MBAE7501 Executive Accelerator - 2022

Subject Code
Study Level
Commencing Term
Term 2
Total Units of Credit (UOC)
Delivery Mode

1. Course Details

Summary of Course

The capstone year of the MBA Executive focuses on themes of growth, innovation, disruption and transformation. As part of the capstone year, this Executive Accelerator (EA) course will help you understand these themes on a personal and interpersonal level. It does so in two ways.

First, the course will help you develop an understanding of the human developmental processes, how that influences an executive leader's capacity to deal with the cognitive and emotional complexities of organisational life, and how that has and will continue to shape some of your own experiences.

Second, the course will develop or deepen critical and practical executive skills. We focus on a relatively narrow set of skills to allow for significant time for practice and reflection. This process also requires seeking feedback from others as well as courageous and critical reflection on what drives our own unskilful reactive behaviours versus productive, creative responses as a human being and as a leader. The course methodology will include an exploration of different mindfulness practices, feedback from colleagues and fellow students, and peer coaching/mentoring.

This course will run across three terms to provide the time needed to move beyond 'knowing' about these skills and integrating them into your daily practice ('doing'), and weave them into who you are as an executive leader ('being'). You will have to enrol each term in this course that you enrol in the other MBA Executive capstone courses, and different executive skills will be the focus in each term.

This course is an opportunity to reflect, review and further experiment with and practice a range of behaviours associated with executive development. The overarching aim of this course is to provide a learning context and environment that helps you further refine your current skills and behaviours in a way that accelerates your effectiveness as an executive leader. The course runs in parallel with other Executive Year (EY) courses (Growth and Innovation, Disruption and Transformation and Leadership Immersion). Topics covered in a practical sense are: systems thinking, working with others and communicating effectively.

As this course has only one-third of the load of other courses each term, and to balance the workload in other EY courses, EA will not have readings, activities and materials for every week. The learning activities are spread across the weeks of the term and much of the focus is on independent student learning.

In your initial term (Executive Accelerator 1), there is a focus on Building Effective Teams and Peer Coaching & Process Facilitation as there will be a strong focus throughout EA on these skill sets.

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.

This course is scheduled to run in Residential mode. At the time of publishing this Course Outline, UNSW is reactivating campus, but there is a chance that there could be subsequent COVID-19 restrictions.

View course timetable

Course Policies & Support

Course Aims and Relationship to Other Courses

You will have to enrol each term in this course when you enrol in the other Executive Year courses - MBAE7502 Growth and Innovation, MBAE7503 Disruption and Transformation and MBAE7504 Leadership Immersion. MBAE7501 Executive Accelerator will focus on a range of executive skills in each term.

One of the key features that distinguishes executives from other organisational actors is that they have to work across boundaries to align and negotiate across functions, disciplines, and processes to develop, influence and execute a compelling strategy. While other courses in your candidature have focused on 'knowing' by introducing a variety of independent leadership and organisational components, in this course, the focus shifts to the 'doing' by bringing all of those components together towards a way of 'being' as an executive. This particular model of development has been adapted from a concept originally developed for the United States Army (Hesslebein & Shinseki 2004, Khurana & Snook 2004).  Its value resides in the fact that it emphasises the three key domains of cognition, behaviour and identity, which are often discussed as important in producing lasting learning and change.

The model has been extended now to topics beyond leadership. Educational specialists discovered the value of asking not only what is most important for students to know and what is most important for them to be able to do, but also what kind of people we want them to be (Drake & Burns 2004). It is certainly essential to ask the question of what kinds of executives we want to have in organisations and in society. While character is shaped over the course of one's life, deliberate reflection on one's purpose and consistent choice of action that is aligned with such purpose and values is possible, and can be learned and perfected. The learning activities in this course touch simultaneously on these aspects.


Hesslebein, F & Shinseki E K 2004, Be-Know-Do: Leadership the army way: Adapted from the official Army Leadership Manual, Jossey-Bass, San Francisco, CA, USA.

Khurana, R & Snook, S 2004, 'Developing leaders of character: Lessons from West Point', in Gandossy, R & Sonnenfeld, J (eds.), Leadership and Governance from the Inside Out, Hoboken, NJ, John Wiley & Sons, pp. 213-232.

Drake, S M & Burns, R C 2004, Meeting Standards Through Integrated Curriculum, Alexandria, Virginia USA,  Association for Supervision and Curriculum Development.

Additional Course Details

3. Staff Contact Details

Position Name Email Location Phone Consultation Times
Facilitator in ChargeDenise WeinreisAGSM

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 selects content and designs assessment tasks, and takes responsibility for specific academic and administrative issues related to the course. Facilitators in Charge oversee Facilitators and ensure that the ongoing standard of facilitation in the course is consistent with the quality requirements of the program.


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

The learning approach adopted in this course is founded on the belief that learning cannot be forced upon people. This course is grounded in experiential or action learning. Experiential learning theory emerged from the work of scholars such as John Dewey who centralised the role of experience in human learning and development theories (Kolb 2015). Experiential learning theory posits that knowledge is acquired through a learning cycle that includes:

  1. Concrete Experience - a new experience or situation is encountered, or a reinterpretation of existing experience.
  2. Reflective Observation of the New Experience - of particular importance are any inconsistencies between experience and understanding.
  3. Abstract Conceptualisation reflection gives rise to a new idea, or a modification of an existing abstract concept (the person has learned from their experience).
  4. Active Experimentation - the learner applies their idea(s) to the world around them to see what happens.

The benefit of experiential learning is the depth of knowledge acquisition created by the interplay between theoretical understanding and experience. Experiential learning allows you to take the academic knowledge from your previous MBA (Executive) courses, and learn and further demonstrate your ability to effective use that knowledge in simulated and real experiences.


Kolb, D A 2015, Experiential learning: Experience as the source of learning and development, 2nd edn, Pearson Education, Upper Saddle River.

This course is designed to:

  • intellectually consolidate and integrate content from other classes
  • practise core executive skills
  • exercise networking across multiple boundaries (internal and external)
  • practise observing, recording, collating and assessing, and providing feedback to peers.

Development Centre

The construct of a development centre approach will be used in order to create an optimal environment for you to Observe, Record, Collate and Assess (ORCA) and provide feedback. This means that you will engage in highly experiential activities that require you to demonstrate your ability to integrate course concepts and learnings from other courses in your MBA Program. As you do this, you will evaluate and be evaluated by others in terms of manifesting executive skills against a framework. The evaluation framework provides a language that is aligned with skills demanded of executives and will reduce biases of individual students in peer evaluation. The framework does not focus on domain-specific technical skills that were acquired during other MBA courses, but on broader executive-level skills that require you to cross functions, disciplines, processes etc. Executives must have the skillset to be effective in working with a broad range of people who are likely to have deeper and broader technical skillsets.  

Learning Activities and Teaching Strategies

Course Structure

Together, we will build a constructive learning environment where you can tap into the knowledge and experience of your peers. You will be connected through peer coaching and group work. The class will be predominantly held by a combination of videoconferences and workshops during the residentials (in a 'flipped' format where the amount of instruction is limited). The main focus is on the 'doing' and demonstration of skills. In addition, you will choose two mini-electives, mainly from pre-existing AGSM Executive Education courses to enable you to focus on additional skills you still want to develop as part of your MBA program.

eBook for Initial Term covers:

Topic 1: Building effective teams

Topic 2: Peer coaching and process facilitation

6. Course Resources

You have three major resources to help you learn:

  1. The course materials, which you will access via your Moodle class.
  2. Your interaction with your Facilitator. The Facilitator will guide your learning by conducting the class discussion, answering questions that might arise, providing insights from their 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.
  3. Your co-participants. Your class colleagues are an invaluable potential source of learning for you. Their work and life, and their willingness to question and argue with the course materials, the Facilitator and your views, represent a great learning opportunity. They bring much valuable insight to the learning experience.

Other resources

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://

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 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 first delivered in Term 1 2022 and at the time of publishing this Course Outline, the Term 1 myExperience evaluations are not available.

Response to Student Feedback

See above.



8. Course Schedule

Week Activity Topic Detail/Engagement Assessment Task

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 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.


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:


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:

For UNSW policies, penalties, and information to help you avoid plagiarism see: as well as the guidelines in the online ELISE tutorials for all new UNSW students: For information on student conduct see:

For information on how to acknowledge your sources and reference correctly, see: 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.


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


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.
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.
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.
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.
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.
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.
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.
02 9385 3331

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