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
- Undergraduate
- Location
- St Lucia
- Attendance mode
- In Person
- Units
- 2
- Administrative campus
- St Lucia
- Coordinating unit
- Business School
This course responds to calls for a new generation of leader skilled in Transformative Innovation to address grand challenges. The field of Transformative Innovation Policy regards grand challenges such as energy and food security, climate change, ageing societies and sustainable economies as requiring long-term transformative change beyond the scope of any one product or process innovation at firm level. Instead, the leaders of the 21st century need to be able to develop innovation strategies across firms and institutions focused on the transformation of whole systems of innovation, production and consumption. To enable this, the course develops two skills in students: 1) external change - how to transform innovation systems and 2) internal change - how to transform themselves to be able to lead such efforts. Students will here learn to integrate their knowledge from other Innovation and Entrepreneurship courses by having to design innovation systems which align individuals, businesses and whole communities in an innovation system. Students will be exposed to literature from fields such as transformative innovation, placemaking, wellbeing and adult developmental psychology. 21st century leaders in transformative innovation are thus distinguished by having skills to work with tools from across these fields.
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.
TIMS3310 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:
EIBS7304
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 |
|---|---|---|---|
| Paper/ Report/ Annotation | Integrative Review | 25% |
20/09/2024 5:00 pm |
| Presentation |
Wellbeing Polarity Mapping
|
35% |
25/10/2024 5:00 pm |
| Reflection | Personal Development | 40% |
4/11/2024 5:00 pm |
Assessment details
Integrative Review
- Mode
- Product/ Artefact/ Multimedia
- Category
- Paper/ Report/ Annotation
- 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 TIMS3310 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 in the Table next page;
· 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
To be submitted by 5pm on the due date via Turn-it-In on the Course Blackboard 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 Mapping
- Team or group-based
- Mode
- Oral
- 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 TIMS3310 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 presentation covering the following material which 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
To be submitted via Turn-it-In on Blackboard
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 TIMS3310 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
Section - Guidance
1 page stating “Who Am I”; - Follow structure in TIMS3310 Study and Assessment Guide
2 page summary of required reading and leadership style test result graphic - Summarise the main points from chapters 3 and 8 of ‘Mastering Leadership’ (2 pages). Include your test graphic result as a third separate page.
1 page Identification and justification of Reactive leadership issue of focus - your Complex Story
Select a personal complex based on your test results in the categories of complying, protecting or controlling or another key issue for you. Write your ‘Complex Story’ including:
- When the complex strikes what does it say in your head? What thoughts enter your head?
- What does the complex say about you in the moment? (what thoughts does it make you think about yourself?)
- How strong is its force on you?
- Why is it hard to resist?
- What does the complex make you want to do? (behaviour?)
- What events in your past may have built this complex?
- What beliefs did you form at the time of these events?
1 page structure of the complex underpinning reactive leadership issue - Do a cognitive conceptualisation of situation-emotion-automatic thoughts and beliefs-behaviour based on your Complex Story
Changing your relationship with the complex - Using the diary outline provided in the Study and Assessment Guide record how you have worked on your complex
1 page Revised Who Am I - After undergoing all of the above how does it change how you see yourself and what does this mean for how you will ‘show up’ in the world.
Write one page including:
- Reflect on the whole personal development side of the course and all the things you’ve done and read;
- What theories, readings, tasks impacted you the most;
- Discuss how you have changed;
- Discuss how you will ‘show up’ differently in the world as a result.
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
To be submitted by 5pm on the due date via Turn-it-In on the course Blackboard 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.
Additional learning resources information
Sustainable Development Goal
This course integrates the following Sustainable Development Goals through lectures and assessment.
Goal 3: Good health and well-being
Goal 5: Gender equality and women’s empowerment
Goal 6: Clean water and sanitation
Goal 7: Affordable and clean energy
Goal 8: Decent work and economic growth
Goal 9: Industries, innovation and infrastructure
Goal 11: Sustainable cities and communities
Goal 12: Responsible consumption and production
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 Example: 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 Learning outcomes: L01, L02 |
Week 5 |
Seminar |
Stages of Leader Consciousness Stages of Leader Consciousness Pre-Record + In-Class Reinforcement Also: The Theory of Psychological Complexes Learning outcomes: L01, L02 |
Week 6 |
Seminar |
Conventional versus Postconventional Stages Conventional versus Postconventional Stages Pre-Record + In-Class Reinforcement Also: Uncovering your complex Learning outcomes: L01, L02 |
Week 7 |
Seminar |
Introduction to polarities Learning outcomes: L01 |
Week 8 |
Workshop |
Assessments 1 & 3 Workshop Assessment 1 Consultations Assessment 3 Workshop Learning outcomes: L01, L02 |
Week 9 |
No student involvement (Breaks, information) |
Assessment 1 Due No Class. Focus on Assessment 1 submission Learning outcomes: L01 |
Mid Sem break |
No student involvement (Breaks, information) |
In-Semester Break |
Week 10 |
Workshop |
Polarity Mapping Polarity mapping workshop Also: What's your inner polarity Learning outcomes: L01, L02 |
Week 11 |
Seminar |
Creating wellbeing value through polarities Framing Issues as Wellbeing Polarities Learning outcomes: L01, L02 |
Week 12 |
Workshop |
Assessment 2 Workshop Working through Assessment 2 with an example Learning outcomes: L01 |
Week 13 |
Workshop |
Assessment 3 Workshop Working through Assessment 3 with an example Learning outcomes: L02 |
Additional learning activity information
Sustainable Development Goal Integration.
This course integrates the following Sustainable Development Goals through lectures and assessment.
Goal 3: Good health and well-being
Goal 5: Gender equality and women’s empowerment
Goal 6: Clean water and sanitation
Goal 7: Affordable and clean energy
Goal 8: Decent work and economic growth
Goal 9: Industries, innovation and infrastructure
Goal 11: Sustainable cities and communities
Goal 12: Responsible consumption and production
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.