Course coordinator
Dr Alexandra Kriz
Course overview
- Study period
- Semester 1, 2025 (24/02/2025 - 21/06/2025)
- Study level
- Postgraduate Coursework
- Location
- St Lucia
- Attendance mode
- In Person
- Units
- 2
- Administrative campus
- St Lucia
- Coordinating unit
- Business School
How do major macro issues relating to the modern world of international business influence enterprise behaviours at the micro level? This course addresses these and other timely questions by examining how the enterprise as a key micro-level actor is influenced by globalisation and its complex dimensions at the macro/meso level. In doing so, the course teaches students to understand how enterprises can design futures through their interaction with myriad global stakeholders to resolve wicked problems and grand challenges in the world economy.
This course aims to inspire students to reflect and critically evaluate major globalisation issues affecting the modern world of international business at a global, national/regional, and local level. The course examines wicked problems and grand challenges that can be resolved through innovative enterprise activities in conjunction with other diverse stakeholders. To learn how to resolve such challenges and innovate for enlightened global futures, students are guided through design thinking techniques and encouraged to interpret the world economy as a dynamic and complex system.
Sustainable Development Goals - UQ Business School is a proud supporter and Advanced Signatory of the United Nations Principles for Responsible Management Education (UN PRME). As part of the largest global collaboration between business schools and the UN, the school emphasises its role in empowering students to drive societal transformation through the Sustainable Development Goals. The SDGs highlight that a thriving economy relies on a healthy environment, aiming to balance economic growth, social well-being, and environmental protection for a sustainable future.
Course requirements
Assumed background
It is assumed that students have a knowledge of world geography and of common macroeconomic terms.
Incompatible
You can't enrol in this course if you've already completed the following:
IBUS2302
Restrictions
Quota: Minimum of 15 enrolments
Course contact
Course staff
Lecturer
Dr Alexandra Kriz
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
This course aims to inspire students to reflect and critically evaluate major globalisation issues affecting the modern world of international business at a global, national/regional, and local level. The course examines wicked problems and grand challenges that can be resolved through innovative enterprise activities in conjunction with other diverse stakeholders. To learn how to resolve such challenges and innovate for enlightened global futures, students are guided through design thinking techniques and encouraged to interpret the world economy as a dynamic and complex system.
Learning outcomes
After successfully completing this course you should be able to:
LO1.
Evaluate the globalisation process, including its causes, effects, plaudits, and criticisms.
LO2.
Evaluate the roles and ethical responsibilities of enterprises, governments, consumers, and multilateral organisations in globalisation.
LO3.
Formulate critical responses to tame wicked problems and grand challenges.
LO4.
Collaborate effectively to consider and respect diverse stakeholders.
LO5.
Articulate insights based on evidence, fact, and logical inference to influence change.
Assessment
Assessment summary
| Category | Assessment task | Weight | Due date |
|---|---|---|---|
| Essay/ Critique, Performance |
Wicked Debates
|
15% |
Week 5 - Week 11
During seminars |
| Presentation |
Innovation in Global Business Systems using Teaming and Design Thinking
|
30% |
2/04/2025 21/05/2025
During seminars |
| Notebook/ Logbook, Reflection |
Three (3) Individual Debate Reflections
|
15% |
You will have two (2) weeks following a particular debate to enter a reflection submission via Blackboard (remember you need to submit three (3) of these in total). |
| Examination |
Final exam
|
40% |
End of Semester Exam Period 7/06/2025 - 21/06/2025 |
Assessment details
Wicked Debates
- Team or group-based
- In-person
- Mode
- Activity/ Performance
- Category
- Essay/ Critique, Performance
- Weight
- 15%
- Due date
Week 5 - Week 11
During seminars
- Other conditions
- Student specific, Time limited, Peer assessed.
Task description
The class will be divided into teams and each pair of teams will debate an issue relevant to the course topic for that week (team and individual members assessed). The schedule of debates with group members, dates and topics will be finalised in advance of the debates and posted to the Blackboard in due course. More details will be provided in class.
Students can use palm cards with points only (i.e., not the entire debate speech), and should not be reading off sheets of paper or phones/mobile devices, audience engagement is critical. Each individual needs to complete a template (available via the blackboard), which will feature key points that the individual discusses in their debate speech and credible research sources. This template is to be submitted by each individual in advance of their debate. Bullet points are suitable for this exercise.
One student on behalf of each team must submit their team charter in advance of the debate, so that the team can receive a mark for this assessment.
More information on this assessment will be made available on Blackboard.
All team members will be required to complete peer evaluations using BuddyCheck to ensure equal member contributions. Results from these evaluations may impact individual grades.
If you have not yet completed the Working in Teams: A Practical Guide edX course please consider undertaking the course for your own professional development purposes - https://www.edx.org/course/working-in-teams-a-practical-guide
AI Statement:
This task has been designed to be challenging, authentic and complex. Whilst students may use AI technologies, successful completion of assessment in this course will require students to critically engage in specific contexts and tasks for which artificial intelligence will provide only limited support and guidance.
A failure to reference generative AI use may constitute student misconduct under the Student Code of Conduct.
Submission guidelines
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.
Innovation in Global Business Systems using Teaming and Design Thinking
- Team or group-based
- In-person
- Mode
- Oral
- Category
- Presentation
- Weight
- 30%
- Due date
2/04/2025
21/05/2025
During seminars
- Other conditions
- Time limited, Peer assessed.
Task description
Team assessment (the same team as the debates) where students form teams in the early part of semester to tackle an innovation in global business systems challenge - the first pitch will take place in Week 6 and the second pitch in Week 12 (the second develops on the first). Teams will be expected to critique other teams' first pitches and submit their reflections as a team following that seminar (further instructions will be provided for teams to complete this formative reflection).
This provides students with time before the first and second pitch to learn content and processes from the course that will enable them to complete the second pitch. Students need to be involved in the development of a minimum of three (3) templates in class to earn marks for the in-class team preparation component of the assessment that is crucial to the pitch development. Further details will be available on the assessment outline on the Blackboard.
One student from each team must submit their team charter on behalf of their team (different charter to the wicked debates), so that the team can receive a mark for this assessment.
All team members will be required to complete peer evaluations using BuddyCheck to ensure equal member contributions. Results from these evaluations may impact individual grades.
Please Note: The presentation will be recorded for marking purposes per UQ Policy.
AI Statement:
This task has been designed to be challenging, authentic and complex. Whilst students may use AI technologies, successful completion of assessment in this course will require students to critically engage in specific contexts and tasks for which artificial intelligence will provide only limited support and guidance.
A failure to reference generative AI use may constitute student misconduct under the Student Code of Conduct.
Submission guidelines
Students to submit their storyboard after each pitch, more details to be provided in class and on Blackboard
Deferral or extension
You cannot defer or apply for an extension for this assessment.
Extensions or deferrals are not available for this presentation task.
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.
10% Late Penalty applies to submitted material only. Late submissions are not accepted for in-class presentations. Failure to present at the scheduled time will result in a mark of zero for the presentation portion of this assessment.
Three (3) Individual Debate Reflections
- In-person
- Mode
- Written
- Category
- Notebook/ Logbook, Reflection
- Weight
- 15%
- Due date
You will have two (2) weeks following a particular debate to enter a reflection submission via Blackboard (remember you need to submit three (3) of these in total).
- Other conditions
- Longitudinal.
Task description
This is an individual assessment task where you will be asked to submit three (3) individual debate reflections. The debate reflection templates will be provided through blackboard. On the template you will need to nominate the debate topic you are selecting for that week (note that there could be two debate topics taking place within one week).
Please focus on the arguments within the debates - rather than the speakers.
Your task for each debate reflection is to: 1) Write-up a brief analysis of key arguments; 2) Explain how the debate challenged your current assumptions; 3) Identify any follow-up thoughts and questions this debate may have prompted; 4) Articulate how this debate has impacted your worldview and ideas about the topic area.
Note: You are not able to submit a reflection for the week of your own debate. The task is to submit three (3) debate reflections from three (3) separate debate weeks (i.e., you cannot submit two entries for any one week).
You will have two (2) weeks following a particular debate to enter your submission via Blackboard (remember you need to submit three (3) of these in total).
AI Statement:
This task has been designed to be challenging, authentic and complex. Whilst students may use AI technologies, successful completion of assessment in this course will require students to critically engage in specific contexts and tasks for which artificial intelligence will provide only limited support and guidance.
A failure to reference generative AI use may constitute student misconduct under the Student Code of Conduct.
Submission guidelines
Blackboard submission link. Each individual reflection needs to be separately uploaded.
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.
Final exam
- Mode
- Written
- Category
- Examination
- Weight
- 40%
- Due date
End of Semester Exam Period
7/06/2025 - 21/06/2025
- Other conditions
- Time limited.
Task description
The final exam will be closed book and paper-based and will include short essay-style questions. Further details will be provided in the seminars and via Blackboard. The exam should take approximately 90 minutes to complete.
AI Statement:
This assessment task evaluates students' abilities, skills and knowledge without the aid of generative 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.
Exam details
| Planning time | 10 minutes |
|---|---|
| Duration | 90 minutes |
| Calculator options | No calculators permitted |
| Open/closed book | Closed Book examination - no written materials permitted |
| Exam platform | Paper based |
| Invigilation | Invigilated in person |
Submission guidelines
Deferral or extension
You may be able to defer this exam.
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 |
Topic 1 - Global environment Global environment: A systems perspective. Transdisciplinary approach applying multiple lenses. Complex systems framework for globalisation in a modern world. Institutional perspectives. Analysing the meso, macro and micro in order to frame an emphasis on the macro. Wicked problems and grand challenges in the VUCA world economy. |
Week 2 |
Seminar |
Topic 2 - Design thinking for grand challenges Design thinking session facilitated by UQ Ventures, critical skills to support assessment success in course. |
Week 3 |
Seminar |
Topic 3 - Culture & globalisation Culture and its role in the context of globalisation. Understanding the role of geography, society, and institutions on culture. National versus regional versus corporate versus globalised culture. Emerging digital cultures. Dynamic perspectives of culture as part of a complex system. |
Week 4 |
Seminar |
Topic 4 - 'Constructed' advantage of nations The new 'constructed' advantage of nations, regions, and cities. Economic and political forces and institutions. 'Magnet cities'. Florida's view of cities. Porter's competitive advantage. Triple and Quadruple Helix. Clusters and economic development. Ecosystems. |
Week 5 |
Seminar |
Topic 5 - Country first or global commons Country first or global commons: Trade in the 21st century. Understanding the current trade landscape in order to assess the future of trade and contrasting perspectives. Trade through global supply chains and associated legal and human rights complexities. |
Week 6 |
Seminar |
Topic 6 - Consequences of the Gini co-efficient Consequences of the Gini co-efficient: Inequality and globalisation. Stiglitz and his perspective. Institutional view. Inclusive and extractive institutions. History matters. |
Week 7 |
Seminar |
Topic 7 - Global interdependency & volatility Behaviours in a global system and risks/volatilities. Global system interdependencies leading to volatilities spanning diverse fields from global finance to pandemics. Lessons learned from recent global crises. Megatrends, foresight and speculating on future global trajectories. |
Week 8 |
Seminar |
Topic 8 - Technology & globally accelerated change Technology and globally accelerated change. Industry 5.0 and artificial intelligence (AI). Crowd sourcing and open innovation: implications for globalisation. Reverse and frugal innovation. Creating new global markets through science-based radical innovation. Responsible and ethical innovation. |
Mid-sem break |
No student involvement (Breaks, information) |
In-Semester Break |
Week 9 |
Seminar |
Topic 9 - Global warming & its impact Global warming and its impact. Understanding shared resources from a globalisation lens. Our responsibilities as global citizens. Where to from here? |
Week 10 |
Seminar |
Topic 10 - CSR, corp. governance & ESGs The socially responsible MNE; role of corporate governance, the triple bottom line, and ESGs in taming grand challenges. A globally conscious consumer. CSR: a win-win? Critical perspectives on CSR. Importance of moral sentiments. |
Week 11 |
Seminar |
Topic 11 - Leadership in our new society Leadership in our new society. Diversity and inclusion in global workplaces. Strategically managing global talent. Disruption in the workplace through robotics and AI, and critically identifying the 'human point of difference'. Hybrid working; '4-day work week'; 'Quiet Quitting'; and 'Quiet Hiring'. Metaverse for talent development. |
Week 12 |
Seminar |
Topic 12 - The Uber economy in a globalised world The 'Uber' economy in a globalised world. A 'sharing' and 'trust' economy. Critically evaluating the Uber economy in terms of its impacts on different stakeholders in society and on markets. Business model innovation in global markets and incumbent disruption. The circular economy as a collective business model for sustainable change moving forward? |
Week 13 |
Seminar |
Topic 13 - What is our role as global citizens? What is our role as global citizens? How does a transdisciplinary approach to globalisation enhance our understanding of our economic, environmental, social and ethical responsibilities? The future of globalisation. Course review and exam preparation. |
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.