MBAX9131 Leadership - 2020

Blended/Intensive, Sydney CBD
Online, weekly
MBAX9131
Postgraduate
Term 1
6 Units of Credit
AGSM

Offering Selection
This course outline is provided in advance of offering to guide student course selection. Please note that while accurate at time of publication, changes may be required prior to the start of the teaching session. To view other versions, visit the archives .

1. Course Details

Summary of Course

This course is a comprehensive introduction to the topic of leadership. It aims to help students to build the confidence, knowledge and skills to engage in effective 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 of activities towards that direction, and personal commitment to collective success. As such, leadership is potentially relevant to all MBA students who wish to exert influence and drive change.

This course has been written with a sound understanding of the leadership challenges facing typical MBA students. Specifically, the course builds upon a pre-existing leadership course run by the AGSM from 2013 to 2018. The successful delivery of this course provided many opportunities to gather information on the leadership challenges faced by students, what leadership guidelines and tools they needed and which leadership topics particularly resonated with students. This body of knowledge has been used to design this course.

The course is delivered in two modes. Online delivery involves working through the 10 Units of course material and participating in weekly discussion activities. These activities are facilitated using the Moodle learning management system. Intensive delivery involves working through the course material online, participating in two intensive weekends in Sydney (in Weeks 5 and 11), and completing 10 short, weekly multiple-choice quizzes throughout the term (via Moodle).

The course begins by explaining what leadership is, and how it differs from management. We then explore principles and methods of leadership development that students can apply to build their own Individual Leadership Development Plan during the course. The development of this plan is part of Assessment 3 and represents a practical tool to encourage students to take principles, methods, guidelines and tools from the course and apply them in the context of real leadership challenges. In leadership development, learning by doing; (along with feedback, support and reflection) is typically the most potent form of learning.

The course then addresses the topic of self-leadership, as in order to lead others, we must first lead ourselves. Other topics include ethical, authentic and servant leadership, strategies to build power, designing influence strategies, social networking, and key communication skills. In addition, the course provides guidance on using transformational, team, innovation and adaptive leadership. The final Unit provides guidance on how to adapt one's leadership style to suit different circumstances (i.e. situational leadership).

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.

View course timetable

Course Policies & Support

Course Aims and Relationship to Other Courses

This course aims to:

  • provide a comprehensive introduction to the topic of leadership
  • help students to build the confidence, knowledge and skills to engage in effective leadership in a broad range of contexts, including self-leadership
  • meet all of the learning outcomes for this course
  • encourage students to be lifelong students of leadership.

'Leadership' as a subject involves a plethora of concepts, theories, models, frameworks and skill sets. Consequently, some other courses within the AGSM, such as Managing People and Organisations, address some dimensions of leadership. However, as this course aims to be a comprehensive introduction to the topic of leadership, and does not assume that students have studied any other AGSM courses, it addresses the fundamental elements of leadership (e.g. power, influence and networking). It is suggested that such overlap is minimal, unavoidable and valuable, given it provides an opportunity to reinforce important leadership concepts and deepen the level of learning.

Additonal Course Details

Tips to help students navigate this course

Based on feedback from past students and the experience of our Class Facilitators, it is suggested that students are likely to benefit the most from this course if they follow the following guidelines.

  • At the start of the course quickly develop an understanding of the overall course structure, the two assessments, and the nature of the Individual Leadership Development Plan (ILDP) that will be prepared as part of Assessment 3. Ideally, students will start to think about what should be included in their ILDP from Week 1. The guidance provided in Unit 2 on leadership development principles and methods should be helpful in the process of progressively building your plan. Note that in order to excel at Assessment 3, students will need to do some preparation work well before the assessment deadline (e.g. to gather feedback from colleagues on leadership strengths and weaknesses).
  • Clearly understand what is expected with respect to communication in the classroom (whether face-to-face or online). Class Facilitators will provide students with specific guidance on what is expected.
  • Schedule time to allow you to fully participate (e.g. read the course materials, reflect on this information, participate in class activities, and undertake assessments). Being able to manage one's time effectively is an important element of self-leadership and is a key to success in this course. If time management is not currently one of your strengths, the following resource is recommended: Harvard Business School Publishing Corporation 2006, Pocket mentor: Managing time, Harvard Business School Publishing, Boston, Massachusetts.
  • Adopt a mindset of being an active and generous student who participates in all learning activities, and 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). Please embrace the philosophy that 'leaders grow leaders'.
  • Adopt a mindset that sees qualitative feedback (e.g. comments by the Class Facilitator on assessments) as 'a gift' and opportunity for improvement. The ability to seek frequent feedback and positively respond to it is critical for leadership development (see Unit 2).
  • Commit to building a practical ILDP that will be used 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. This reflects that most leadership development growth occurs by practising new approaches (e.g. those communicated during the course), getting feedback from colleagues, seeking support (e.g. from a mentor) and reflecting (see Unit 2).
  • Consider meeting several times during the course with an informal mentor to help understand and apply the course material. Doing this course provides a good reason to contact someone who you know and respect who excels at leadership. Such a mentor could also review your draft ILDP. Guidance on how to engage an informal mentor is provided in Unit 2.
  • Don't be afraid to ask your Class Facilitator for assistance, especially in the first few weeks of the course and in relation to assignments. When asking questions about assessments, it is best to do this in a forum where other students can benefit from the answers that are provided (e.g. via Moodle). Questions should also be asked well before the assessments are due& to allow enough time for the Class Facilitator to reply.

2. Staff Contact Details

Position Name Email Location Phone Consultation Times
Course CoordinatorAndre Taylor
04 3818 2709
Course CoordinatorAndre Taylor
04 3818 2709LinkedIn profile: https://www.linkedin.com/in/andre-taylor-leadership/

3. Learning and Teaching Activities

Approach to Learning and Teaching in the Course

The approach to learning in this course involves:

  • providing students with up-to-date information and tools on aspects of leadership (e.g. tools to help lead teams)
  • providing students with opportunities to conduct self-assessment and reflection activities to build self-awareness, and focused developmental activities
  • facilitating a variety of discussion activities to help students understand key concepts, share their collective experience and connect theory to practice
  • providing information in different formats (e.g. course notes, self-assessment tools, podcasts, videos, etc.)
  • providing opportunities for students to test their knowledge and get feedback (e.g. through quizzes, assignments and facilitated discussions)
  • focusing on the task of building an individual leadership development plan in which the student chooses which aspects of leadership they want to improve, and specifies how they plan to use new knowledge, tools from the course to do this.

Learning Activities and Teaching Strategies

Learning and teaching strategies for this course include using:

  • self-assessment and reflection exercises
  • written information, videos and podcasts to communicate key information (e.g. the course materials with associated readings and podcasts)
  • facilitated discussion activities both online and face-to-face
  • assignments which encourage students to analyse a leadership case study, reflect on a real case study when they were at their best as a leader, and build an individual leadership develop plan
  • weekly multiple-choice quizzes to test knowledge of key concepts
  • teaching students how to manager their own leadership development process which may include getting additional support during the course (e.g. from local mentors)
  • using relevant examples and case studies
  • choosing discussion activities that help students to apply concepts and tools to the real world.

Course Structure

Unit 1: Introduction to Leadership

In this Unit we explore some fundamental leadership concepts, such as a definition of leadership, a description of the difference between leadership and management, and clarification of the relationship between authority and leadership.

Unit 2: Principles and Methods of Leadership Development

Unit 2 explores several principles, concepts and methods of leader and leadership development. We also learn how to apply this knowledge to build an Individual Leadership Development Plan (ILDP). This Unit is delivered early in the course to help students use this knowledge to progressively build an ILDP, which is required as part of Assessment 3.

Unit 3: Self-leadership

In this Unit we introduce the topic of self-leadership by defining what it is, explaining its importance, and exploring practical ways to engage in self-leadership. We emphasise the importance of building self-awareness, understanding one's nature, clarifying one's personal mission and values (i.e. what one stands for as a leader), behaving in accordance with one's values, and taking action so we can be at our best as leaders (e.g. playing leadership roles that suit our nature and leverage our strengths).

Unit 4: Ethical, Authentic and Servant Leadership

Unit 4 introduces the concepts of ethical leadership, ethical thinking and authentic leadership and servant leadership, and provides guidance on how these concepts can be applied to improve our ability to engage in more responsible leadership.

Unit 5: Power, Influence, Networking and Key Communication Skills

In this Unit we introduce the topics of power, influence, social networking and key communication skills for leaders. Specifically, we explore different types of power and ethical strategies to build power. We examine a 10-step process to design an influence strategy and several frameworks we can use to choose an appropriate set of influence tactics. We also look at the critical importance of social networking to leadership, the different types of networks leaders typically need, and strategies to become an exemplary networker. Finally, we explore some techniques to improve five important leadership communication skills that are often the focus of developmental activities - namely, active listening, giving feedback to colleagues, storytelling, building shared visions for initiatives, and conflict management.

Unit 6: Transformational Leadership

Unit 6 explores a popular, behaviour-based leadership theory known as transformational leadership. This form of leadership is relevant to many contexts (e.g. team leadership) and therefore represents a good 'default' style of leadership to develop. There is strong evidence to suggest that people who frequently use transformational leadership behaviours are associated with a broad range of positive outcomes in the workplace.

Unit 7: Team Leadership

In this Unit we explore the nature of leadership within teams, with a focus on leadership by assigned team leaders. We begin by reviewing the nature of teams and the different forms of leadership that can occur within teams. We also examine the features of high performing and dysfunctional teams. We use a conceptual model of team leadership to understand what effective team leaders do, and canvass a number of guidelines leaders can use when leading teams. Finally, we review some additional leadership challenges and strategies for leading two types of cross-boundary teams: virtual teams and teams that consist of two or more groups of people who don't trust each other.

Unit 8: Innovation Leadership

Unit 8 focuses on a form of leadership that aims to promote creativity and innovation to meet organisational objectives. We begin by exploring key terms and concepts, and the factors that affect creativity and innovation at the individual, team and organisational levels. We then use three conceptual frameworks to help understand the nature of innovation leadership and the strategies/behaviours that innovation leaders use. Finally, we address several strategies that leaders can apply to boost creativity and innovation.

Unit 9: Adaptive Leadership

In this Unit we explore the adaptive leadership style that is suited to addressing complex challenges (also known as adaptive or wicked problems). We begin by clarifying several terms that are used in the adaptive leadership literature (e.g. complex problems and complex adaptive systems). We then examine the circumstances in which a leader would choose to use the adaptive leadership style. To improve our ability to use this style, we explore principles of adaptive leadership, key leadership behaviours, important competencies of adaptive leaders, and methods to grow as an effective adaptive leader.

Unit 10: Situational Leadership

In Unit 10 we consider the challenge of how to adapt one's leadership style to suit different situations, investigate some tools to do this more effectively, and explore some strategies to grow as a 'situational leader'. The central theme that runs through this Unit is that leadership is acutely sensitive to context, so we must develop the flexibility to adapt our leadership style as our circumstances change. We also address the topic of cross-cultural leadership and consider some valuable research findings and a conceptual model that can be used to adjust our leadership style when we are working with people from substantially different national cultures from our own.

5. Course Resources

Learning resources

You have four major resources to help you learn:

  • The course materials, which you will access via your Moodle classroom. You will do much of your learning outside the classroom by working through the course materials, and by completing the activities as they arise.
  • Your interaction with your Class Facilitator. The Class Facilitator's job is to guide your learning by conducting the online or face-to-face discussions, answering questions that might arise after you have done the week's work, providing insights from his or her practical experience and understanding of theory, providing you with feedback on your assessments, and directing discussions and debates that will occur between you and your co-participants in the course.
  • Your co-participants. Your course colleagues are an invaluable potential source of learning for you. Their work and life, and their willingness to question and interact with the course materials, the facilitator and your views, represent a great learning opportunity. They have the potential to greatly enhance your learning experience.
  • In addition to course-based resources, please also refer to the AGSM Learning Toolkit (available in Moodle) for tutorials and guides that will help you learn more about effective study practices and techniques.

There is no prescribed textbook for this course. However, if you would like to acquire a single, broad-ranging and high-quality textbook on leadership to complement the course materials, the following book is highly recommended:

Northouse, P 2018, Leadership: Theory and practice, 8th edn, SAGE, California, USA.

Other resources

Additional leadership-related resources

This course has a set of course notes for 10 units. At the end of each set of notes there is a list of additional resources that can be accessed to learn more about the topics covered by each Unit. These resources may be useful for doing assessments, or for self-directed learning. Students are not, however, expected to review these additional resources.

BusinessThink

BusinessThink is UNSW's free, online business publication. It is a platform for business research, analysis and opinion. If you would like to subscribe to BusinessThink, and receive the free monthly e-newsletter with the latest in research, opinion and business then go to http://www.businessthink.unsw.edu.au.

6. Course Evaluation & Development

Continual Course Improvement

AGSM courses are revised each time they run, with updated course outlines and assessment tasks developed. Changes relating to any industry developments will also be included.

Additionally, the AGSM surveys students each time a course is offered. The data collected 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

This course was substantially redesigned and rewritten in 2019. It has evolved from an MBT and MBAX course titled 'Leadership in a Complex Environment' that ran from 2013 to 2018. The original course was popular among students. For example, anonymous student ratings for their overall satisfaction with the quality of the course averaged over 5 on a 0 to 6 Likert-type scale in every year it was run, with the rating being 5.24 in 2018.

At the time this document was last updated (October 2019) only preliminary and informal student feedback was available on the design and delivery of the redesigned course. This feedback was overwhelmingly positive, and indicated that the redesign and rewriting process had improved the quality of the course content.

Response to Student Feedback

The redesign of this course in 2019 aimed to keep the core features that were most appreciated by students from the pre-existing course, but also take opportunities to update key materials, address some new topics, and respond to feedback from students. The most significant modifications include:

  • Reducing the number of Units from 12 to 10.
  • Introducing guidance on leadership development methods much earlier in the course schedule so students can use this guidance during the course to help with Assessment 3 (i.e. the preparation of an individual leadership development plan).
  • Including some recently developed leadership resources (e.g. readings and videos) while retaining some classic resources that are considered seminal contributions to the literature.
  • Providing guidance on some key communication skills that need to be highly developed for effective leadership.
  • Including a new Unit that focuses on the challenge associated with modifying one's leadership style to suit different situations (i.e. Unit 10).
  • Substantially modifying Assessment 2 so that it is a combination of a leadership case study analysis and a reflective exercise.

7. Course Schedule

For AGSM academic calendars and key dates please visit https://www.business.unsw.edu.au/agsm/students/resources/timetables-and-key-dates
Week Activity Topic Detail/Engagement Assessment Task
Week 1 Reading course materials (with activities).Unit 1: Introduction to leadership.

We begin the process of getting to know one another (online), clarify any questions relating to the course, and explore the concepts in Unit 1 of the course materials.

Assessment 1 : Online quizzes
Week 2 As above.Unit 2: Principles and methods of leadership development.

We explore the concepts in Unit 2 of the course materials.

Assessment 1 : Online quizzes
Week 3 As above. Unit 3: Self-leadership.

We explore the concepts in Unit 3 of the course materials.

A pre-recorded video presentation will also be provided to help students prepare for Assessment 2 (Q&A will occur via Class Facilitators).

Assessment 1 : Online quizzes
Week 4 Preparing for Assessments 2 and 3Assessments 2 and 3 (i.e. assignments).

This week is an opportunity for students to prepare for Assessments 2 and 3. Your Class Facilitator will provide guidance (e.g. a video presentation for both Assessments), facilitate an asynchronous online discussion forum (or synchronous webinar) for both assessments, and respond to student questions.

Week 5 Reading course materials (with activities).Unit 4: Ethical, authentic and servant leadership.

We explore the concepts in Unit 4 of the course materials.

Assessment 2 is due on the Monday 16 March by 3pm Sydney time.

The first weekend intensive will occur at the end of Week 5 (Saturday 21 and Sunday 22 March, 9am to 5pm).

You will need to have thoroughly reviewed Units 1-4 before the first intensive.

Assessment 1 : Online quizzes
Assessment 1 : Leader presentations
Assessment 1 : Guest speaker live case presentations
Assessment 2 : Case study analysis and reflection report
Week 6 As above. Unit 5: Power, influence, networking and key communication skills.

We explore the concepts in Unit 5 of the course materials.

Assessment 1 : Online quizzes
Week 7 As above.Unit 6: Transformational leadership.

We explore the concepts in Unit 6 of the course materials.

Assessment 1 : Online quizzes
Week 8 As above.Unit 7: Team leadership.

We explore the concepts in Unit 7 of the course materials.

Assessment 1 : Online quizzes
Week 9 As above.Unit 8: Innovation leadership.

We explore the concepts in Unit 8 of the course materials.

Assessment 1 : Online quizzes
Week 10 As above.Unit 9: Adaptive leadership.

We explore the concepts in Unit 9 of the course materials.

Assessment 1 : Online quizzes
Week 11 As above.Unit 10: Situational leadership.

We explore the concepts in Unit 10 of the course materials.

The second weekend intensive will occur at the end of Week 11 (Saturday 2 May and Sunday 3 May, 9am to 5pm).

You will need to have thoroughly reviewed Units 5-10 before the second intensive.

A pre-recorded video presentation will also be provided to help students prepare for Assessment 3 (Q&A will occur via Class Facilitators).

Assessment 1 : Online quizzes
Assessment 1 : Leader presentations
Assessment 1 : Guest speaker live case presentations
Week 12 Assessment 3 finalisationBuilding an individual leadership development plan and writing a covering report

This week is an opportunity for students to complete Assessment 3 which is due midweek Wednesday, 6 May by 3pm Sydney time. Questions on this assessment can be directed to your Class Facilitator early in the week.

Assessment 3 : Individual leadership development plan and covering report
Week 1 Reading course materials & Online discussion.Unit 1: Introduction to leadership.

We begin the process of getting to know one another, clarify any questions relating to the course, and explore the concepts in Unit 1 of the course materials.

Assessment 1 : Participation in facilitated learning activities
Week 2 As above.Unit 2: Principles and methods of leadership development.

We explore the concepts in Unit 2 of the course materials.

Assessment 1 : Participation in facilitated learning activities
Week 3 As above. Unit 3: Self-leadership.

We explore the concepts in Unit 3 of the course materials.

A pre-recorded video presentation will also be provided to help students prepare for Assessment 2 (Q&A will occur via Class Facilitators).

Assessment 1 : Participation in facilitated learning activities
Week 4 Preparing for Assessments 2 and 3Assessments 2 and 3 (i.e. assignments)

This week is an opportunity for students to prepare for Assessments 2 and 3. Your Class Facilitator will provide guidance (e.g. a video presentation for both Assessments), facilitate an asynchronous online discussion forum (or synchronous webinar) for both assessments, and respond to student questions.

Preliminary feedback will also be provided to students on their participation in online discussion activities during the first three weeks of the course.

Week 5 Reading course materials & Online discussion.Unit 4: Ethical, authentic and servant leadership.

We explore the concepts in Unit 4 of the course materials. Asssessment 2 is due for submission Monday, 16 March by 3pm Sydney time.

Assessment 2 : Case study analysis and reflection report
Assessment 1 : Participation in facilitated learning activities
Week 6 As above. Unit 5: Power, influence, networking and key communication skills.

We explore the concepts in Unit 5 of the course materials.

Assessment 1 : Participation in facilitated learning activities
Week 7 As above.Unit 6: Transformational leadership.

We explore the concepts in Unit 6 of the course materials.

Assessment 1 : Participation in facilitated learning activities
Week 8 As above.Unit 7: Team leadership.

We explore the concepts in Unit 7 of the course materials.

Assessment 1 : Participation in facilitated learning activities
Week 9 As above.Unit 8: Innovation leadership.

We explore the concepts in Unit 8 of the course materials.

Assessment 1 : Participation in facilitated learning activities
Week 10 As above.Unit 9: Adaptive leadership.

We explore the concepts in Unit 9 of the course materials.

Assessment 1 : Participation in facilitated learning activities
Week 11 As above.Unit 10: Situational leadership.

We explore the concepts in Unit 10 of the course materials.

A pre-recorded video presentation will also be provided to help students prepare for Assessment 3 (Q&A will occur via Class Facilitators).

Assessment 1 : Participation in facilitated learning activities
Week 12 Assessment 3 finalisationBuilding an individual leadership development plan and writing a covering report.

This week is an opportunity for students to complete Assessment 3 which is due mid week Wednesday, 6 May by 3pm Sydney time. Questions on this assessment can be directed to your Class Facilitator early in the week.

Assessment 3 : Individual leadership development plan and covering report

8. 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.

RELATED DOCUMENTS

 

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 CapabilitiesBusiness 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

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 Centre
The UNSW Learning Centre provides academic skills support services, including workshops and resources, for all UNSW students. See their website for details.
Lower Ground Floor, North Wing Chancellery Building.
learningcentre@unsw.edu.au
02 9385 2060

Educational Support Service
Educational 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. Check their website to request an appointment or to register in the Academic Success Program.
John Goodsell Building, Ground Floor.
advisors@unsw.edu.au
02 9385 4734

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).
itservicecentre@unsw.edu.au
02 9385 1333

Disability Support Services
UNSW Disability Support Services provides assistance to students who are trying to manage the demands of university as well as a health condition, learning disability or who have personal circumstances that are having an impact on their studies. Disability Advisers can arrange to put in place services and educational adjustments to make things more manageable so that students are able to complete their course requirements. To receive educational adjustments for disability support, students must first register with Disability Services.
Ground Floor, John Goodsell Building.
disabilities@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


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