Course coordinator
Dr Karolina Mikolajewska-Zajac
To be arranged through email
Course overview
- Study period
- Semester 2, 2024 (22/07/2024 - 18/11/2024)
- Study level
- Postgraduate Coursework
- Location
- St Lucia
- Attendance mode
- In Person
- Units
- 2
- Administrative campus
- St Lucia
- Coordinating unit
- Business School
This course sits within the Social Community and Entrepreneurship Major within the Master of Entrepreneurship and Innovation. As such the course responds to calls that, in order to handle increasing complexity, leaders of the 21st century require vertical as well as lateral development. Lateral development involves building knowledge and skills in a technical area, in this case Entrepreneurship. Vertical development though is about fundamental and transformative personal changes to worldviews. Such transformative change is the focus of consciousness studies in leadership development theory and research. The course is based on constructive-developmental stage models of leadership development which have extensive empirical support. These models indicate that most leadership development programs develop leaders to a 'conventional' stage of consciousness whereas contemporary global problems require transition to higher 'post-conventional' stages. Empirical research also indicates what the contents need to be to facilitate such a transition. Therefore, the course responds to calls in leadership literature for more post-conventional leaders. The course thus fulfils the mission of The University of Queensland to develop global leaders based on deep personal awareness. The course will utilize empirically supported theories and methodologies to take students on a personally transformative experience measured by their increasing ability to handle multidimensional complexity. Students will find this course a deep personal experience and must be prepared to undertake inner change and introspection. The course may draw on a range of techniques to accomplish this including meditative and metacognitive where they learn to more closely observe their constructed beliefs. The course should not be undertaken by students uninterested in personal development or the exploration of techniques which take them beyond their present stage of consciousness.
The ability to create change is a key facet of entrepreneurship. The scale of this change varies, but the 21st century requires leaders who are capable of transformative change in light of complex challenges. The ability to be a changemaker requires knowledge, skills and experience at leading change both outside in the world but also inside within leader's own mindsets. Sometimes to keep up with change in the world we have to change ourselves and vice versa.
EIBS7304 provides students the opportunity to develop advanced change leadership skills, both externally and internally. Externally, students will be introduced to the wellbeing polarity leadership (WPL) approach to leading change in business and society. The WPL approach aims to help 21st century leaders maximise wellbeing outcomes for their stakeholders, thereby avoiding negative outcomes for organisations and societies. The approach puts wellbeing as a central leadership ethic and strategic performance objective. The WPL approach is the result of cutting edge research within the UQ Business School and has been field tested with international leaders. Internally, students will learn how to identify their own unconscious biases and gain experience with techniques that facilitate their own growth beyond limiting patterns. What may emerge are leaders who deliver greater sustainable and resilient wellbeing for others and themselves.
To achieve these results, the course has a dual focus each week. The first half of the weekly seminar will concentrate on building knowledge and skills using and applying the wellbeing polarity leadership approach in organisations and communities (external change). The second half will then switch to personal development where students will work on personal limitations in their leadership approach (internal change).
Course requirements
Incompatible
You can't enrol in this course if you've already completed the following:
TIMS3310
Restrictions
Quota: Minimum of 15 enrolments
Course contact
Course staff
Lecturer
Mrs Gana Tugei
Timetable
The timetable for this course is available on the UQ Public Timetable.
Additional timetable information
Please note: Teaching staff do not have access to the timetabling system to help with class allocation. Therefore, should you need help with your timetable and/or allocation of classes, please ensure you email business.mytimetable@uq.edu.au from your UQ student email account with the following details:
- Full Name
- Student ID
- Course Code
Aims and outcomes
To develop leaders who can lead transformative wellbeing change at individual, business and societal levels
Learning outcomes
After successfully completing this course you should be able to:
LO1.
lead transformative external change using the wellbeing polarity leadership approach
LO2.
lead transformative inner change using vertical development techniques
Assessment
Assessment summary
| Category | Assessment task | Weight | Due date |
|---|---|---|---|
| Essay/ Critique | Integrative Review | 25% |
20/09/2024 5:00 pm |
| Presentation |
Wellbeing Polarity Leadership Presentation
|
35% |
25/10/2024 5:00 pm |
| Reflection | Personal Development | 40% |
4/11/2024 5:00 pm |
Assessment details
Integrative Review
- Mode
- Written
- Category
- Essay/ Critique
- Weight
- 25%
- Due date
20/09/2024 5:00 pm
- Learning outcomes
- L01
Task description
For full details regarding this Assessment, including what is required, formatting and marking rubric, please see the EIBS7304 Study & Assessment Guide located on the Course Blackboard site.
Purpose:
To assist students to deeply learn the theory underpinning the wellbeing polarity leadership framework and identify how it can be practically applied in organisations.
Task:
Working either individually or in a pair, students are to write a maximum of 10 pages (excluding references) addressing the following question:
How can leaders use the wellbeing polarity leadership framework in their organisations?
The essay is to be 1.5 line spacing with a title Page including your essay title and student name(s). The title page is not included in the page count. Your essay must follow this structure:
Introduction
- Context – state why wellbeing is important for business and society today; what sorts of issues are leaders facing? Why might they be ill-equipped to deal with these issues? Why do we need a different approach to wellbeing in organisations?
- Define –wellbeing and its components using the Newey Reading
- Question – state the question of focus for the essay: How can leaders use the wellbeing polarity leadership framework in their organisations?
- Argument – what will be the main argument you will make in the essay? Try to limit the argument statement to a few sentences.
Integrative Review
- In this section, address the three pillars (wellbeing, stages of consciousness and polarities);
- In the application section, integrate all the papers to show how you understand they all link together into a single wellbeing polarity leadership (WPL) framework;
- Make sure your integrative review answers the focal question and also links with your argument statement that you wrote in the Introduction
Reflection
- How has this material changed you or not?
- How would you practice leadership differently after learning this material?
Statement about the Use of AI and this Assessment
This assessment task evaluates students' abilities, skills and knowledge without the aid of Artificial Intelligence (AI). Students are advised that the use of AI technologies to develop responses is strictly prohibited and may constitute student misconduct under the Student Code of Conduct.
Submission guidelines
Submit the assessment via the link on the course Learn.UQ site.
Deferral or extension
You may be able to apply for an extension.
Late submission
A penalty of 10% of the maximum possible mark will be deducted per 24 hours from time submission is due for up to 7 days. After 7 days, you will receive a mark of 0.
Wellbeing Polarity Leadership Presentation
- Team or group-based
- Mode
- Oral, Product/ Artefact/ Multimedia
- Category
- Presentation
- Weight
- 35%
- Due date
25/10/2024 5:00 pm
- Other conditions
- Peer assessed.
- Learning outcomes
- L01
Task description
For full details regarding this Assessment, including what is required, formatting and marking rubric, please see the EIBS7304 Study & Assessment Guide located on the Course Blackboard site.
Purpose:
To learn how to convert ‘leadership issues’ into the better leveraging of wellbeing polarities.
Task:
Working as a group of 4 or 5, conduct a 15 minute video presentation covering the following material that tests your ability to apply a wellbeing polarity approach:
- Identify and describe a Leader you can interview or have chosen to study. Why this Leader?;
- Identify a significant leadership issue faced by this Leader by either interviewing them or through resource material (the issue can be business, political, local, global);
- Describe the Issue based on answers to:
- What is a major issue that is occupying your attention?
- What negative symptoms do you experience as a result of this issue?
- What is the current way of trying to address the issue?
- What makes it complicated to address?
- What are you trying to achieve by addressing the issue?
Answers to these questions can come from direct interview or inferred from resource material (state your sources).
- Convert the information from the above five bullet points into a wellbeing polarity map for a particular stakeholder including the two wellbeing poles, upsides and downsides, actions steps and early warning systems. Present the map justifying your entries along the way;
- Discuss one or two main defences which might arise from leaders at conventional stages of consciousness when considering if they should adopt your wellbeing polarity approach and how might you overcome these defences?
- Offer your Reflections on the wellbeing polarity approach. Does it have value? How? Why or why not? What was challenging?
Statement about the Use of AI and this Assessment
This assessment task evaluates students' abilities, skills and knowledge without the aid of Artificial Intelligence (AI). Students are advised that the use of AI technologies to develop responses is strictly prohibited and may constitute student misconduct under the Student Code of Conduct.
Submission guidelines
Submit the assessment via the link on the course Learn.UQ site.
Deferral or extension
You may be able to apply for an extension.
Late submission
A penalty of 10% of the maximum possible mark will be deducted per 24 hours from time submission is due for up to 7 days. After 7 days, you will receive a mark of 0.
Personal Development
- Mode
- Written
- Category
- Reflection
- Weight
- 40%
- Due date
4/11/2024 5:00 pm
- Learning outcomes
- L02
Task description
For full details regarding this Assessment, including what is required, formatting and marking rubric, please see the EIBS7304 Study & Assessment Guide located on the Course Blackboard site.
Purpose:
To learn how to use vertical development theory and techniques to identify and remedy personal barriers impeding entrepreneurial leadership development for the 21st century
Statement about the Use of AI and this Assessment
This assessment task evaluates students' abilities, skills and knowledge without the aid of Artificial Intelligence (AI). Students are advised that the use of AI technologies to develop responses is strictly prohibited and may constitute student misconduct under the Student Code of Conduct.
Submission guidelines
Submit the assessment via the link on the course Learn.UQ site.
Deferral or extension
You may be able to apply for an extension.
Late submission
A penalty of 10% of the maximum possible mark will be deducted per 24 hours from time submission is due for up to 7 days. After 7 days, you will receive a mark of 0.
Course grading
Full criteria for each grade is available in the Assessment Procedure.
| Grade | Cut off Percent | Description |
|---|---|---|
| 1 (Low Fail) | 0 - 29 |
Absence of evidence of achievement of course learning outcomes. |
| 2 (Fail) | 30 - 46 |
Minimal evidence of achievement of course learning outcomes. |
| 3 (Marginal Fail) | 47 - 49 |
Demonstrated evidence of developing achievement of course learning outcomes |
| 4 (Pass) | 50 - 64 |
Demonstrated evidence of functional achievement of course learning outcomes. |
| 5 (Credit) | 65 - 74 |
Demonstrated evidence of proficient achievement of course learning outcomes. |
| 6 (Distinction) | 75 - 84 |
Demonstrated evidence of advanced achievement of course learning outcomes. |
| 7 (High Distinction) | 85 - 100 |
Demonstrated evidence of exceptional achievement of course learning outcomes. |
Additional course grading information
Grades will be allocated according to University-wide standards of criterion-based assessment.
Supplementary assessment
Supplementary assessment is available for this course.
Learning resources
You'll need the following resources to successfully complete the course. We've indicated below if you need a personal copy of the reading materials or your own item.
Library resources
Find the required and recommended resources for this course on the UQ Library website.
Learning activities
The learning activities for this course are outlined below. Learn more about the learning outcomes that apply to this course.
Filter activity type by
Please select
| Learning period | Activity type | Topic |
|---|---|---|
Week 1 |
Seminar |
Intro to Course Introduction to Wellbeing Polarity Leadership for Society and Self Also: Introduction to Psychodynamic Approach to Executive Coaching Learning outcomes: L01, L02 |
Week 2 |
Seminar |
Placemaking Placemaking pre-record + In-class Reinforcement Also: Psychodynamics case examples: The detached executive & The obsessive-compulsive Learning outcomes: L01, L02 |
Week 3 |
Seminar |
Community Gridlock: The Roots of Polarisation Community Gridlock Pre-Record + In-Class Reinforcement Also: Reactive leadership 1 Learning outcomes: L01, L02 |
Week 4 |
Seminar |
Eight Component Model of Wellbeing Eight Component Model of Wellbeing Pre-Record + In-Class Reinforcement Also: Reactive Leadership 2 Royal Queensland Show Public Holiday - Wednesday 14 Aug 2024 - Check Blackboard for announcements about affected classes. Learning outcomes: L01, L02 |
Week 5 |
Seminar |
Stages of Leader Consciousness Stages of Leader Consciousness Pre-Record + In-Class Reinforcement Also: Theory of psychological complexes Learning outcomes: L01, L02 |
Week 6 |
Seminar |
Conventional versus Post-Conventional Stages Conventional versus Post-Conventional Stages Pre-Record + In-Class Reinforcement Also: Uncovering your complex Learning outcomes: L01, L02 |
Week 7 |
Seminar |
Introduction to Polarities Understanding the concept of polarities Learning outcomes: L01 |
Week 8 |
Workshop |
Assessments 1 & 3 Workshops Assessment 1 Questions Assessment 3 Workshop Learning outcomes: L01, L02 |
Week 9 |
Not Timetabled |
Assessment 1 Due No Class - work on Assessment Learning outcomes: L01 |
Mid Sem break |
No student involvement (Breaks, information) |
In-Sem Break |
Week 10 |
Seminar |
Polarity Mapping Practical application of polarities Also: what's your polarity? Learning outcomes: L01, L02 |
Week 11 |
Workshop |
Creating wellbeing value through polarities Practical: Understanding how the polarity approach creates wellbeing value Learning outcomes: L01, L02 |
Week 12 |
Workshop |
Assessment 2 Workshop Working through the steps of Assessment 2 with an example Learning outcomes: L01 |
Week 13 |
Workshop |
Assessment 3 Workshop Working through the steps of Assessment 3 with an example Learning outcomes: L02 |
Additional learning activity information
More detailed information regarding the weekly topic schedule for both the wellbeing polarity leadership and personal development sides of the course can be found in the EIBS7304 Study & Assessment Guide. This guide can be found within the course Blackboard site.
Policies and procedures
University policies and procedures apply to all aspects of student life. As a UQ student, you must comply with University-wide and program-specific requirements, including the:
- Student Code of Conduct Policy
- Student Integrity and Misconduct Policy and Procedure
- Assessment Procedure
- Examinations Procedure
- Reasonable Adjustments - Students Policy and Procedure
Learn more about UQ policies on my.UQ and the Policy and Procedure Library.