Units

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Sample subject outline - 6 Week Teaching Period - 3 2013

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

Rationale

Leaders and managers of organisations deal with complex problems whose resolution requires holistic approaches, sophisticated thinking and pluralist methodologies.

This unit has been included in the program to provide students with foundational knowledge related to systems methodologies and their underpinning epistemologies that enable business leaders and managers to solve and manage the complex, multi-faceted business problems of today and tomorrow.

Systems Thinking for Managers has been included at the later part of the program to ensure that students have a broad base business knowledge and experience on which to draw upon when engaging in systems thinking and using a multi-disciplinary approach to managing and solving complex problems.

Aims

The mission of the MBA and associated programs is to provide world class, graduate business education and stimulating real world learning opportunities to develop current and future business leaders and managers to confidently lead in complex environments.

The aim of this unit is for students to develop systems thinking skills in a reflexive process involving the application of systems methodologies in isolation and in combination as they apply to complex business problems.

Objectives

Course Learning Goals (Postgraduate)

The QUT Business School 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:

Have knowledge and skills pertinent to a particular discipline (KS)

1.1 Well-researched knowledge and critical understanding applied to issues at the forefront of a specialised discipline area
1.2 Ability to select and use effectively a range of tools and technologies to locate and/or generate information appropriate to the disciplinary context

Be critical thinkers and effective problem solvers (CTA)

2.1 Apply logical, critical and creative thinking and judgement to generate appropriate solutions to problems in the disciplinary context

Be professional communicators in an intercultural context (PC)

3.1 Ability to create and present professional documents and/or reports using high levels of analysis/synthesis/evaluation for a range of contexts and audiences
3.2 Ability to orally communicate and justify ideas and information, at a professional level, for a variety of contexts and audiences, including peers and discipline specialists

Be able to work effectively in a Team Environment (TW)

4.1 Operate effectively and with flexibility to achieve common goals in collaborative settings, using a range of skills, including leadership, negotiation, reflection, proactivity and support for team members

Have a Social and Ethical Understanding (SEU)

5.1 Apply knowledge of the ethical, social and cultural dimensions relevant to business situations, including appropriate standards or codes of practice, to provide courses of action

Unit Objectives
1. Use a range of systems concepts in the analysis of complex organisational problem situations. KS 1.1(MBA 1)
2. Construct an argument for adopting a systems approach to managing a problem. CTA 2.1(MBA 4), PC 3.1 (MBA 3)
3. Describe how systems methodologies might be used and combined to enhance the management of complex organisational problem-situations, including complex business problems. KS 1.1(MBA 1), PC 3.2(MBA 3)
4. Demonstrate a critical synthesis of systems theories. (CTA 2.1 (MBA 4 ), TW 4.1 (MBA 6)

Content

• Systems thinking and responding to the world:

- reductionist and holistic approaches to problem solving
- relevance of systems and complexity methodologies to management of complex business problems

• Epistemologies and paradigms


• Metaphors and creativity


• Processes of organisational learning and creativity


• Complexity and chaos


• Adaptivity Vs rationalisation


• Nonlinearity; co-evolution


• Punctuated equilibrium


• Orders of complexity


• Viable system model


• Soft systems methodology


• Critical systems heuristics and critical systems practice


• Managing in a complex environment

Approaches to Teaching and Learning

This unit adopts a blended learning approach and as such, includes a variety of teaching and learning approaches.

Three hour face-to-face class sessions are supplemented by a textbook and a range of online materials that are designed to support and extend learning prior to, during and after class sessions. Online materials are available in the unit Blackboard site. Given the importance of the unit Blackboard site to the teaching and learning strategy used in this unit, a computer or tablet device with internet access is strongly recommended for all students.

The principal purpose of the lectures and readings is to build upon the key concepts that were introduced through the Preparation for Class activities and readings. The purpose of the case study work, experiential learning tasks and all assessment tasks is to help the student develop their understanding of the concepts and enable them to be applied within a range of business contexts.

There is an expectation that the student will participate in class sessions, to take advantage of the opportunity to discuss important issues with their instructor and their peers in an informal environment. These sessions also provide students with an opportunity to hone important generic skills that are in high demand in the business.

It is expected that students have completed all Preparation for Class activities and readings identified in the unit Blackboard site prior to coming to class to be able to maximise the learning opportunities of the class sessions.

A variety of learning activities designed to engage students in their learning will be incorporated into the lectures/workshops. Such learning activities may include short lectures, class discussions, debates, role plays, group work, guest speakers, student presentations, simulations, case study analysis, videos, readings, wikis, media/current events reports, web searches, etc.

There is a commitment to critical inquiry and intellectual debate in regard to the material covered. Students are encouraged to relate the theories and research discussed to situations known to them and will be encouraged to share their experiences relating to the topics explored in this unit with the class to enrich the overall learning experience of all students.


Expanding the awareness of Australian management policies and practices into intercultural and international perspectives is fostered within this unit. Typically, students enrolling in this unit have extremely varied backgrounds. There is diversity of professional background and socio-cultural background. Students are reminded that this is to their advantage and they have much to learn from one another. To this end, students are strongly encouraged to be sensitive to cultural, gender-related and international issues.

Assessment

A further Guide to the Assessment Items is available from the unit Blackboard Site: http://blackboard.qut.edu.au

At the end of the teaching period the Faculty Academic Board determines students' grades. The Unit Coordinators provide the detailed assessment results to the Board, working through the relevant School. These results are advisory in nature and do not necessarily constitute the final grades awarded by the Board. In its decision the Board compares results both within units and programs, using as a guide a set of standard distribution criteria. These criteria enable the Board to systematically compare student performance, but are not applied in a prescriptive fashion.Students will receive a variety of formative feedback throughout this unit.

Informally, feedback will be given verbally in class through class discussions and during the debriefing of learning activities.

Direct feedback will be available to those students who request a private or group consultation session with the lecturer.

Formal feedback will be received on both formative and summative assessment tasks through a Criterion Reference Assessment sheet which will also include written feedback on the assessment task. The Criterion Reference Assessment Sheet will be available in the Blackboard site at the commencement of the unit. Students will receive feedback on their formative assessment task prior to their summative assessment task being submitted.

Assessment name: Case Analysis
Description: Working in groups you are required to prepare and deliver a group presentation based on your analysis of a case study of a complex problem.
Length/Duration: 20 minute presentation + Slides and notes
Formative/Summative: Formative and Summative
Relates to objectives: Unit objectives: 1, 2, 3 and 4
AOL goals: KS 1.1, CTA 2.1, PC 3.2, TW 4.1
Weight: 40%
Internal or external: Internal
Group or individual: Group
Due date: Week 4

Assessment name: Diagnostic & Recommendation
Description: Diagnostic & Recommendation Report
Students will be provided with a Case Study relating to a complex problem and are required to present their diagnostic and recommendations for the particular situation outlined in the Case Study.
Length/Duration: 3000 words
Formative/Summative: Summative
Relates to objectives: Unit objectives: 1, 2, 3, 4
AOL goals: KS 1.1, CTA 2.1, PC 3.1
Weight: 60%
Internal or external: Internal
Group or individual: Individual
Due date: Week 7

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

Prescribed Text:
Jackson, M. (2003) Systems Thinking: Creative Holism for Managers. UK: John Wiley and Sons, Ltd

Please note: This textbook can be purchased as Kindle eBooks through Amazon. Kindle eBooks can be read on PCs, Macs, IOS and Android devices.

Other Resources:
Electronic Study Guide
GSN464 Balckboard site

Risk assessment statement

There are no out-of-the-ordinary risks associated with lectures or tutorials in this unit. You should, however, familiarise yourself with evacuation procedures operating in the buildings in which you attend classes and take the time to
view the Emergency video.

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: 14-Mar-2013