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
Other
Electronic unit learning guide.
Journal articles and other readings.
Authentic state-specific documents.
Risk Assessment Statement
There are no out-of-the-ordinary risks associated with 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
HO (2.2): Independent Judgement and Decision-Making
Relates to: ULO2, ULO3, Essay, Essay
KS (1.1): Advanced Discipline and Professional Practice Knowledge
PC (3.1): Professional Communication (Written)
SE (5.2): Global, Cultural and Social Responsibility
SL (4.1): Personal Leadership, Accountability and Reflective Practice
Relates to: ULO4
SL (4.2): Leading and Developing Teams
Relates to: ULO3
Unit Outline: Flexible Period - 08A 2023, Online (Start Date: 03 Jul 2023)
| Unit code: | GSZ633 |
|---|---|
| Credit points: | 12 |
Overview
Contemporary public sector and non-government organisation managers and those aspiring to management, face many challenges as government organisations change the way they provide services in response to new and diverse environmental demands. The capacity to think systemically, to adapt, to work in flexible ways and to collaborate are key attributes for managers. Managing strategic and operational relationships with citizens, stakeholders and communities in policy, networked and contestable settings distinguishes public managers from their private counterparts. This unit seeks to build managers' awareness, knowledge and skills to collaborate effectively in complex cross-sectoral environments.
This unit builds upon the understanding of the context in which public sector managers operate, and the understanding of personal operational styles, to turn the focus outwards and to build further knowledge and skills for application in wider contexts of operation.
Learning Outcomes
On successful completion of this unit you will be able to:
- Evaluate the opportunities and risks for managers in rapidly changing organizational and service environments.
- Utilise systems thinking approaches to build service models and to evaluate service performance.
- Implement strength-based and communication approaches, including Appreciative Inquiry, to collaborate with, engage and persuade people in changing and cross-cultural settings.
- Analyse drivers, needs and interests of communities to inform and influence effective policy options.
Content
- Responsive Government: Flexible and networked structures; shifts in government business; strategic relationship management; networked service delivery.
- Citizens, Clients and Stakeholders: Community and citizen-centric government; systems thinking approach.
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
There is a commitment to critical inquiry and intellectual debate in regard to the material covered, and students are encouraged to relate the theories and research discussed to situations known to them.
A blended learning approach is taken with this unit. Students engage with the theories, research and practice through a blend of:
- Guided instruction, learning activities and learning resources presented in a comprehensive electronic learning guide.
- Students are expected to engage with the readings and learning activities in the learning guide prior to face-to-face sessions.
- A comprehensive set of readings, cases, workplace documents and other authentic materials are provided to support student access to the content of the unit. Where appropriate electronic and printed textbooks will also be provided.
- Face-to-face workshops of 3-4 days duration where students actively engage in exploring the concepts, issues and cases provided in the learning guide. A focus on facilitated group learning and collaboration is a feature of these sessions.
- A Canvas learning site providing additional materials such as podcasts, vodcasts, audio, video files and computer simulations, which can be accessed through the life of the unit.
Wherever possible guest speakers from government and industry will be invited to the face-to-face workshops to discuss live issues and real cases in the context of their effect on the delivery of government business and the development of policy.
The learning activities emphasise practical application and deep connection to job experience. The assessments involve tasks that replicate real world challenges and require meaningful performance in work contexts where students are provided the opportunity to demonstrate mastery of the real work done in public sector contexts.
In this unit, students will be encouraged to apply their learning to real workplace practice by actively exploring strength based and systems approaches for building effective partnerships for the delivery of government policy and services in their own workplace contexts.
Feedback on Learning and Assessment
Students will receive feedback in various forms throughout the study period, which may include:
- Informal: worked examples, such as verbal feedback in class or in personal consultation.
- Formal: in writing, using criterion referenced assessment checklists and further written commentary.
- Direct: to individual students, either in written form or in consultation.
- Indirect: to whole class.
Assessment
Overview
Academic honesty means that you are expected to exhibit honesty and act responsibly when undertaking assessment. Any action or practice on your part which would defeat the purposes of assessment is regarded as academic dishonesty. The penalties for academic dishonesty are provided in the Student Rules. For more information you should consult the Academic Integrity Kit and the QUT Library resources for avoiding plagiarism.QUT Reserves the right to use plagiarism detection software.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Essay
Critical Analysis of Relationship Management
- Identify an external relationship critical to your agency's future. Critically analyse the dynamic system within which the relationship exists and the nature of the relationship between the parties.
- Explore the purpose and context of the relationship; and how it evolved and how it is managed.
- Determine the strengths, interdependencies and risks in the relationship. What strategies would you use to build, strengthen or terminate the relationship? What lessons may be drawn about the relationship for the future?
- Justify your analysis with reference to readings, theories and models presented in the first two modules of the unit.
Formative or Summative: Formative and Summative
This is an assignment for the purposes of an extension.
Assessment: Essay
Proposal for an alternative business/service strategy
- Identify a service that could be considered for contestability or redesign.
- Describe and critically analyse the steps in the change/contestability process.
- Identify the options or alternative service delivery models you would consider.
- Select your preferred option and develop a service model for implementation.
- Explain how value is created for diverse stakeholders.
Formative or Summative: Formative and Summative
This is an assignment for the purposes of an extension.
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
Other
Electronic unit learning guide.
Journal articles and other readings.
Authentic state-specific documents.
Risk Assessment Statement
There are no out-of-the-ordinary risks associated with 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
HO (2.2): Independent Judgement and Decision-Making
Relates to: ULO2, ULO3, Essay, Essay
KS (1.1): Advanced Discipline and Professional Practice Knowledge
PC (3.1): Professional Communication (Written)
SE (5.2): Global, Cultural and Social Responsibility
SL (4.1): Personal Leadership, Accountability and Reflective Practice
Relates to: ULO4
SL (4.2): Leading and Developing Teams
Relates to: ULO3
Unit Outline: Flexible Period - 11A 2023, Online (Start Date: 02 Oct 2023)
| Unit code: | GSZ633 |
|---|---|
| Credit points: | 12 |
Overview
Contemporary public sector and non-government organisation managers and those aspiring to management, face many challenges as government organisations change the way they provide services in response to new and diverse environmental demands. The capacity to think systemically, to adapt, to work in flexible ways and to collaborate are key attributes for managers. Managing strategic and operational relationships with citizens, stakeholders and communities in policy, networked and contestable settings distinguishes public managers from their private counterparts. This unit seeks to build managers' awareness, knowledge and skills to collaborate effectively in complex cross-sectoral environments.
This unit builds upon the understanding of the context in which public sector managers operate, and the understanding of personal operational styles, to turn the focus outwards and to build further knowledge and skills for application in wider contexts of operation.
Learning Outcomes
On successful completion of this unit you will be able to:
- Evaluate the opportunities and risks for managers in rapidly changing organizational and service environments.
- Utilise systems thinking approaches to build service models and to evaluate service performance.
- Implement strength-based and communication approaches, including Appreciative Inquiry, to collaborate with, engage and persuade people in changing and cross-cultural settings.
- Analyse drivers, needs and interests of communities to inform and influence effective policy options.
Content
- Responsive Government: Flexible and networked structures; shifts in government business; strategic relationship management; networked service delivery.
- Citizens, Clients and Stakeholders: Community and citizen-centric government; systems thinking approach.
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
There is a commitment to critical inquiry and intellectual debate in regard to the material covered, and students are encouraged to relate the theories and research discussed to situations known to them.
A blended learning approach is taken with this unit. Students engage with the theories, research and practice through a blend of:
- Guided instruction, learning activities and learning resources presented in a comprehensive electronic learning guide.
- Students are expected to engage with the readings and learning activities in the learning guide prior to face-to-face sessions.
- A comprehensive set of readings, cases, workplace documents and other authentic materials are provided to support student access to the content of the unit. Where appropriate electronic and printed textbooks will also be provided.
- Face-to-face workshops of 3-4 days duration where students actively engage in exploring the concepts, issues and cases provided in the learning guide. A focus on facilitated group learning and collaboration is a feature of these sessions.
- A Canvas learning site providing additional materials such as podcasts, vodcasts, audio, video files and computer simulations, which can be accessed through the life of the unit.
Wherever possible guest speakers from government and industry will be invited to the face-to-face workshops to discuss live issues and real cases in the context of their effect on the delivery of government business and the development of policy.
The learning activities emphasise practical application and deep connection to job experience. The assessments involve tasks that replicate real world challenges and require meaningful performance in work contexts where students are provided the opportunity to demonstrate mastery of the real work done in public sector contexts.
In this unit, students will be encouraged to apply their learning to real workplace practice by actively exploring strength based and systems approaches for building effective partnerships for the delivery of government policy and services in their own workplace contexts.
Feedback on Learning and Assessment
Students will receive feedback in various forms throughout the study period, which may include:
- Informal: worked examples, such as verbal feedback in class or in personal consultation.
- Formal: in writing, using criterion referenced assessment checklists and further written commentary.
- Direct: to individual students, either in written form or in consultation.
- Indirect: to whole class.
Assessment
Overview
Academic honesty means that you are expected to exhibit honesty and act responsibly when undertaking assessment. Any action or practice on your part which would defeat the purposes of assessment is regarded as academic dishonesty. The penalties for academic dishonesty are provided in the Student Rules. For more information you should consult the Academic Integrity Kit and the QUT Library resources for avoiding plagiarism.QUT Reserves the right to use plagiarism detection software.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Essay
Critical Analysis of Relationship Management
- Identify an external relationship critical to your agency's future. Critically analyse the dynamic system within which the relationship exists and the nature of the relationship between the parties.
- Explore the purpose and context of the relationship; and how it evolved and how it is managed.
- Determine the strengths, interdependencies and risks in the relationship. What strategies would you use to build, strengthen or terminate the relationship? What lessons may be drawn about the relationship for the future?
- Justify your analysis with reference to readings, theories and models presented in the first two modules of the unit.
Formative or Summative: Formative and Summative
This is an assignment for the purposes of an extension.
Assessment: Essay
Proposal for an alternative business/service strategy
- Identify a service that could be considered for contestability or redesign.
- Describe and critically analyse the steps in the change/contestability process.
- Identify the options or alternative service delivery models you would consider.
- Select your preferred option and develop a service model for implementation.
- Explain how value is created for diverse stakeholders.
Formative or Summative: Formative and Summative
This is an assignment for the purposes of an extension.
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
Other
Electronic unit learning guide.
Journal articles and other readings.
Authentic state-specific documents.
Risk Assessment Statement
There are no out-of-the-ordinary risks associated with 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
HO (2.2): Independent Judgement and Decision-Making
Relates to: ULO2, ULO3, Essay, Essay
KS (1.1): Advanced Discipline and Professional Practice Knowledge
PC (3.1): Professional Communication (Written)
SE (5.2): Global, Cultural and Social Responsibility
SL (4.1): Personal Leadership, Accountability and Reflective Practice
Relates to: ULO4
SL (4.2): Leading and Developing Teams
Relates to: ULO3
Unit Outline: Flexible Period - 12A 2023, Online (Start Date: 16 Oct 2023)
| Unit code: | GSZ633 |
|---|---|
| Credit points: | 12 |
Overview
Contemporary public sector and non-government organisation managers and those aspiring to management, face many challenges as government organisations change the way they provide services in response to new and diverse environmental demands. The capacity to think systemically, to adapt, to work in flexible ways and to collaborate are key attributes for managers. Managing strategic and operational relationships with citizens, stakeholders and communities in policy, networked and contestable settings distinguishes public managers from their private counterparts. This unit seeks to build managers' awareness, knowledge and skills to collaborate effectively in complex cross-sectoral environments.
This unit builds upon the understanding of the context in which public sector managers operate, and the understanding of personal operational styles, to turn the focus outwards and to build further knowledge and skills for application in wider contexts of operation.
Learning Outcomes
On successful completion of this unit you will be able to:
- Evaluate the opportunities and risks for managers in rapidly changing organizational and service environments.
- Utilise systems thinking approaches to build service models and to evaluate service performance.
- Implement strength-based and communication approaches, including Appreciative Inquiry, to collaborate with, engage and persuade people in changing and cross-cultural settings.
- Analyse drivers, needs and interests of communities to inform and influence effective policy options.
Content
- Responsive Government: Flexible and networked structures; shifts in government business; strategic relationship management; networked service delivery.
- Citizens, Clients and Stakeholders: Community and citizen-centric government; systems thinking approach.
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
There is a commitment to critical inquiry and intellectual debate in regard to the material covered, and students are encouraged to relate the theories and research discussed to situations known to them.
A blended learning approach is taken with this unit. Students engage with the theories, research and practice through a blend of:
- Guided instruction, learning activities and learning resources presented in a comprehensive electronic learning guide.
- Students are expected to engage with the readings and learning activities in the learning guide prior to face-to-face sessions.
- A comprehensive set of readings, cases, workplace documents and other authentic materials are provided to support student access to the content of the unit. Where appropriate electronic and printed textbooks will also be provided.
- Face-to-face workshops of 3-4 days duration where students actively engage in exploring the concepts, issues and cases provided in the learning guide. A focus on facilitated group learning and collaboration is a feature of these sessions.
- A Canvas learning site providing additional materials such as podcasts, vodcasts, audio, video files and computer simulations, which can be accessed through the life of the unit.
Wherever possible guest speakers from government and industry will be invited to the face-to-face workshops to discuss live issues and real cases in the context of their effect on the delivery of government business and the development of policy.
The learning activities emphasise practical application and deep connection to job experience. The assessments involve tasks that replicate real world challenges and require meaningful performance in work contexts where students are provided the opportunity to demonstrate mastery of the real work done in public sector contexts.
In this unit, students will be encouraged to apply their learning to real workplace practice by actively exploring strength based and systems approaches for building effective partnerships for the delivery of government policy and services in their own workplace contexts.
Feedback on Learning and Assessment
Students will receive feedback in various forms throughout the study period, which may include:
- Informal: worked examples, such as verbal feedback in class or in personal consultation.
- Formal: in writing, using criterion referenced assessment checklists and further written commentary.
- Direct: to individual students, either in written form or in consultation.
- Indirect: to whole class.
Assessment
Overview
Academic honesty means that you are expected to exhibit honesty and act responsibly when undertaking assessment. Any action or practice on your part which would defeat the purposes of assessment is regarded as academic dishonesty. The penalties for academic dishonesty are provided in the Student Rules. For more information you should consult the Academic Integrity Kit and the QUT Library resources for avoiding plagiarism.QUT Reserves the right to use plagiarism detection software.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Essay
Critical Analysis of Relationship Management
- Identify an external relationship critical to your agency's future. Critically analyse the dynamic system within which the relationship exists and the nature of the relationship between the parties.
- Explore the purpose and context of the relationship; and how it evolved and how it is managed.
- Determine the strengths, interdependencies and risks in the relationship. What strategies would you use to build, strengthen or terminate the relationship? What lessons may be drawn about the relationship for the future?
- Justify your analysis with reference to readings, theories and models presented in the first two modules of the unit.
Formative or Summative: Formative and Summative
This is an assignment for the purposes of an extension.
Assessment: Essay
Proposal for an alternative business/service strategy
- Identify a service that could be considered for contestability or redesign.
- Describe and critically analyse the steps in the change/contestability process.
- Identify the options or alternative service delivery models you would consider.
- Select your preferred option and develop a service model for implementation.
- Explain how value is created for diverse stakeholders.
Formative or Summative: Formative and Summative
This is an assignment for the purposes of an extension.
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
Other
Electronic unit learning guide.
Journal articles and other readings.
Authentic state-specific documents.
Risk Assessment Statement
There are no out-of-the-ordinary risks associated with 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
HO (2.2): Independent Judgement and Decision-Making
Relates to: ULO2, ULO3, Essay, Essay
KS (1.1): Advanced Discipline and Professional Practice Knowledge
PC (3.1): Professional Communication (Written)
SE (5.2): Global, Cultural and Social Responsibility
SL (4.1): Personal Leadership, Accountability and Reflective Practice
Relates to: ULO4
SL (4.2): Leading and Developing Teams
Relates to: ULO3
Unit Outline: Flexible Period - A 2023, Online (Start Date: 22 May 2023)
| Unit code: | GSZ633 |
|---|---|
| Credit points: | 12 |
Overview
Contemporary public sector and non-government organisation managers and those aspiring to management, face many challenges as government organisations change the way they provide services in response to new and diverse environmental demands. The capacity to think systemically, to adapt, to work in flexible ways and to collaborate are key attributes for managers. Managing strategic and operational relationships with citizens, stakeholders and communities in policy, networked and contestable settings distinguishes public managers from their private counterparts. This unit seeks to build managers' awareness, knowledge and skills to collaborate effectively in complex cross-sectoral environments.
This unit builds upon the understanding of the context in which public sector managers operate, and the understanding of personal operational styles, to turn the focus outwards and to build further knowledge and skills for application in wider contexts of operation.
Learning Outcomes
On successful completion of this unit you will be able to:
- Evaluate the opportunities and risks for managers in rapidly changing organizational and service environments.
- Utilise systems thinking approaches to build service models and to evaluate service performance.
- Implement strength-based and communication approaches, including Appreciative Inquiry, to collaborate with, engage and persuade people in changing and cross-cultural settings.
- Analyse drivers, needs and interests of communities to inform and influence effective policy options.
Content
- Responsive Government: Flexible and networked structures; shifts in government business; strategic relationship management; networked service delivery.
- Citizens, Clients and Stakeholders: Community and citizen-centric government; systems thinking approach.
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
There is a commitment to critical inquiry and intellectual debate in regard to the material covered, and students are encouraged to relate the theories and research discussed to situations known to them.
A blended learning approach is taken with this unit. Students engage with the theories, research and practice through a blend of:
- Guided instruction, learning activities and learning resources presented in a comprehensive electronic learning guide.
- Students are expected to engage with the readings and learning activities in the learning guide prior to face-to-face sessions.
- A comprehensive set of readings, cases, workplace documents and other authentic materials are provided to support student access to the content of the unit. Where appropriate electronic and printed textbooks will also be provided.
- Face-to-face workshops of 3-4 days duration where students actively engage in exploring the concepts, issues and cases provided in the learning guide. A focus on facilitated group learning and collaboration is a feature of these sessions.
- A Canvas learning site providing additional materials such as podcasts, vodcasts, audio, video files and computer simulations, which can be accessed through the life of the unit.
Wherever possible guest speakers from government and industry will be invited to the face-to-face workshops to discuss live issues and real cases in the context of their effect on the delivery of government business and the development of policy.
The learning activities emphasise practical application and deep connection to job experience. The assessments involve tasks that replicate real world challenges and require meaningful performance in work contexts where students are provided the opportunity to demonstrate mastery of the real work done in public sector contexts.
In this unit, students will be encouraged to apply their learning to real workplace practice by actively exploring strength based and systems approaches for building effective partnerships for the delivery of government policy and services in their own workplace contexts.
Feedback on Learning and Assessment
Students will receive feedback in various forms throughout the study period, which may include:
- Informal: worked examples, such as verbal feedback in class or in personal consultation.
- Formal: in writing, using criterion referenced assessment checklists and further written commentary.
- Direct: to individual students, either in written form or in consultation.
- Indirect: to whole class.
Assessment
Overview
Academic honesty means that you are expected to exhibit honesty and act responsibly when undertaking assessment. Any action or practice on your part which would defeat the purposes of assessment is regarded as academic dishonesty. The penalties for academic dishonesty are provided in the Student Rules. For more information you should consult the Academic Integrity Kit and the QUT Library resources for avoiding plagiarism.QUT Reserves the right to use plagiarism detection software.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Essay
Critical Analysis of Relationship Management
- Identify an external relationship critical to your agency's future. Critically analyse the dynamic system within which the relationship exists and the nature of the relationship between the parties.
- Explore the purpose and context of the relationship; and how it evolved and how it is managed.
- Determine the strengths, interdependencies and risks in the relationship. What strategies would you use to build, strengthen or terminate the relationship? What lessons may be drawn about the relationship for the future?
- Justify your analysis with reference to readings, theories and models presented in the first two modules of the unit.
Formative or Summative: Formative and Summative
This is an assignment for the purposes of an extension.
Assessment: Essay
Proposal for an alternative business/service strategy
- Identify a service that could be considered for contestability or redesign.
- Describe and critically analyse the steps in the change/contestability process.
- Identify the options or alternative service delivery models you would consider.
- Select your preferred option and develop a service model for implementation.
- Explain how value is created for diverse stakeholders.
Formative or Summative: Formative and Summative
This is an assignment for the purposes of an extension.
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
Other
Electronic unit learning guide.
Journal articles and other readings.
Authentic state-specific documents.
Risk Assessment Statement
There are no out-of-the-ordinary risks associated with 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
HO (2.2): Independent Judgement and Decision-Making
Relates to: ULO2, ULO3, Essay, Essay
KS (1.1): Advanced Discipline and Professional Practice Knowledge
PC (3.1): Professional Communication (Written)
SE (5.2): Global, Cultural and Social Responsibility
SL (4.1): Personal Leadership, Accountability and Reflective Practice
Relates to: ULO4
SL (4.2): Leading and Developing Teams
Relates to: ULO3
Unit Outline: Flexible Period - A 2023, Online (Start Date: 22 May 2023)
| Unit code: | GSZ633 |
|---|---|
| Credit points: | 12 |
Overview
Contemporary public sector and non-government organisation managers and those aspiring to management, face many challenges as government organisations change the way they provide services in response to new and diverse environmental demands. The capacity to think systemically, to adapt, to work in flexible ways and to collaborate are key attributes for managers. Managing strategic and operational relationships with citizens, stakeholders and communities in policy, networked and contestable settings distinguishes public managers from their private counterparts. This unit seeks to build managers' awareness, knowledge and skills to collaborate effectively in complex cross-sectoral environments.
This unit builds upon the understanding of the context in which public sector managers operate, and the understanding of personal operational styles, to turn the focus outwards and to build further knowledge and skills for application in wider contexts of operation.
Learning Outcomes
On successful completion of this unit you will be able to:
- Evaluate the opportunities and risks for managers in rapidly changing organizational and service environments.
- Utilise systems thinking approaches to build service models and to evaluate service performance.
- Implement strength-based and communication approaches, including Appreciative Inquiry, to collaborate with, engage and persuade people in changing and cross-cultural settings.
- Analyse drivers, needs and interests of communities to inform and influence effective policy options.
Content
- Responsive Government: Flexible and networked structures; shifts in government business; strategic relationship management; networked service delivery.
- Citizens, Clients and Stakeholders: Community and citizen-centric government; systems thinking approach.
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
There is a commitment to critical inquiry and intellectual debate in regard to the material covered, and students are encouraged to relate the theories and research discussed to situations known to them.
A blended learning approach is taken with this unit. Students engage with the theories, research and practice through a blend of:
- Guided instruction, learning activities and learning resources presented in a comprehensive electronic learning guide.
- Students are expected to engage with the readings and learning activities in the learning guide prior to face-to-face sessions.
- A comprehensive set of readings, cases, workplace documents and other authentic materials are provided to support student access to the content of the unit. Where appropriate electronic and printed textbooks will also be provided.
- Face-to-face workshops of 3-4 days duration where students actively engage in exploring the concepts, issues and cases provided in the learning guide. A focus on facilitated group learning and collaboration is a feature of these sessions.
- A Canvas learning site providing additional materials such as podcasts, vodcasts, audio, video files and computer simulations, which can be accessed through the life of the unit.
Wherever possible guest speakers from government and industry will be invited to the face-to-face workshops to discuss live issues and real cases in the context of their effect on the delivery of government business and the development of policy.
The learning activities emphasise practical application and deep connection to job experience. The assessments involve tasks that replicate real world challenges and require meaningful performance in work contexts where students are provided the opportunity to demonstrate mastery of the real work done in public sector contexts.
In this unit, students will be encouraged to apply their learning to real workplace practice by actively exploring strength based and systems approaches for building effective partnerships for the delivery of government policy and services in their own workplace contexts.
Feedback on Learning and Assessment
Students will receive feedback in various forms throughout the study period, which may include:
- Informal: worked examples, such as verbal feedback in class or in personal consultation.
- Formal: in writing, using criterion referenced assessment checklists and further written commentary.
- Direct: to individual students, either in written form or in consultation.
- Indirect: to whole class.
Assessment
Overview
Academic honesty means that you are expected to exhibit honesty and act responsibly when undertaking assessment. Any action or practice on your part which would defeat the purposes of assessment is regarded as academic dishonesty. The penalties for academic dishonesty are provided in the Student Rules. For more information you should consult the Academic Integrity Kit and the QUT Library resources for avoiding plagiarism.QUT Reserves the right to use plagiarism detection software.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Essay
Critical Analysis of Relationship Management
- Identify an external relationship critical to your agency's future. Critically analyse the dynamic system within which the relationship exists and the nature of the relationship between the parties.
- Explore the purpose and context of the relationship; and how it evolved and how it is managed.
- Determine the strengths, interdependencies and risks in the relationship. What strategies would you use to build, strengthen or terminate the relationship? What lessons may be drawn about the relationship for the future?
- Justify your analysis with reference to readings, theories and models presented in the first two modules of the unit.
Formative or Summative: Formative and Summative
This is an assignment for the purposes of an extension.
Assessment: Essay
Proposal for an alternative business/service strategy
- Identify a service that could be considered for contestability or redesign.
- Describe and critically analyse the steps in the change/contestability process.
- Identify the options or alternative service delivery models you would consider.
- Select your preferred option and develop a service model for implementation.
- Explain how value is created for diverse stakeholders.
Formative or Summative: Formative and Summative
This is an assignment for the purposes of an extension.
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
Other
Electronic unit learning guide.
Journal articles and other readings.
Authentic state-specific documents.
Risk Assessment Statement
There are no out-of-the-ordinary risks associated with 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
HO (2.2): Independent Judgement and Decision-Making
Relates to: ULO2, ULO3, Essay, Essay
KS (1.1): Advanced Discipline and Professional Practice Knowledge
PC (3.1): Professional Communication (Written)
SE (5.2): Global, Cultural and Social Responsibility
SL (4.1): Personal Leadership, Accountability and Reflective Practice
Relates to: ULO4
SL (4.2): Leading and Developing Teams
Relates to: ULO3
Unit Outline: Flexible Period - B 2023, Online (Start Date: 30 Oct 2023)
| Unit code: | GSZ633 |
|---|---|
| Credit points: | 12 |
Overview
Contemporary public sector and non-government organisation managers and those aspiring to management, face many challenges as government organisations change the way they provide services in response to new and diverse environmental demands. The capacity to think systemically, to adapt, to work in flexible ways and to collaborate are key attributes for managers. Managing strategic and operational relationships with citizens, stakeholders and communities in policy, networked and contestable settings distinguishes public managers from their private counterparts. This unit seeks to build managers' awareness, knowledge and skills to collaborate effectively in complex cross-sectoral environments.
This unit builds upon the understanding of the context in which public sector managers operate, and the understanding of personal operational styles, to turn the focus outwards and to build further knowledge and skills for application in wider contexts of operation.
Learning Outcomes
On successful completion of this unit you will be able to:
- Evaluate the opportunities and risks for managers in rapidly changing organizational and service environments.
- Utilise systems thinking approaches to build service models and to evaluate service performance.
- Implement strength-based and communication approaches, including Appreciative Inquiry, to collaborate with, engage and persuade people in changing and cross-cultural settings.
- Analyse drivers, needs and interests of communities to inform and influence effective policy options.
Content
- Responsive Government: Flexible and networked structures; shifts in government business; strategic relationship management; networked service delivery.
- Citizens, Clients and Stakeholders: Community and citizen-centric government; systems thinking approach.
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
There is a commitment to critical inquiry and intellectual debate in regard to the material covered, and students are encouraged to relate the theories and research discussed to situations known to them.
A blended learning approach is taken with this unit. Students engage with the theories, research and practice through a blend of:
- Guided instruction, learning activities and learning resources presented in a comprehensive electronic learning guide.
- Students are expected to engage with the readings and learning activities in the learning guide prior to face-to-face sessions.
- A comprehensive set of readings, cases, workplace documents and other authentic materials are provided to support student access to the content of the unit. Where appropriate electronic and printed textbooks will also be provided.
- Face-to-face workshops of 3-4 days duration where students actively engage in exploring the concepts, issues and cases provided in the learning guide. A focus on facilitated group learning and collaboration is a feature of these sessions.
- A Canvas learning site providing additional materials such as podcasts, vodcasts, audio, video files and computer simulations, which can be accessed through the life of the unit.
Wherever possible guest speakers from government and industry will be invited to the face-to-face workshops to discuss live issues and real cases in the context of their effect on the delivery of government business and the development of policy.
The learning activities emphasise practical application and deep connection to job experience. The assessments involve tasks that replicate real world challenges and require meaningful performance in work contexts where students are provided the opportunity to demonstrate mastery of the real work done in public sector contexts.
In this unit, students will be encouraged to apply their learning to real workplace practice by actively exploring strength based and systems approaches for building effective partnerships for the delivery of government policy and services in their own workplace contexts.
Feedback on Learning and Assessment
Students will receive feedback in various forms throughout the study period, which may include:
- Informal: worked examples, such as verbal feedback in class or in personal consultation.
- Formal: in writing, using criterion referenced assessment checklists and further written commentary.
- Direct: to individual students, either in written form or in consultation.
- Indirect: to whole class.
Assessment
Overview
Academic honesty means that you are expected to exhibit honesty and act responsibly when undertaking assessment. Any action or practice on your part which would defeat the purposes of assessment is regarded as academic dishonesty. The penalties for academic dishonesty are provided in the Student Rules. For more information you should consult the Academic Integrity Kit and the QUT Library resources for avoiding plagiarism.QUT Reserves the right to use plagiarism detection software.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Essay
Critical Analysis of Relationship Management
- Identify an external relationship critical to your agency's future. Critically analyse the dynamic system within which the relationship exists and the nature of the relationship between the parties.
- Explore the purpose and context of the relationship; and how it evolved and how it is managed.
- Determine the strengths, interdependencies and risks in the relationship. What strategies would you use to build, strengthen or terminate the relationship? What lessons may be drawn about the relationship for the future?
- Justify your analysis with reference to readings, theories and models presented in the first two modules of the unit.
Formative or Summative: Formative and Summative
This is an assignment for the purposes of an extension.
Assessment: Essay
Proposal for an alternative business/service strategy
- Identify a service that could be considered for contestability or redesign.
- Describe and critically analyse the steps in the change/contestability process.
- Identify the options or alternative service delivery models you would consider.
- Select your preferred option and develop a service model for implementation.
- Explain how value is created for diverse stakeholders.
Formative or Summative: Formative and Summative
This is an assignment for the purposes of an extension.
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
Other
Electronic unit learning guide.
Journal articles and other readings.
Authentic state-specific documents.
Risk Assessment Statement
There are no out-of-the-ordinary risks associated with 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
HO (2.2): Independent Judgement and Decision-Making
Relates to: ULO2, ULO3, Essay, Essay
KS (1.1): Advanced Discipline and Professional Practice Knowledge
PC (3.1): Professional Communication (Written)
SE (5.2): Global, Cultural and Social Responsibility
SL (4.1): Personal Leadership, Accountability and Reflective Practice
Relates to: ULO4
SL (4.2): Leading and Developing Teams
Relates to: ULO3
Unit Outline: Flexible Period - B 2023, Online (Start Date: 27 Nov 2023)
| Unit code: | GSZ633 |
|---|---|
| Credit points: | 12 |
Overview
Contemporary public sector and non-government organisation managers and those aspiring to management, face many challenges as government organisations change the way they provide services in response to new and diverse environmental demands. The capacity to think systemically, to adapt, to work in flexible ways and to collaborate are key attributes for managers. Managing strategic and operational relationships with citizens, stakeholders and communities in policy, networked and contestable settings distinguishes public managers from their private counterparts. This unit seeks to build managers' awareness, knowledge and skills to collaborate effectively in complex cross-sectoral environments.
This unit builds upon the understanding of the context in which public sector managers operate, and the understanding of personal operational styles, to turn the focus outwards and to build further knowledge and skills for application in wider contexts of operation.
Learning Outcomes
On successful completion of this unit you will be able to:
- Evaluate the opportunities and risks for managers in rapidly changing organizational and service environments.
- Utilise systems thinking approaches to build service models and to evaluate service performance.
- Implement strength-based and communication approaches, including Appreciative Inquiry, to collaborate with, engage and persuade people in changing and cross-cultural settings.
- Analyse drivers, needs and interests of communities to inform and influence effective policy options.
Content
- Responsive Government: Flexible and networked structures; shifts in government business; strategic relationship management; networked service delivery.
- Citizens, Clients and Stakeholders: Community and citizen-centric government; systems thinking approach.
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
There is a commitment to critical inquiry and intellectual debate in regard to the material covered, and students are encouraged to relate the theories and research discussed to situations known to them.
A blended learning approach is taken with this unit. Students engage with the theories, research and practice through a blend of:
- Guided instruction, learning activities and learning resources presented in a comprehensive electronic learning guide.
- Students are expected to engage with the readings and learning activities in the learning guide prior to face-to-face sessions.
- A comprehensive set of readings, cases, workplace documents and other authentic materials are provided to support student access to the content of the unit. Where appropriate electronic and printed textbooks will also be provided.
- Face-to-face workshops of 3-4 days duration where students actively engage in exploring the concepts, issues and cases provided in the learning guide. A focus on facilitated group learning and collaboration is a feature of these sessions.
- A Canvas learning site providing additional materials such as podcasts, vodcasts, audio, video files and computer simulations, which can be accessed through the life of the unit.
Wherever possible guest speakers from government and industry will be invited to the face-to-face workshops to discuss live issues and real cases in the context of their effect on the delivery of government business and the development of policy.
The learning activities emphasise practical application and deep connection to job experience. The assessments involve tasks that replicate real world challenges and require meaningful performance in work contexts where students are provided the opportunity to demonstrate mastery of the real work done in public sector contexts.
In this unit, students will be encouraged to apply their learning to real workplace practice by actively exploring strength based and systems approaches for building effective partnerships for the delivery of government policy and services in their own workplace contexts.
Feedback on Learning and Assessment
Students will receive feedback in various forms throughout the study period, which may include:
- Informal: worked examples, such as verbal feedback in class or in personal consultation.
- Formal: in writing, using criterion referenced assessment checklists and further written commentary.
- Direct: to individual students, either in written form or in consultation.
- Indirect: to whole class.
Assessment
Overview
Academic honesty means that you are expected to exhibit honesty and act responsibly when undertaking assessment. Any action or practice on your part which would defeat the purposes of assessment is regarded as academic dishonesty. The penalties for academic dishonesty are provided in the Student Rules. For more information you should consult the Academic Integrity Kit and the QUT Library resources for avoiding plagiarism.QUT Reserves the right to use plagiarism detection software.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Essay
Critical Analysis of Relationship Management
- Identify an external relationship critical to your agency's future. Critically analyse the dynamic system within which the relationship exists and the nature of the relationship between the parties.
- Explore the purpose and context of the relationship; and how it evolved and how it is managed.
- Determine the strengths, interdependencies and risks in the relationship. What strategies would you use to build, strengthen or terminate the relationship? What lessons may be drawn about the relationship for the future?
- Justify your analysis with reference to readings, theories and models presented in the first two modules of the unit.
Formative or Summative: Formative and Summative
This is an assignment for the purposes of an extension.
Assessment: Essay
Proposal for an alternative business/service strategy
- Identify a service that could be considered for contestability or redesign.
- Describe and critically analyse the steps in the change/contestability process.
- Identify the options or alternative service delivery models you would consider.
- Select your preferred option and develop a service model for implementation.
- Explain how value is created for diverse stakeholders.
Formative or Summative: Formative and Summative
This is an assignment for the purposes of an extension.
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
Other
Electronic unit learning guide.
Journal articles and other readings.
Authentic state-specific documents.
Risk Assessment Statement
There are no out-of-the-ordinary risks associated with 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
HO (2.2): Independent Judgement and Decision-Making
Relates to: ULO2, ULO3, Essay, Essay
KS (1.1): Advanced Discipline and Professional Practice Knowledge
PC (3.1): Professional Communication (Written)
SE (5.2): Global, Cultural and Social Responsibility
SL (4.1): Personal Leadership, Accountability and Reflective Practice
Relates to: ULO4
SL (4.2): Leading and Developing Teams
Relates to: ULO3