Units

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Sample subject outline - Semester 2 2013

Note: Subject outlines often change before the semester begins. Below is a sample outline.

Rationale

There are two perspectives to be borne in mind: the management of intelligence within organisations; and, intelligence management. The unit examines organisational structures against proven principles. It acknowledges the importance of people, and examines the specific needs of personnel systems in an intelligence environment. Finally, it looks at the processes to plan and conduct efficient operations.

The unit considers the management of intelligence organisations, personnel and operations. It recognises the need for managers to be attuned to the context and environment in which they are operating. The unit examines organisational structures against proven principles. The subject concentrates on applying established principles and procedures to the unique needs of intelligence organisations.

Aims

This unit has three general aims. The unit aims to develop your understanding of management theory and its application to intelligence organisations and personnel; to develop an understanding of the skill requirements in intelligence organisations; and, to introduce students to establishing structural and personnel requirements in intelligence organisations.

Objectives

At the conclusion of this unit you should be able to:
1. Critically evaluate the significance of management and organisational theory to intelligence organisations (Assessment Items 1 and 2); and, demonstrate the postgraduate attributes of reflective practice and critical thinking;
2. Clearly identify and critically evaluate organisational requirements to support specific intelligence activities (Assessment Item 2); and, demonstrate the postgraduate attributes of multidisciplinary and ethical knowledge and critical thinking;
3. Design and critically evaluate personnel systems required to support intelligence activities
(Assessment Items 1 and 2); and, demonstrate the postgraduate attributes of cross cultural awareness, reflective practice and critical thinking;
4. Utilise proven processes to plan and critically evaluate intelligence activities (Assessment Item 2); and, demonstrate the postgraduate attributes of critical thinking; and
5. Effectively communicate in writing and/or orally the results of your research, critical analysis and evaluation of these matters (Assessment items 1 and 2). and, demonstrate the postgraduate attributes of written and oral communication.

Content

* Organisations, personnel systems & operations - an introduction
* Intelligence organisations: their role, structure and tasks
* Intelligence organisations: duties and responsibilities
* Workshop exercises
* Personnel - Job design and recruitment
* Personnel - Managing personnel
* Operations - The Planning Process
* Operations - Managing Intelligence

Approaches to Teaching and Learning

This unit aims to integrate the best features of internal and external modes of delivery. This integration will be based on the best use on-line technology, face-to-face and print options. The learning experience of external students will be enhanced by, amongst other things, improved on-line support and increased lecturer and peer interaction addressing the isolated nature of their current learning environment. The learning experience of internal students will be enhanced by greater flexibility in learning delivery by reduced on-campus commitments and improved on-line support. Unit aims and objectives will be supported by more effective use of formative assessment strategies. The unit will utilise:

- Web-based study guides;
- other module content in both print and electronic form (eg, readings, links to Web sites);
- a Web board for class announcements;
- a whole-of-class electronic forum and separate forum for collaborative groups; and
- online telephony applications, such as Skype and GoogleTalk, for individual and conference voice communications.

Assessment

There is one item of summative/formative and one item of summative assessment in this unit.
* a major written assignment (Summative/Formative) 50%
* a major practical assignment - Plan or Evaluation Paper (Summative) 50%Assessment is aimed at assisting your learning. It is expected that feedback from the two assessment items will support your learning and assist you to improve your work in both this and later units. In addition you will receive opportunities to ask questions and receive feedback from teachers and fellow students via the online discussion forum as well as informal opportunities to receive feedback on your approach to unit work.

Assessment name: Essay
Description: Essay task one is a 2000 word (maximum) paper that comprises 50% of the unit mark. This essay requires you to apply your learning in the unit to a topic selected from a menu of choices provided.
Relates to objectives: This assessment covers Objectives 1 , 3 and 5.
Weight: 50%
Internal or external: External
Group or individual: Individual
Due date: Week 8

Assessment name: Professional Plans
Description: Essay task one is a 2000 word (maximum) paper that comprises 50% of the unit mark. This essay requires you to apply your learning in the unit to a topic selected from a menu of choices provided.
Relates to objectives: This assessment covers Objectives 1 , 3 and 5.
Weight: 50%
Internal or external: External
Group or individual: Individual
Due date: Week 13

Academic Honesty

QUT is committed to maintaining high academic standards to protect the value of its qualifications. To assist you in assuring the academic integrity of your assessment you are encouraged to make use of the support materials and services available to help you consider and check your assessment items. Important information about the university's approach to academic integrity of assessment is on your unit Blackboard site.

A breach of academic integrity is regarded as Student Misconduct and can lead to the imposition of penalties.

Resource materials

Bounds, G.M. (1994) Beyond total quality management: toward the emerging paradigm, New York: McGraw-Hill.

Creech, B. (1994) The five pillars of TQM, New York: Truman Talley Books.

Fox, R. (1991) Making Quality Happen: six steps to total quality management: A practical guide to implementing TQM, Sydney: McGraw Hill.

Gitlow, H. (1994) Total Quality Management in Action, New Jersey: Prentice Hall

Peterson, Marilyn B., Intelligence 2000: Revising the Basic Elements, LEIU and IALEIA, USA, 2000.

Risk assessment statement

There are no out of the ordinary risks associated with this unit.

Disclaimer - Offer of some units is subject to viability, and information in these Unit Outlines is subject to change prior to commencement of semester.

Last modified: 07-Aug-2012