Course coordinator
Professor Thomas Maak
Course overview
- Study period
- Semester 2, 2025 (28/07/2025 - 22/11/2025)
- Study level
- Postgraduate Coursework
- Location
- Brisbane City
- Attendance mode
- Weekend
- Units
- 2
- Administrative campus
- St Lucia
- Coordinating unit
- Business School
This course equips students with the executive mindset necessary for dealing with the complex, ambiguous and competing demands of senior leadership. By the end of this course students will acquire an in-depth understanding of the social, cultural, and ethical dimensions of executive leadership while gaining the knowledge and confidence to achieve business excellence across all three dimensions. Through a series of demanding case studies and simulations, the course builds a framework for executive decision-making and explores the critical components that underpin superior executive team performance.
Course requirements
Incompatible
You can't enrol in this course if you've already completed the following:
MGTS7801
Restrictions
GCBA, MBA
Course contact
Course staff
Lecturer
Professor Thomas Maak
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 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 equip students with the essential mindset for navigating senior leadership challenges in a dynamic business environment. Through engaging case studies and simulations, the course focuses on fostering responsible leadership by integrating environmental, social, and governance practices and addressing ethical dilemmas and diverse stakeholder interests.
Learning outcomes
After successfully completing this course you should be able to:
LO1.
Apply an executive mindset to address the challenges of a dynamic and complex business environment.
LO2.
Demonstrate environmental, social, and governance practices as responsible leaders.
LO3.
Respond to business and ethical dilemmas while addressing diverse stakeholder interests.
LO4.
Identify ways to establish a workplace culture which embraces diversity, equity, and inclusion, incorporating a recognition of Indigenous knowledges and perspectives.
LO5.
Critically reflect on a complex business issue to enhance one’s executive mindset.
Assessment
Assessment summary
| Category | Assessment task | Weight | Due date |
|---|---|---|---|
| Essay/ Critique, Reflection, Role play/ Simulation |
A1: Stakeholder Simulation
|
30% |
Simulation 24/08/2025 5:00 pm Reflection 1/09/2025 5:00 pm |
| Presentation, Project |
A2: Organisation Case-Study - Closing the Gap Group Presentation
|
30% |
13/09/2025 5:00 pm
During Class |
| Essay/ Critique, Reflection |
A3: Learning Journal
|
40% |
22/09/2025 5:00 pm |
Assessment details
A1: Stakeholder Simulation
- Team or group-based
- In-person
- Mode
- Activity/ Performance, Written
- Category
- Essay/ Critique, Reflection, Role play/ Simulation
- Weight
- 30%
- Due date
Simulation 24/08/2025 5:00 pm
Reflection 1/09/2025 5:00 pm
- Other conditions
- Peer assessed, Longitudinal.
Task description
Students work in groups to resolve a complex business issue as an executive team. This group exercise will be conducted using a stakeholder simulation program involving a complex business issue of social, cultural and/or ethical nature.
Students will work together as an executive team, applying course frameworks, tools, and models to address the business simulation objective/challenge. The lecturer will set-up and run the simulation, as well as monitor group progress and facilitate debrief sessions after each phase of the business simulation. The simulation provides an overall performance score for each group. The students are then asked to submit a 1-page individual reflection on the challenges of stakeholder management, guiding questions will be provided.
AI STATEMENT
Artificial Intelligence (AI) and Machine Translation (MT) are emerging tools that may support students in completing this assessment task. Students may appropriately use AI and/or MT in completing this assessment task. Students must clearly reference any use of AI or MT in each instance.
A failure to reference generative AI or MT 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.
The maximum extension allowed is 14 days. Extensions are given in multiples of 24 hours.
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.
A2: Organisation Case-Study - Closing the Gap Group Presentation
- Team or group-based
- In-person
- Mode
- Oral, Product/ Artefact/ Multimedia
- Category
- Presentation, Project
- Weight
- 30%
- Due date
13/09/2025 5:00 pm
During Class
- Other conditions
- Peer assessed.
Task description
Context
In 2005, Professor Tom Calma AO called for government action to achieve equality for Aboriginal and Torres Strait Islander peoples within 25 years. By 2020, this evolved into the National Agreement on Closing the Gap, aiming to overcome entrenched inequality. Despite over 2,000 initiatives, progress remains limited, exemplifying a classic "wicked problem."
Assessment Overview
Students will deliver an innovative 20-minute group presentation analysing a successful initiative within the Closing the Gap framework.
Key Requirements
Format and Duration
- Creative presentation methods (no PowerPoint/Prezi)
- Role plays, media interviews, board meetings, formal inquiries
- 20 minutes duration
Theoretical Frameworks
- Four Frames paradigm
- Wicked problems framework
- Indigenous ways of being, doing and knowing
Presentation Components
- Initiative Identification - Describe a successful program with clear background and context.
- Success Analysis - Present quantifiable outcomes incorporating Indigenous perspectives and evidence.
- Success Factors - Analyse key contributing elements through theoretical frameworks.
- Barrier Analysis - Identify obstacles and discuss mitigation strategies implemented.
- Recommendations - Provide scalable solutions for government, private sector, and civil society.
Assessment Method
- Presentations will be evaluated through an equal weighting of peer assessment (class average, 50%) and course instructor assessment (50%). Assessment will focus on clear initiative analysis, evidence of success, demonstrated understanding of contributing factors, barrier analysis, and the quality and feasibility of recommendations.
AI STATEMENT
Artificial Intelligence (AI) and Machine Translation (MT) are emerging tools that may support students in completing this assessment task. Students may appropriately use AI and/or MT in completing this assessment task. Students must clearly reference any use of AI or MT in each instance.
A failure to reference generative AI or MT 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.
The maximum extension allowed is 14 days. Extensions are given in multiples of 24 hours.
Extensions or deferrals are not available for an in-class presentation. An extension may be available for the submitted material only.
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.
Late submissions are not accepted for in-class presentations. Failure to present at the scheduled time will result in a mark of zero.
A3: Learning Journal
- Online
- Mode
- Written
- Category
- Essay/ Critique, Reflection
- Weight
- 40%
- Due date
22/09/2025 5:00 pm
- Other conditions
- Longitudinal.
- Learning outcomes
- L05
Task description
Students will maintain a reflective learning journal throughout the course. with 5-10 minutes allocated at the end of each specified learning session to document insights and reflections. Following the final session, students will synthesize their learning journey in a 2,500-word reflective essay that demonstrates their understanding of responsible leadership concepts, their practical application, and their personal growth throughout the course.
Key Components:
- Brief (5-10 minute) progressive journal entries following nine learning sessions:
- Introduction – Leadership for What?
- Framing - Place and People
- Framing - Politics and Purpose
- The Ethical and Rational Foundations of Leadership
- Responsible Leadership
- Indigenous Perspectives on Leadership
- Leading Across Cultures
- Governance, Board Dynamics and Power
- Climate Leadership and Sustainable Futures
- Responsible Governance of AI
The final synthesis should demonstrate:
- Integration of course concepts with practical leadership applications
- Critical reflection on personal development and understanding
- Connection to academic literature and professional practice
Assessment Criteria:
- Quality of reflection and synthesis of learning
- Connection to course content and academic literature
- Application to professional practice
- Academic writing quality and presentation
The detailed assessment guidelines and requirements will be provided in the course materials.
AI STATEMENT
Artificial Intelligence (AI) and Machine Translation (MT) are emerging tools that may support students in completing this assessment task. Students may appropriately use AI and/or MT in completing this assessment task. Students must clearly reference any use of AI or MT in each instance.
A failure to reference generative AI or MT 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.
The maximum extension allowed is 14 days. Extensions are given in multiples of 24 hours.
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
Library resources are available 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 |
Day 1 - Saturday - 9/08/2025: Introduction to Resonant Leadership, Executive Mindsets and Ways of Viewing the World Introduction: Leadership for what? (Module 1) Managing in a world of opportunity and polycrisis requires business leaders to embrace the challenges they face, overcome paradoxes, and to develop an integrative mindset. This course lays the foundation on how to become a resonant leader: a leader who understands that there are different ways of viewing the world, that business must build and maintain trustful stakeholder relationships, that leadership is always relational, and that one must lead responsibly in an environment of contested values. Moreover, faced with the grand challenges of our time, new perspectives of knowing and organising are required, as are relational and cultural intelligence and clear vistas on the two great frontiers: climate change and artificial intelligence. Resonant Leadership addresses these challenges and equips students with the tools to become a responsible and resonant leader. Executive Mindset/Framing, Ways of Viewing the World (Module 2) (Four Frames – Part I: Place and People) Building on Bolman/Deal’s first two frames, focusing on organising and the importance of place(F1), as well as people (F2) Executive Mindset/Framing, Ways of Viewing the World (Module 3) (Four Frames– Part II: Politics and lived Purpose) Building on Bolman/Deal’s second two frames: navigating organisational politics (F3) and the importance of culture and lived purpose (F4) |
Seminar |
Day 2 - Sunday - 10/08/2025: The Ethical Foundations of Leadership and Responsible Leadership in a World of Contested Values The ethical foundations of leadership (Module 4) Unpacking the ethical foundations of leadership: the why, the who, the what, the how. Finding your true north. Leadership and followership. Leadership as relational work. Power, influence, and ethics. The dark side. In this session students will acquire a clear understanding of the ethical foundations of leadership. We will unpack the relational ontology of leadership and clarify purpose, meaning, and dynamics of good leadership. In the second part of the session we will explore the faultlines of leadership: the use of power, influence, and the ever present dark side of leadership. Responsible leadership in a world of contested values (Module 5) Giving people the why. Creating resonance. Reconciling dilemmas. The roles model of responsible leadership (incl. self-reflection) Business leaders operate in multi-stakeholder environments. This means that views pertaining to the role of business in society and the wider world differ. Indeed, in recent years and with a shift towards ESG (and back) it has become clear that values are contested. Responsible leadership enables leaders to obtain clear vistas on what is important and why. Students will understand the role of purpose and vision – how to build trustful and sustainable relationships with stakeholders – how to assess and reconcile dilemmas and explore in depth the roles model of responsible leadership. Learning outcomes: L02, L03 |
|
Week 3 |
Seminar |
Day 3 - Sunday - 24/08/2025: Stakeholder Simulation, Managing Stakeholders and Reconciling Dilemmas
In part 1 of this session students will engage in a stakeholder simulation and learn how to deal with conflicting and complex stakeholder demands under pressure. In part 2 we will debrief the experience and zoom in on the essentials of stakeholder management, most importantly, on who counts, why, and how conflicting stakeholder interests can be balanced in responsible ways. Students will learn how use concepts such as legitimacy, power, and urgency and engage in a tiered stakeholder assessment. Learning outcomes: L02, L03, L05 |
Week 6 |
Seminar |
Day 4 - Saturday - 13/09/2025: Indigenous Perspectives on Leadership and Management an Group Presentations Module 7 Understanding Western and Indigenous ontology. An exploration of the root construct of leadership and how that root construct evolved along different pathways to produce Western and Indigenous conceptions of leadership. An exploration of Indigenous ontology and leadership. A 20-minute in-class group presentation using the Four-Frames paradigm and applying indigenous ontology to identify and describe an indigenous initiative that has been successful in 'Closing the Gap'. |
Seminar |
Day 5 - Sunday - 14/09/2025: Leading Across Cultures and the Leadership Challenges Posed by Artificial Intelligence Leading across cultures (Module 10) Understanding the impact of cultural differences. Managing the impact and idiosyncrasies of culture. When in Rome, …Leveraging diversity. Diversity, equity and inclusion programs are at the heart of many HR management efforts to leverage diversity in organizations. Many of these efforts fail however, because underlying cultural differences remain unexplored. Students will learn about the idiosyncrasies of culture, how to lead across culture and how to avoid the pitfalls of cultural differences. This session concludes with an inquiry into the nature of inclusion. Governance, Board Dynamics, and the Pitfalls of Power in Organizations (Module 11) An examination of best practice governance of organisations including understanding the organisations' mission, the exercise of independent judgement and skilled stewardship. We will further explore the importance of risk tolerance and due diligence, including the delineation between management and management oversight. We will conclude with the need for transparency and stakeholder engagement. |
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 for Students Policy and Procedure
Learn more about UQ policies on my.UQ and the Policy and Procedure Library.