AGSM6131 Leadership

Subject Code

AGSM6131

Study Level

Postgraduate

Commencing Term

Term 2

Total Units of Credit (UOC)

Delivery Mode

Virtual Weekly

Fortnightly, Sydney CBD

Online Weekly

School

AGSM

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This course outline is for the current term. To view outlines from other years and/or terms, visit the archives

1. Course Details

Summary of Course

This course provides an introduction to the topic of leadership. It aims to help students to build the confidence, knowledge, and skills to engage in effective and responsible leadership in a broad range of contexts. It also provides guidance on self-leadership and actively managing the process of growing as a leader.

The course defines leadership not as a position but as a process of influence that delivers Direction, Alignment, Commitment, and Ability. As such, leadership is potentially relevant to all MBA students who wish to exert influence and foster change.

Teaching Times and Locations

Please note that teaching times and locations are subject to change. Students are strongly advised to refer to the Class Timetable website for the most up-to-date teaching times and locations.

As well as being offered in synchronous and asynchronous online modes, this course is scheduled to be offered in face-to-face Fortnightly mode. However, there is a chance that there could be subsequent COVID-19 restrictions.

If it is not possible for us to gather together on campus, we will offer the Fortnightly mode synchronously online in Moodle.

https://www.covid-19.unsw.edu.au/

View course timetable

Course Policies & Support

The Business School expects that you are familiar with the contents of this course outline and the UNSW and Business School learning expectations, rules, policies and support services as listed below:

Program Learning Outcomes
Academic Integrity and Plagiarism
Student Responsibilities and Conduct
Special Consideration
Protocol for Viewing Final Exam Scripts
Student Learning Support Services

View course Policies and Support

Course Aims and Relationship to Other Courses

This course aims to:

provide an introduction to the topic of leadership;
help you to build the confidence, knowledge, and skills to engage in effective and ethical leadership (including self-leadership) in a broad range of contexts;
equip you with skills for developing your leadership capabilities and invite you to become a lifelong student of leadership.

'Leadership' as a subject involves a wide variety of concepts, theories, models, frameworks, and skill sets. Consequently, some other courses within the AGSM (such as Managing People and Organisations, Change Skills) address some dimensions of leadership. Revisiting concepts in later courses can deepen understanding of them and allow for further exploration of how they can be applied in exercising leadership.

Additional Course Details

Tips to help you navigate this course

You are likely to benefit the most from this course if you:

Quickly develop an understanding of the overall course structure and the assessments. Use this understanding to develop a plan for completing the assessments in a timely manner. Avoid waiting until the last minute.
Clearly understand what is expected with respect to communication in the classroom (whether face-to-face, in a videoconference, or online).
Schedule time to allow you to fully participate (e.g. read the course materials; reflect on the concepts, frameworks, and theories, participate in class activities, and prepare the written assessments). Expect to devote around 12 hours per week to AGSM6131. Being able to manage one's time effectively is an important element of self-leadership and is a key to success in this course.
Adopt a mindset of being an active and generous student who helps to create a supportive and rewarding learning environment for the whole class. High-performing students look to learn from and help other students (e.g. by sharing experiences and resources during discussions). Leaders grow leaders!
View qualitative feedback (e.g. comments by the Class Facilitator on assessments) as a 'gift' and opportunity for improvement. The ability to seek authentic feedback and positively respond to it is critical for leadership development.
Commit to building a practical Leadership Development Plan (LDP) that you will use after the course has finished. This will help you to maximise your 'return on investment' from the course.
Look for opportunities to practise leadership during and after the course. Most leadership development occurs by practising new approaches (e.g. those communicated during the course). The course has a strong focus on learning by doing, in which you translate your insights into action.
Regularly check-in with one or more learning partners, who can provide accountability, advice, and an opportunity to help somebody else.
Although not assessed, you are encouraged to keep a learning journal that documents 1) your answers to e-Book activities, 2) what you're finding interesting and potentially useful in the course materials each week, and 3) how you could apply these insights to future experiences. A substantial body of research suggests that keeping a reflective journal can accelerate learning and improve wellbeing.
Questions should also be asked well before the assessments are due to allow enough time for the Facilitator to reply and you to reflect upon and incorporate your answer into your assessments.

2. Quality Assurance and Course Alignment

Quality Assurance

The program is aligned to a number of international standards, to ensure the courses you study are high quality. At present, this includes designing courses to:

meet Association to Advance Collegiate Schools of Business (AACSB) accreditation standards, through the measurement of students program-level learning outcomes
align with the United Nations Principles for Responsible Management Education (UNPRME)
meet Australian educational and government governing body requirements, e.g. the Australian Qualifications Framework (AQF) and Tertiary Education Quality and Standards Agency (TEQSA) standards
European Quality Improvement System (EQUIS) accreditation is also held by UNSW Business School.

Student Learning Outcomes

Program Learning Goals and Outcomes	Course Learning Outcomes	Course Assessment Item
PLO 1: Business knowledge	Concept mastery: Understand and precisely apply a range of course concepts	Assessment 1 : Engagement: Class discussions Assessment 2 : Learning Mode Reports (LMRs) - two reports Assessment 3 : Leadership Vision Presentation (LVP)
PLO 2: Problem solving	Alignment: Exhibit coherent logic in your application of course concepts as you follow instructions	Assessment 2 : Learning Mode Reports (LMRs) - two reports Assessment 3 : Leadership Vision Presentation (LVP)
PLO 3: Business communication	Effective expression: Communicate in a clear, concise, and compelling manner	Assessment 1 : Engagement: Class discussions Assessment 2 : Learning Mode Reports (LMRs) - two reports Assessment 3 : Leadership Vision Presentation (LVP)
PLO 4: Teamwork	Learning community: Foster the development of an enriching learning community within the class.	Assessment 1 : Engagement: Class discussions
PLO 7: Leadership development	Self-development: Progressively develop your leadership skills	Assessment 2 : Learning Mode Reports (LMRs) - two reports Assessment 3 : Leadership Vision Presentation (LVP)
PLO 1: Business knowledge	Concept mastery: Understand and precisely apply a range of course concepts	Assessment 1 : Engagement: Class discussions Assessment 2 : Learning Mode Reports (LMRs) - two reports Assessment 3 : Leadership Vision Presentation (LVP)
PLO 2: Problem solving	Alignment: Exhibit coherent logic in your application of course concepts as you follow instructions	Assessment 2 : Learning Mode Reports (LMRs) - two reports Assessment 3 : Leadership Vision Presentation (LVP)
PLO 3: Business communication	Effective expression: Communicate in a clear, concise, and compelling manner	Assessment 1 : Engagement: Class discussions Assessment 2 : Learning Mode Reports (LMRs) - two reports Assessment 3 : Leadership Vision Presentation (LVP)
PLO 4: Teamwork	Learning community: Foster the development of an enriching learning community within the class.	Assessment 1 : Engagement: Class discussions
PLO 7: Leadership development	Self-development: Progressively develop your leadership skills	Assessment 2 : Learning Mode Reports (LMRs) - two reports Assessment 3 : Leadership Vision Presentation (LVP)
PLO 1: Business knowledge	Concept mastery: Understand and precisely apply a range of course concepts	Assessment 1 : Engagement: Online discussions Assessment 2 : Learning Mode Reports (LMRs) - two reports Assessment 3 : Leadership Vision Presentation (LVP)
PLO 2: Problem solving	Alignment: Exhibit coherent logic in your application of course concepts as you follow instructions	Assessment 2 : Learning Mode Reports (LMRs) - two reports Assessment 3 : Leadership Vision Presentation (LVP)
PLO 3: Business communication	Effective expression: Communicate in a clear, concise, and compelling manner	Assessment 1 : Engagement: Online discussions Assessment 2 : Learning Mode Reports (LMRs) - two reports Assessment 3 : Leadership Vision Presentation (LVP)
PLO 4: Teamwork	Learning community: Foster the development of an enriching learning community within the class.	Assessment 1 : Engagement: Online discussions
PLO 7: Leadership development	Self-development: Progressively develop your leadership skills	Assessment 1 : Engagement: Online discussions Assessment 2 : Learning Mode Reports (LMRs) - two reports Assessment 3 : Leadership Vision Presentation (LVP)

3. Staff Contact Details

Position	Name	Location	Phone	Consultation Times
Facilitator in Charge	Will Felps	–	–	By Appointment. Note: Will Felps is the Facilitator in Charge for the course as a whole. Your specific class will likely be facilitated by somebody else. Your Facilitator will be noted on the right-hand side of your Moodle classroom. You should contact your specific class facilitator in the first instance.
Facilitator in Charge	Will Felps	–	–	By Appointment. Note: Will Felps is the Facilitator in Charge for the course as a whole. Your specific class will likely be facilitated by somebody else. Your Facilitator will be noted on the right-hand side of your Moodle classroom. You should contact your specific class facilitator in the first instance.
Facilitator in Charge	Will Felps	–	–	By Appointment. Note: Will Felps is the Facilitator in Charge for the course as a whole. Your specific class will likely be facilitated by somebody else. Your Facilitator will be noted on the right-hand side of your Moodle classroom. You should contact your specific class facilitator in the first instance.

Facilitator in Charge

Each course has a Facilitator in Charge who is responsible for the academic leadership and overall academic integrity of the course. The Facilitator in Charge oversees course content, assessment task design, and takes responsibility for specific academic and administrative issues related to the course. Facilitators in Charge also oversee Facilitators and ensure that the ongoing standard of facilitation in the course is consistent with the quality requirements of the program.

Facilitator

The role of your Facilitator is to support and enhance the learning process by encouraging interaction among participants, providing direction in understanding the course content, assessing participant progress through the course, and providing feedback on work submitted. Facilitators comprise academics and industry practitioners with relevant backgrounds.

4. Learning and Teaching Activities

Approach to Learning and Teaching in the Course

This course's overarching pedagogical principles include:

Participants should actively engage in the learning process to develop their leadership skills through the course.
Participants should feel included in a "learning community" (i.e. a group of people committed to helping each other learn).
Participants' diverse backgrounds and future goals should be recognised and leveraged for greater learning.
Participants should have a variety of learning outcomes, including: remembering, understanding, applying, analysing, evaluating, and creating.
Participants should take responsibility for their own learning in order to get the most from the course.
Participants deserve for claims about effective leadership to be grounded in sound evidence.
Participants deserve clear guidelines about how they will be evaluated.
Participants deserve meaningful and timely feedback.

Learning Activities and Teaching Strategies

Learning activities and teaching strategies for this course include using:

self-assessment and reflection activities
the course materials with associated readings and videos
facilitated discussion activities that help you to apply leadership concepts to the real world
an assessment that encourages you to apply course concepts to your life during the course
an assessment that encourages you to build a leadership vision
additional support during the course from peers, colleagues, and/or mentors
relevant examples and case studies.

Course Structure

Unit 1: Orienting for Leadership. In this Unit, we discuss the value of becoming a developing leader, define leadership, and discuss a number of aspects of responsible leadership.

Unit 2: Developing Leadership. This unit explores self-leadership. It focuses on increasing self-awareness (e.g. identifying your growth edges) and self-development (e.g. learning how to learn as an adult).

Unit 3: Motivational Self-Leadership. This unit explores self-motivation. It provides tools for working harder, working smarter, and working more sustainably.

Unit 4: Career Leadership. Unit 4 is about making wiser decisions, especially in the context of your own career. It invites you to make some provisional decisions about the kind of leader you aim to become.

Unit 5: Influential Leadership. In Unit 5, we consider several core elements of influencing others, including a) how power enables leadership, b) domains in which you may lead others, and c) a variety of tactics you can use to influence others.

Unit 6: Relational Leadership. Unit 6 focuses on how to develop high-quality relationships with the right people, so that you can have a leadership impact.

Unit 7: Dynamic Leadership. This unit is about leading in contexts where things are changing; namely, when leading for innovation and during crises.

Unit 8: Collective Leadership. This unit is about leading in contexts where you have manage groups of people without lots of authority; namely, when leading teams or when facing wicked problems.

Unit 9: Expressive Leadership. Unit 9 is about having a greater leadership impact by expressing yourself more clearly, more memorably, and more charismatically.

Unit 10: Flexible Leadership. In Unit 10, we consider the challenge of how to adjust one's leadership style to suit different situations, investigate some tools to do this more effectively, and explore some strategies to grow as a flexible leader.

5. Assessment

Formal Requirements

Students are expected to attempt all assessment requirements, and must achieve a composite mark of at least 50% to pass the course. Students are also expected to actively engage in course learning activities. Failure to engage in assessment tasks that are integrated into learning activities (e.g. class discussion, presentations) will be reflected in the marks for these assessable activities.

Assessment Structure

Assessment	Task	Weighting (%)	Length	Due Date	Individual / Group
Assessment 1	Engagement: Class discussions	30	N/A	Ongoing	Individual
Assessment 2	Learning Mode Reports (LMRs) - two reports	40	500 words (maximum) per report	Report 1 by Monday 26 June 2023 (Week 5) by 3pm Sydney time; Report 2 by Monday 24 July 2023 (Week 9) by 3pm Sydney time	Individual
Assessment 3	Leadership Vision Presentation (LVP)	30	Video (6 minutes maximum)	Wednesday 9 August 2023 (Week 11) by 3pm Sydney time	Individual
Assessment 1	Engagement: Class discussions	30	N/A	Ongoing	Individual
Assessment 2	Learning Mode Reports (LMRs) - two reports	40	500 words (maximum) per report	Report 1 by Monday 26 June 2023 (Week 5) by 3pm Sydney time; Report 2 by Monday 24 July 2023 (Week 9) by 3pm Sydney time	Individual
Assessment 3	Leadership Vision Presentation (LVP)	30	Video (6 minutes maximum)	Wednesday 9 August 2023 (Week 11) by 3pm Sydney time	Individual
Assessment 1	Engagement: Online discussions	30	2-6 posts	Weekly	Individual
Assessment 2	Learning Mode Reports (LMRs) - two reports	40	500 words (maximum) per report	Report 1 by Monday 26 June 2023 (Week 5) by 3pm Sydney time; Report 2 by Monday 24 July 2023 (Week 9) by 3pm Sydney time	Individual
Assessment 3	Leadership Vision Presentation (LVP)	30	Video (6 minutes maximum)	Wednesday 9 August 2023 (Week 11) by 3pm Sydney time	Individual

Assessment Feedback

Feedback on student performance from formative and summative assessment tasks will be provided to students in a timely manner. Assessment tasks completed within the teaching period of a course will be assessed and students provided with feedback, with or without a provisional result, within 10 working days of submission, under normal circumstances. Feedback on continuous assessment tasks (e.g. participation) will be provided prior to the midpoint of the course.

Assessment Summary

The use of Generative AI tools for your assessments

In November 2022 the world of education changed when ChatGPT changed the conversation about Generative AI! The shock to traditional ways of learning may match that of pocket calculators in the seventies, spreadsheets in the eighties, and Internet search engines in the late nineties/early 2000s combined.

UNSW and AGSM accept the potential of these tools and are excited to explore ways to use AI to enrich your learning experience while maintaining the integrity of our programs and therefore of your degrees. We expect that, as we learn about how best to do this, our policies will adapt. To provide clarity, UNSW set the following general guidelines for the current term:

Unless explicitly specified, you are permitted to use ChatGPT etc., just like Google search, calculators etc.
You must avoid overdependence on any one tool, and independent thought and knowledge remains essential.
If authorised use is explicitly limited for a particular assessment, unauthorised use might be treated as serious student misconduct and might include failure in the course, suspension, or exclusion from UNSW.

In this course, you can use generative AI software in all your assessments as long as any output within your assessment is attributed with full referencing. Please carefully note the information about this permission level below.

Description of the 'Full assistance with attribution' permission level

You can use generative AI software in this assessment. However, this does not mean that the assessment can in effect largely be produced by generative AI such as ChatGPT. It means that it must be attributed with full referencing like any other source, and the assessment must draw on an appropriate number and variety of sources. If the outputs of generative AI such as ChatGPT form part of your submission and is not appropriately attributed, it will be regarded as serious academic misconduct and subject to the standard penalties, which may include 00FL, suspension and exclusion.
- To cite, for example: OpenAI (2023). ChatGPT. OpenAI. https://openai.com/models/chatgpt/
- Note: outputs from these tools are not always accurate, appropriate, or properly referenced. You should ensure that you have moderated and critically evaluated the outputs from generative AI tools such as ChatGPT before submission.

When use of AI is permitted, make sure you are aware of its limits. Mollick & Mollick (2023) provide some useful pointers:

"If you provide minimum-effort prompts, you will get low-quality results. You will need to refine your prompts in order to get good outcomes. This will take work.
"Don't trust anything it says. If it gives you a number or fact, assume it's wrong unless you either know the answer or can check with another source. You will be responsible for any errors or omissions provided by the tool. It works best for topics you understand. ...
"Be thoughtful about when this tool is useful. Don't use it if it isn't appropriate for the case or circumstance."

(Mollick, E & Mollick, L 2023, 'Why all our classes suddenly became AI classes: Strategies for teaching and learning in a ChatGPT world', Harvard Business Publishing, 9 February.)

Assignment Submission Procedure

General Writing Guidelines:

A table of contents, executive summary/abstract, conclusions section, or appendices should not be provided for the assessments in this course.
It is acceptable and indeed recommended to use editing software (e.g. the Editor in the Review ribbon of Microsoft Word) to help check your work and polish your writing.
In this course, you can use generative AI software in all your assessments as long as any output within your assessment is attributed with full referencing (for example, [OpenAI (2023). ChatGPT. OpenAI.com]. If the outputs of generative AI such as ChatGPT form part of your submission and is not appropriately attributed, it will be regarded as serious academic misconduct and subject to the standard penalties, which may include 00FL, suspension, and exclusion.
Given that the reports you will write in this course have a unique, personal focus, it is okay to discuss with a learning partner / study group your broad plans for your assessments. However, it is inappropriate to provide copyediting or rewriting.
Given that the reports are analyses of your leadership, write in the first person (i.e. using "I") and use an active (rather than passive) voice when describing what you did/will do, said/will say, intended, felt/feel, perceive(d), etc.
Use specific/concrete examples to convey that you accurately understand the concepts you use. Focus on demonstrating your ability to apply your chosen selection of concepts from the many within the course materials.
Please use bold to identify key course concepts.
You can safely assume that the facilitator marking your assessment is familiar with the course materials. As such, do not devote space to summarising course concepts. Instead, demonstrate understanding of the cited concepts by how you accurately apply them (with concrete examples).
You are allowed to include diagrams and tables in assessments, but they cannot take up more than 20% of the word count.
Submit a Word document and ensure you follow all the other formatting guidelines.
Supplementary guidance may be posted in Moodle (e.g. in the Assessment Details document).

What is included in the word count?

Main text, tables, figures, diagrams, graphs, and charts

What is excluded from the word count?

Cover page
Reference list

Do not include the following in your Assessments

Executive summary/Abstract
Table of contents
Appendices

Note: Any text that goes beyond the word count will not be read in grading the assessment.

Report Format

Students are required to submit assessments in Word, in a format suited to a professional audience.

Headings

Heading 1 Font size: 14 point
Heading 2 Font size: 12 point
Text style: Bold

Body text

Font: Arial, 12 point
Line spacing: Single, with an additional line space between paragraphs
Text style: Normal

Assessment file name

Please use the following file naming convention for each assessment: z999999_surname_AGSM6131_23T2_Asst2

where:

z999999 is your student ID
surname is your family name
AGSM6131 is the course code
23T2 is the term name (2023, Term 2)
Asst2 is the Assessment number (e.g., Asst2 for Assessment 2)

Assessment submission

You must submit your assessments through your online classroom in Moodle. Email submission is not an acceptable submission format at UNSW.
Written-assessment submission in Moodle is performed via Turnitin, the similarity detection software used by UNSW students and teaching staff to detect plagiarism. More information about plagiarism can be found at UNSW Academic Integrity and Plagiarism
Submission of audio-visual assessments should be completed by uploading the final version of the assessment to a file sharing site (for example, OneDrive, Dropbox, SharePoint, YouTube) and then sharing a link to the appropriate submission location in your class Moodle page to enable your file to be accessed/viewed.
Late submissions will be subject to late penalties of 5% of the assessment weighting per day and will be capped at five days (120 hours) from the assessment deadline, after which you cannot submit an assessment. If for any reason you are unable to submit a late submission via Turnitin, please contact your Class Facilitator or AGSM Student Experience at once.
Extensions to assessment deadlines may be granted in exceptional circumstances. More information can be found at UNSW Special Consideration
Assessment tasks will normally be reviewed, and feedback provided, within 10 working days of submission.
Please keep a copy of your assessment.

Special Consideration

You must submit all assignments and attend all examinations scheduled for your course. You can apply for special consideration when illness or other circumstances beyond your control, interfere with your performance in a specific assessment task or tasks. Special Consideration is primarily intended to provide you with an extra opportunity to demonstrate the level of performance of which you are capable.

Please note the following:

Applications will not be accepted by teaching staff. The lecturer-in-charge/course coordinator will be automatically notified when you lodge an online application for special consideration.
Decisions and recommendations are only made by lecturers-in-charge/course coordinators (or by the Faculty Panel in the case of final exam special considerations), not by tutors.
Applying for special consideration does not automatically mean that you will be granted a supplementary exam or other concession.
Special consideration requests do not allow the awarding of additional marks to students.

Further information on Business School policy and procedure can be found under 'Special Consideration' on the Policies and Support page.

Protocol for Viewing Final Exam Scripts

6. Course Resources

You have three major resources to help you learn:

The course materials. You access the course materials via your Moodle classroom. You will do much of your learning outside the classroom by working through the course materials, and by completing the unit activities as they arise.
Your facilitator. The Facilitator's job is to guide your learning by conducting the online or face-to-face discussions, answering your questions, providing insights from their professional experience and understanding of theory, providing you with feedback on your assessments, and facilitating class discussions.
Your class colleagues. Your class colleagues are an invaluable potential source of learning for you.

7. Course Evaluation & Development

Continual Course Improvement

AGSM courses are reviewed each time they run, with updated course outlines and assessment tasks developed.

Additionally, the data collected in the myExperience survey provides anonymous feedback from students on the quality of course content and materials, class facilitation, student support services and the program in general. This student feedback is considered during all course revisions.

Student Response

The most recent MyExperience feedback for this course relates to Term 3 2022 and it was generally positive. Many students report that this course meaningfully helped them to develop their leadership vision and skills.

However, it became clear that there were some gaps in the topics covered by the course. This led to a major refresh of the course, which launched in Term 1 of 2023. Anecdotal evidence indicates that the refreshed course content is being well-received, especially the new self-leadership portion. Term 1 also saw more focus on actually applying course concepts to students' own lives during the course. This pedagogical approach seems to have been experienced as useful.

Response to Student Feedback

Informed by student feedback, key changes for Term 2 of 2023 include:

A new Assessment 2 that focuses on deliberate application of course concepts to students' lives.
A shortened version of Assessment 3.
Greater alignment between Program Learning Outcomes, Course Learning Outcomes, and Assessment Criteria.
Updated unit materials.

8. Course Schedule

Week	Activity	Topic	Detail/Engagement	Assessment Task
Week 1	Course materials, discussion	Unit 1: Orienting for Leadership	We begin the process of getting to know one another, clarifying any questions relating to the course, and exploring the concepts in Unit 1 of the course materials.	Assessment 1 : Engagement: Class discussions
Week 2	Course materials, discussion	Unit 2: Developing leadership	We explore the Unit 2 concepts.	Assessment 1 : Engagement: Class discussions
Week 3	Course materials, discussion	Unit 3: Motivational Self-Leadership	We explore the Unit 3 concepts.	Assessment 1 : Engagement: Class discussions
Week 4	Course materials, discussion	Unit 4: Career Leadership	We explore the Unit 4 concepts.	Assessment 1 : Engagement: Class discussions
Week 5	Assessment 2, course materials, discussion	Unit 5: Influential Leadership	Your first Learning Mode Report (Assessment 2) is due by 3pm Sydney time on Monday 26 June 2023. We explore the Unit 5 concepts.	Assessment 1 : Engagement: Class discussions Assessment 2 : Learning Mode Reports (LMRs) - two reports
Week 6	Course materials, discussion	Unit 6: Relational Leadership	We explore the Unit 6 concepts.	Assessment 1 : Engagement: Class discussions
Week 7	Course materials, discussion	Unit 7: Dynamic Leadership	We explore the Unit 7 concepts.	Assessment 1 : Engagement: Class discussions
Week 8	Course materials, discussion	Unit 8: Collective Leadership	We explore the Unit 8 concepts.	Assessment 1 : Engagement: Class discussions
Week 9	Course materials, discussion	Unit 9: Expressive Leadership	Your second Learning Mode Report (Assessment 2) is due by 3pm Sydney time on Monday 24 July 2023. We explore the Unit 9 concepts.	Assessment 1 : Engagement: Class discussions Assessment 2 : Learning Mode Reports (LMRs) - two reports
Week 10	Course materials, discussion	Unit 10: Flexible Leadership	We explore the Unit 10 concepts.	Assessment 1 : Engagement: Class discussions
Week 11	Assessment 3 finalisation	Leadership Vision Presentation & Peer Evaluations	The LVP (Assessment 3) is due by 3pm Sydney time on Wednesday 9 August 2023 Peer Evaluations (Assessment 1) are due by 3pm Sydney time on Friday 11 August 2023	Assessment 1 : Engagement: Class discussions Assessment 3 : Leadership Vision Presentation (LVP)
Week 1	Course materials, workshop	Unit 1: Orienting for Leadership	Prior to class, engage with Unit 1 materials. During our fortnightly workshop, we begin the process of getting to know one another, clarifying expectations, and exploring the concepts in Unit 1 of the course materials.	Assessment 1 : Engagement: Class discussions
Week 2	Course materials	Unit 2: Developing Leadership	Engage with Unit 2 material.	–
Week 3	Course materials, workshop	Unit 3: Motivational Self-Leadership	During our fortnightly workshop, we explore the concepts in Units 2 and 3 of the course materials.	Assessment 1 : Engagement: Class discussions
Week 4	Course materials	Unit 4: Career Leadership	Engage with Unit 4 concepts.	–
Week 5	Assessment 2, course materials, workshop	Unit 5: Influential Leadership	Your first Learning Mode Report (Assessment 2) is due by 3pm Sydney time on Monday 26 June 2023. During our fortnightly workshop, we explore the concepts in Units 4 and 5 of the course materials.	Assessment 1 : Engagement: Class discussions Assessment 2 : Learning Mode Reports (LMRs) - two reports
Week 6	Course materials	Unit 6: Relational Leadership	Engage with Unit 6 concepts.	–
Week 7	Course materials, workshop	Unit 7: Dynamic Leadership	During our fortnightly workshop, we explore the concepts in Units 6 and 7 of the course materials.	Assessment 1 : Engagement: Class discussions
Week 8	Course materials	Unit 8: Collective Leadership	Engage with Unit 8 concepts.	–
Week 9	Course materials, workshop	Unit 9: Expressive Leadership	Your second Learning Mode Report (Assessment 2) is due by 3pm Sydney time on Monday 24 July 2023. During our fortnightly workshop, we explore the concepts in Units 8 and 9 of the course materials and you will present a provisional Leadership Vision Presentation.	Assessment 1 : Engagement: Class discussions Assessment 2 : Learning Mode Reports (LMRs) - two reports
Week 10	Course materials	Unit 10: Flexible Leadership	Engage with Unit 10 concepts.	–
Week 11	Workshop, LVP finalisation, & Peer Evaluations	Unit 10	During our final fortnightly workshop, we explore the Unit 10 concepts. The LVP (Assessment 3) is due by 3pm Sydney time on Wednesday 9 August 2023. Peer Evaluations (Assessment 1) are due by 3pm Sydney time on Friday 11 August 2023.	Assessment 1 : Engagement: Class discussions Assessment 3 : Leadership Vision Presentation (LVP)
Week 1	Course materials, discussion	Unit 1: Orienting for Leadership	We begin the process of getting to know one another, clarifying any questions relating to the course, and exploring the concepts in Unit 1 of the course materials.	Assessment 1 : Engagement: Online discussions
Week 2	Course materials, discussion	Unit 2: Developing leadership	We explore the Unit 2 concepts.	Assessment 1 : Engagement: Online discussions
Week 3	Course materials, discussion	Unit 3: Motivational Self-Leadership	We explore the Unit 3 concepts.	Assessment 1 : Engagement: Online discussions
Week 4	Course materials, discussion	Unit 4: Career Leadership	We explore the Unit 4 concepts.	Assessment 1 : Engagement: Online discussions
Week 5	Assessment 2, course materials, discussion	Unit 5: Influential Leadership	Your first Learning Mode Report (Assessment 2) is due by 3pm Sydney time on Monday 26 June 2023. We explore the Unit 5 concepts.	Assessment 1 : Engagement: Online discussions Assessment 2 : Learning Mode Reports (LMRs) - two reports
Week 6	Course materials, discussion	Unit 6: Relational Leadership	We explore the Unit 6 concepts.	Assessment 1 : Engagement: Online discussions
Week 7	Course materials, discussion	Unit 7: Dynamic Leadership	We explore the Unit 7 concepts.	Assessment 1 : Engagement: Online discussions
Week 8	Course materials, discussion	Unit 8: Collective Leadership	We explore the Unit 8 concepts.	Assessment 1 : Engagement: Online discussions
Week 9	Assessment 2, course materials, discussion	Unit 9: Expressive Leadership	Your second Learning Mode Report (Assessment 2) is due by 3pm Sydney time on Monday 24 July 2023. We explore the Unit 9 concepts.	Assessment 1 : Engagement: Online discussions Assessment 2 : Learning Mode Reports (LMRs) - two reports
Week 10	Course materials, discussion	Unit 10: Flexible Leadership	We explore the Unit 10 concepts.	Assessment 1 : Engagement: Online discussions
Week 11	Assessment 3 finalisation	Leadership Vision Presentation	The LVP (Assessment 3) is due by 3pm Sydney time on Wednesday 9 August 2023 Peer Evaluations (Assessment 1) are due by 3pm Sydney time on Friday 11 August 2023	Assessment 1 : Engagement: Online discussions Assessment 3 : Leadership Vision Presentation (LVP)

9. Policies and Support

Information about UNSW Business School protocols, University policies, student responsibilities and education quality and support.

Program Learning Outcomes

The Business School places knowledge and capabilities at the core of its curriculum via seven Program Learning Outcomes (PLOs). These PLOs are systematically embedded and developed across the duration of all coursework programs in the Business School.

PLOs embody the knowledge, skills and capabilities that are taught, practised and assessed within each Business School program. They articulate what you should know and be able to do upon successful completion of your degree.

Upon graduation, you should have a high level of specialised business knowledge and capacity for responsible business thinking, underpinned by ethical professional practice. You should be able to harness, manage and communicate business information effectively and work collaboratively with others. You should be an experienced problem-solver and critical thinker, with a global perspective, cultural competence and the potential for innovative leadership.

All UNSW programs and courses are designed to assess the attainment of program and/or course level learning outcomes, as required by the UNSW Assessment Design Procedure. It is important that you become familiar with the Business School PLOs, as they constitute the framework which informs and shapes the components and assessments of the courses within your program of study.

PLO 1: Business knowledge

Students will make informed and effective selection and application of knowledge in a discipline or profession, in the contexts of local and global business.

PLO 2: Problem solving

Students will define and address business problems, and propose effective evidence-based solutions, through the application of rigorous analysis and critical thinking.

PLO 3: Business communication

Students will harness, manage and communicate business information effectively using multiple forms of communication across different channels.

PLO 4: Teamwork

Students will interact and collaborate effectively with others to achieve a common business purpose or fulfil a common business project, and reflect critically on the process and the outcomes.

PLO 5: Responsible business practice

Students will develop and be committed to responsible business thinking and approaches, which are underpinned by ethical professional practice and sustainability considerations.

PLO 6: Global and cultural competence

Students will be aware of business systems in the wider world and actively committed to recognise and respect the cultural norms, beliefs and values of others, and will apply this knowledge to interact, communicate and work effectively in diverse environments.

PLO 7: Leadership development

Students will develop the capacity to take initiative, encourage forward thinking and bring about innovation, while effectively influencing others to achieve desired results.

These PLOs relate to undergraduate and postgraduate coursework programs. Separate PLOs for honours and postgraduate research programs are included under 'Related Documents'.

Business School course outlines provide detailed information for students on how the course learning outcomes, learning activities, and assessment/s contribute to the development of Program Learning Outcomes.

UNSW Graduate Capabilities

The Business School PLOs also incorporate UNSW graduate capabilities, a set of generic abilities and skills that all students are expected to achieve by graduation. These capabilities articulate the University’s institutional values, as well as future employer expectations.

UNSW Graduate Capabilities	Business School PLOs
Scholars capable of independent and collaborative enquiry, rigorous in their analysis, critique and reflection, and able to innovate by applying their knowledge and skills to the solution of novel as well as routine problems.	PLO 1: Business knowledge PLO 2: Problem solving PLO 3: Business communication PLO 4: Teamwork PLO 7: Leadership development
Entrepreneurial leaders capable of initiating and embracing innovation and change, as well as engaging and enabling others to contribute to change	PLO 1: Business knowledge PLO 2: Problem solving PLO 3: Business communication PLO 4: Teamwork PLO 6: Global and cultural competence PLO 7: Leadership development
Professionals capable of ethical, self-directed practice and independent lifelong learning	PLO 1: Business knowledge PLO 2: Problem solving PLO 3: Business communication PLO 5: Responsible business practice
Global citizens who are culturally adept and capable of respecting diversity and acting in a socially just and responsible way.	PLO 1: Business knowledge PLO 2: Problem solving PLO 3: Business communication PLO 4: Teamwork PLO 5: Responsible business practice PLO 6: Global and cultural competence

While our programs are designed to provide coverage of all PLOs and graduate capabilities, they also provide you with a great deal of choice and flexibility. The Business School strongly advises you to choose a range of courses that assist your development against the seven PLOs and four graduate capabilities, and to keep a record of your achievements as part of your portfolio. You can use a portfolio as evidence in employment applications as well as a reference for work or further study. For support with selecting your courses contact the UNSW Business School Student Centre.

Academic Integrity and Plagiarism

Academic Integrity is honest and responsible scholarship. This form of ethical scholarship is highly valued at UNSW. Terms like Academic Integrity, misconduct, referencing, conventions, plagiarism, academic practices, citations and evidence based learning are all considered basic concepts that successful university students understand. Learning how to communicate original ideas, refer sources, work independently, and report results accurately and honestly are skills that you will be able to carry beyond your studies.

The definition of academic misconduct is broad. It covers practices such as cheating, copying and using another person’s work without appropriate acknowledgement. Incidents of academic misconduct may have serious consequences for students.

Plagiarism

UNSW regards plagiarism as a form of academic misconduct. UNSW has very strict rules regarding plagiarism. Plagiarism at UNSW is using the words or ideas of others and passing them off as your own. All Schools in the Business School have a Student Ethics Officer who will investigate incidents of plagiarism and may result in a student’s name being placed on the Plagiarism and Student Misconduct Registers.

Below are examples of plagiarism including self-plagiarism:

Copying: Using the same or very similar words to the original text or idea without acknowledging the source or using quotation marks. This includes copying materials, ideas or concepts from a book, article, report or other written document, presentation, composition, artwork, design, drawing, circuitry, computer program or software, website, internet, other electronic resource, or another person's assignment, without appropriate acknowledgement of authorship.

Inappropriate Paraphrasing: Changing a few words and phrases while mostly retaining the original structure and/or progression of ideas of the original, and information without acknowledgement. This also applies in presentations where someone paraphrases another’s ideas or words without credit and to piecing together quotes and paraphrases into a new whole, without appropriate referencing.

Collusion: Presenting work as independent work when it has been produced in whole or part in collusion with other people. Collusion includes:

Students providing their work to another student before the due date, or for the purpose of them plagiarising at any time
Paying another person to perform an academic task and passing it off as your own
Stealing or acquiring another person’s academic work and copying it
Offering to complete another person’s work or seeking payment for completing academic work

Collusion should not be confused with academic collaboration (i.e., shared contribution towards a group task).

Inappropriate Citation: Citing sources which have not been read, without acknowledging the 'secondary' source from which knowledge of them has been obtained.

Self-Plagiarism: ‘Self-plagiarism’ occurs where an author republishes their own previously written work and presents it as new findings without referencing the earlier work, either in its entirety or partially. Self-plagiarism is also referred to as 'recycling', 'duplication', or 'multiple submissions of research findings' without disclosure. In the student context, self-plagiarism includes re-using parts of, or all of, a body of work that has already been submitted for assessment without proper citation.

To see if you understand plagiarism, do this short quiz: https://student.unsw.edu.au/plagiarism-quiz

Cheating

The University also regards cheating as a form of academic misconduct. Cheating is knowingly submitting the work of others as their own and includes contract cheating (work produced by an external agent or third party that is submitted under the pretences of being a student’s original piece of work). Cheating is not acceptable at UNSW.

If you need to revise or clarify any terms associated with academic integrity you should explore the 'Working with Academic Integrity' self-paced lessons available at: https://student.unsw.edu.au/aim.

For UNSW policies, penalties, and information to help you avoid plagiarism see: https://student.unsw.edu.au/plagiarism as well as the guidelines in the online ELISE tutorials for all new UNSW students: http://subjectguides.library.unsw.edu.au/elise. For information on student conduct see: https://student.unsw.edu.au/conduct.

For information on how to acknowledge your sources and reference correctly, see: https://student.unsw.edu.au/referencing. If you are unsure what referencing style to use in this course, you should ask the lecturer in charge.

Student Responsibilities and Conduct

Students are expected to be familiar with and adhere to university policies in relation to class attendance and general conduct and behaviour, including maintaining a safe, respectful environment; and to understand their obligations in relation to workload, assessment and keeping informed.

Information and policies on these topics can be found on the 'Managing your Program' website.

Workload

It is expected that you will spend at least ten to twelve hours per week studying for a course except for Summer Term courses which have a minimum weekly workload of twenty to twenty four hours. This time should be made up of reading, research, working on exercises and problems, online activities and attending classes. In periods where you need to complete assignments or prepare for examinations, the workload may be greater. Over-commitment has been a cause of failure for many students. You should take the required workload into account when planning how to balance study with employment and other activities.

We strongly encourage you to connect with your Moodle course websites in the first week of semester. Local and international research indicates that students who engage early and often with their course website are more likely to pass their course.

View more information on expected workload

Attendance

Your regular and punctual attendance at lectures and seminars or in online learning activities is expected in this course. The Business School reserves the right to refuse final assessment to those students who attend less than 80% of scheduled classes where attendance and participation is required as part of the learning process (e.g., tutorials, flipped classroom sessions, seminars, labs, etc.).

View more information on attendance

General Conduct and Behaviour

You are expected to conduct yourself with consideration and respect for the needs of your fellow students and teaching staff. Conduct which unduly disrupts or interferes with a class, such as ringing or talking on mobile phones, is not acceptable and students may be asked to leave the class.

View more information on student conduct

Health and Safety

UNSW Policy requires each person to work safely and responsibly, in order to avoid personal injury and to protect the safety of others.

View more information on Health and Safety

Keeping Informed

You should take note of all announcements made in lectures, tutorials or on the course web site. From time to time, the University will send important announcements to your university e-mail address without providing you with a paper copy. You will be deemed to have received this information. It is also your responsibility to keep the University informed of all changes to your contact details.

Student Support and Resources

The University and the Business School provide a wide range of support services and resources for students, including:

Business School EQS Consultation Program
The Consultation Program offers academic writing, literacy and numeracy consultations, study skills, exam preparation for Business students. Services include workshops, online resources, individual and group consultations.
Level 1, Room 1035, Quadrangle Building.
BUS.EQS.Consultations@unsw.edu.au
02 9385 4508

Communication Resources
The Business School Communication and Academic Support programs provide online modules, communication workshops and additional online resources to assist you in developing your academic writing.

Business School Student Centre
The Business School Student Centre provides advice and direction on all aspects of admission, enrolment and graduation.
Level 1, Room 1028 in the Quadrangle Building
02 9385 3189

UNSW Learning & Careers Hub
The UNSW Learning & Careers Hub provides academic skills and careers support services—including workshops, individual consultations and a range of online resources—for all UNSW students. See their website for details.
Lower Ground Floor, North Wing Chancellery Building.
learningcentre@unsw.edu.au
02 9385 2060

Student Support Advisors
Student Support Advisors work with all students to promote the development of skills needed to succeed at university, whilst also providing personal support throughout the process.
John Goodsell Building, Ground Floor.
advisors@unsw.edu.au
02 9385 4734

International Student Support
The International Student Experience Unit (ISEU) is the first point of contact for international students. ISEU staff are always here to help with personalised advice and information about all aspects of university life and life in Australia.
Advisors can support you with your student visa, health and wellbeing, making friends, accommodation and academic performance.
International.student@unsw.edu.au
02 9385 4734

Equitable Learning Services
Equitable Learning Services (formerly Disability Support Services) is a free and confidential service that provides practical support to ensure that your health condition doesn't adversely affect your studies. Register with the service to receive educational adjustments.
Ground Floor, John Goodsell Building.
els@unsw.edu.au
02 9385 4734

UNSW Counselling and Psychological Services
Provides support and services if you need help with your personal life, getting your academic life back on track or just want to know how to stay safe, including free, confidential counselling.
Level 2, East Wing, Quadrangle Building.
counselling@unsw.edu.au
02 9385 5418

Library services and facilities for students
The UNSW Library offers a range of collections, services and facilities both on-campus and online.
Main Library, F21.
02 9385 2650

Moodle eLearning Support
Moodle is the University’s learning management system. You should ensure that you log into Moodle regularly.
externalteltsupport@unsw.edu.au
02 9385 3331

UNSW IT
UNSW IT provides support and services for students such as password access, email services, wireless services and technical support.
UNSW Library Annexe (Ground floor).
02 9385 1333

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Accreditation

AGSM6131 Leadership - 2023

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1. Course Details

Summary of Course

Teaching Times and Locations

Course Policies & Support

Course Aims and Relationship to Other Courses

Additional Course Details

2. Quality Assurance and Course Alignment

Quality Assurance

Student Learning Outcomes

3. Staff Contact Details

4. Learning and Teaching Activities

Approach to Learning and Teaching in the Course

Learning Activities and Teaching Strategies

Course Structure

5. Assessment

Formal Requirements

Assessment Structure

Assessment Feedback

Assessment Summary

The use of Generative AI tools for your assessments

Assignment Submission Procedure

Special Consideration

Protocol for Viewing Final Exam Scripts

6. Course Resources

7. Course Evaluation & Development

Continual Course Improvement

Student Response

Response to Student Feedback

8. Course Schedule

9. Policies and Support

RELATED DOCUMENTS

UNSW Graduate Capabilities

Plagiarism

Cheating

Workload

Attendance

General Conduct and Behaviour

Health and Safety

Keeping Informed

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