- Class Number 6071
- Term Code 3160
- Class Info
- Unit Value 6 units
- Mode of Delivery In Person
- Dr Sally Curtis
- Dr Sally Curtis
- Class Dates
- Class Start Date 26/07/2021
- Class End Date 29/10/2021
- Census Date 14/09/2021
- Last Date to Enrol 02/08/2021
Leaders are frequently faced with making decisions where there is a need to consider the interests of business and society. Given the tensions that often exist in this decision making process, the question is, how can leaders balance competing stakeholder interests and deliver positive results for both their organisation and for society? This question is the central concern of this course. The course recognises that while shareholders are an important stakeholder of business, the behaviours and decisions of leaders have an impact on a range of other stakeholders including employees, communities, suppliers and consumers. The course aims to develop leadership capability to manage a range of stakeholder interests and deliver results using pro-social frameworks. It is delivered in two complementary modules. The first module will provide students with relevant foundational theories, concepts and frameworks to examine key stakeholder groups impacted by leadership decisions and behaviours. A critical aspect of this module is examining leadership impact – what is it and how is it measured? This module combines an evidence-based approach with practice where students will have the opportunity to listen to guest speakers and grapple with scenarios requiring leaders to balance a range of stakeholder interests. The second module examines the leadership mechanisms required to deliver positive societal impact across the stakeholder groups examined in the first module. This unique course is designed for students who lead, or aspire to lead, teams and organisations in the private sector, not-for-profit sector or civil service that deliver results which are beneficial for society.
Upon successful completion, students will have the knowledge and skills to:By the end of this course, students should be able to:
- Identify through research the range of ways that leaders have an impact at a societal level (EBM: Ask and Remember)
- Explain the changing nature of expectations for the role of business in society and the resulting demands placed on leaders; (EBM: Acquire and Understand)
- Critique relevant pro-social leadership theories and the role of leaders in achieving a positive societal impact; (EBM: Appraise and Adapt)
- Integrate frameworks to assist leaders in managing a range of stakeholder interests; (EBM: Aggregate and Analyse)
- Consider the leadership mechanisms involved with achieving impact; (EBM: Apply and Evaluate)
- Develop personal awareness by reflecting on the leadership capability required to deliver positive results for society (EBM: Assess and Create).
This course examines the role of the leader and leadership in achieving social impact. The first part of the course examines pro-social leadership, its antithesis and provides students with practical strategies to practice pro-social leadership. The second part of the course examines leader decision-making and a common problem faced by leaders - how to balance economic and social goals and serve the interests of multiple stakeholders. The course draws on research conducted by the course convenor and leading leadership and social impact researchers.
There are no field trips for this course.
Additional Course Costs
Examination Material or equipment
There are no examinations in this course.
Readings will be provided on Wattle in Week 1 and then as necessary.
Recommended resources will be provided on Wattle in Week 1 and then as necessary.
Staff FeedbackStudents will be given feedback in the following forms in this course:
- Written comments
- Verbal comments
- Feedback to the whole class, to groups, to individuals, focus groups
Student FeedbackANU is committed to the demonstration of educational excellence and regularly seeks feedback from students. Students are encouraged to offer feedback directly to their Course Convener or through their College and Course representatives (if applicable). The feedback given in these surveys is anonymous and provides the Colleges, University Education Committee and Academic Board with opportunities to recognise excellent teaching, and opportunities for improvement. The Surveys and Evaluation website provides more information on student surveys at ANU and reports on the feedback provided on ANU courses.
|Week/Session||Summary of Activities||Assessment|
|1||Course Overview and Introduction|
|2||Pro-social leadership||Seminar participation|
|3||Anti-social leadership||Seminar participation|
|4||Values-in-action pt. 1|
|5||Values-in-action pt. 2||Due Mon 23 August: Values-in-action case brief (individual assignment)|
|6||Values-in-action pt. 3|
|7||Values-in-action group presentations||Due Mon 20 Sept: Values-in-action assignment (group and individual)|
|8||Leader decision-making: balancing economic and social goals||Seminar participation|
|9||Leader decision-making: balancing economic and social goals||Due Mon 4 October: Case study decisions (group assignment)|
|10||Power in organisations and society pt. 1||Seminar participation|
|11||Power in organisations and society pt. 2||Seminar participation|
|12||Course conclusion||Seminar participation|
|13||Exam period - no exam for MGMT7062|
This course is delivered in seminar mode (hybrid) of 3 hours per week.
|Assessment task||Value||Due Date||Return of assessment||Learning Outcomes|
|Seminar participation (Individual assignment) - 10%||10 %||*||29/10/2021||1, 2, 3, 4 5, 6|
|Values in Action Case Proposal (Individual Assignment) 10%||10 %||23/08/2021||03/09/2021||1, 2|
|Values-in-Action Case Analysis and Action Plan - 30% (Group component - 20%; Individual component - 10%)||30 %||20/09/2021||02/10/2021||4, 5,|
|Case study: Balancing social and economic goals (group assignment) 10%||10 %||04/10/2021||18/10/2021||4, 5, 6|
|Final essay and reflection (individual assignment) 40%||40 %||04/11/2021||03/12/2021||4, 5, 6|
* If the Due Date and Return of Assessment date are blank, see the Assessment Tab for specific Assessment Task details
PoliciesANU has educational policies, procedures and guidelines, which are designed to ensure that staff and students are aware of the University’s academic standards, and implement them. Students are expected to have read the Academic Misconduct Rule before the commencement of their course. Other key policies and guidelines include:
Assessment RequirementsThe ANU is using Turnitin to enhance student citation and referencing techniques, and to assess assignment submissions as a component of the University's approach to managing Academic Integrity. For additional information regarding Turnitin please visit the ANU Online website Students may choose not to submit assessment items through Turnitin. In this instance you will be required to submit, alongside the assessment item itself, hard copies of all references included in the assessment item.
Moderation of AssessmentMarks that are allocated during Semester are to be considered provisional until formalised by the College examiners meeting at the end of each Semester. If appropriate, some moderation of marks might be applied prior to final results being released.
Participation is expected in all classes and assessments.
There are no examinations in this course.
Assessment Task 1
Learning Outcomes: 1, 2, 3, 4 5, 6
Seminar participation (Individual assignment) - 10%
Seminars provide a forum for structured discussion, problem-solving, argument, and opinion on topics and issues canvassed in this course. Each student is expected to make a consistent, informed, and considered contribution to seminar discussion and debate. Students are also encouraged to ask considered and relevant questions.
Specific requirements: The following criteria will be used for assessment:
- Quality of contribution to seminar discussions. The contribution should demonstrate that students come to class prepared e.g. read required materials;
- Active participation in seminar activities;
- Demonstrate an ability to apply concepts and theories presented in the course.
- Submission of short handwritten responses to exercises in some seminars.
- N.B. Students will not receive marks for simply attending seminars, the assessment is based on the quality of contribution to seminar discussions.
Due: Seminars in week 2, 3, 8, 10, 11 and 12 (other assessment items relate to seminars not covered by this assessment) The assessment is worth a total of 10%.
Assessment Task 2
Learning Outcomes: 1, 2
Values in Action Case Proposal (Individual Assignment) 10%
In seminar 4 and 5 we will examine ethics and values. These seminars will focus on identifying and practicing actionable strategies for voicing and enacting values-driven leadership. The purpose of this assignment is to assess student's understanding of, and ability to apply the frameworks, discussed in these seminars. The assignment, completed by individuals, is to present a brief case scenario describing a specific workplace-values conflict from the student's own experience (that is, from your own experience), and to generate and share a preliminary analysis and action plan for voicing and acting on your values. Alternatively if necessary, you may use a situation that you have witnessed or read about.
Further instructions will be provided in class and marking criteria will be provided on Wattle.
Due: 4pm Mon 23 August via Turnitin
2-4 pages, 12pt. Times New Roman font, double spaced, normal margins
Return of assessment: 3 Sept, 2021
Assessment Task 3
Learning Outcomes: 4, 5,
Values-in-Action Case Analysis and Action Plan - 30% (Group component - 20%; Individual component - 10%)
The Course Convenor will select the best proposals submitted by students in the individual assignment and, with the permission of the student, these cases will be used as the basis for this group assignment. Students will work in teams of four (4) to further develop the case. The case needs to provide an overview of the situation , explain what actually happened and then provide a case analysis, action plan and script for voicing and acting on your values.
This assignment requires students to respect confidentiality for every individual involved in the situation discussed, as well as for the relevant organisation/s. Use disguised or generic names for the individuals and organisations, both in your written work and in your group discussions. And remind your team regularly that their agreement to respect confidentiality is a condition for this project.
Teams will begin work on this assignment in Seminar 6. Teams are required to submit an overview of the case, action plan and written script. Teams are also required to deliver a 20min presentation that provides an overview of the case, action plan and script in Seminar 7. This presentation needs to be informative and focused on teaching other students how to voice and act on their values. The assignment will be assessed as follows:
Written case analysis and presentation - 20%
Individual Contribution - 10% (based on a peer evaluation and audience participation in Seminar 7)
Further instructions and marking criteria will be provided on Wattle and in Seminar 6.
Presentation Due: Seminar 7
Written Case Due: 12pm Mon 20 Sept via Turnitin
length of Written Case: 13-15 pages, 12pt. Times New Roman font, double spaced, normal margins (excluding the reference list)
Return of assessment: 2 Oct.
Assessment Task 4
Learning Outcomes: 4, 5, 6
Case study: Balancing social and economic goals (group assignment) 10%
One of the learning outcomes of this course relates to students analysing the interrelationship between business and its stakeholders and formulating strategies to manage these relationships to achieve outcomes that are both economically and socially sustainable. In this case study exercise students are required to work in groups of 3-4 to make decisions where there is tension between economic and social goals that impact a range of stakeholder groups. Groups are required to think about the implications of each decision for each of the organisation's stakeholders, attempting to create the most value for as many stakeholder groups as possible. The more students take into account the interests and needs of the case study organisation's broad range of stakeholders, the better you will perform in this assessment.
The case study will be provided to students in the seminar in week 8. Groups will have one week to submit decisions and the week 9 seminar will involve a class discussion about the case study decisions and your reasons for making them. Students will be required to self-select into groups of 3-4 in week 8.
Assignment Brief: Further details about the case study including an Assignment Brief and marking rubric will be provided on WATTLE at the beginning of semester. Submission: Assignment link on WATTLE.
Due date: 9am Mon 4 October
Return of Assessment: 18 October, 2021
Assessment Task 5
Learning Outcomes: 4, 5, 6
Final essay and reflection (individual assignment) 40%
In this final assessment, students are required to draw on the lessons from Seminar 10 and 11 on the topic of power and discuss these lessons as they relate to how a leader can achieve positive social impact and also how a leader can perpetuate social inequity. Students are required to reflect on how they intend to apply these lessons in practice.
Further instructions and marking criteria will be provided on Wattle.
3,000 words (+/-10%)
Due: 4pm Thursday 4 November via Turnitin
Return: After release of Final Grades
Academic IntegrityAcademic integrity is a core part of our culture as a community of scholars. At its heart, academic integrity is about behaving ethically. This means that all members of the community commit to honest and responsible scholarly practice and to upholding these values with respect and fairness. The Australian National University commits to embedding the values of academic integrity in our teaching and learning. We ensure that all members of our community understand how to engage in academic work in ways that are consistent with, and actively support academic integrity. The ANU expects staff and students to uphold high standards of academic integrity and act ethically and honestly, to ensure the quality and value of the qualification that you will graduate with. The University has policies and procedures in place to promote academic integrity and manage academic misconduct. Visit the following Academic honesty & plagiarism website for more information about academic integrity and what the ANU considers academic misconduct. The ANU offers a number of services to assist students with their assignments, examinations, and other learning activities. The Academic Skills and Learning Centre offers a number of workshops and seminars that you may find useful for your studies.
Online SubmissionThe ANU uses Turnitin to enhance student citation and referencing techniques, and to assess assignment submissions as a component of the University's approach to managing Academic Integrity. While the use of Turnitin is not mandatory, the ANU highly recommends Turnitin is used by both teaching staff and students. For additional information regarding Turnitin please visit the ANU Online website.
Hardcopy SubmissionFor some forms of assessment (hand written assignments, art works, laboratory notes, etc.) hard copy submission is appropriate when approved by the Associate Dean (Education). Hard copy submissions must utilise the Assignment Cover Sheet. Please keep a copy of tasks completed for your records.
Late submission of assessment tasks without an extension are penalised at the rate of 5% of the possible marks available per working day.
All requests for extensions to assessment in RSM courses must be submitted to the RSM School Office with a completed application form and supporting documentation. The RSM Extension Application Form and further information on this process can be found at https://www.rsm.anu.edu.au/education/education-programs/notices-for-students/extension-application-procedure/
Referencing RequirementsAccepted academic practice for referencing sources that you use in presentations can be found via the links on the Wattle site, under the file named “ANU and College Policies, Program Information, Student Support Services and Assessment”. Alternatively, you can seek help through the Students Learning Development website.
All assignments will be marked and where appropriate feedback will be provided either: in class, or in person by appointment with the course lecturer, or via the course Wattle site.
Extensions and PenaltiesExtensions and late submission of assessment pieces are covered by the Student Assessment (Coursework) Policy and Procedure The Course Convener may grant extensions for assessment pieces that are not examinations or take-home examinations. If you need an extension, you must request an extension in writing on or before the due date. If you have documented and appropriate medical evidence that demonstrates you were not able to request an extension on or before the due date, you may be able to request it after the due date.
Resubmission of Assignments
Unless specified otherwise in the assignment requirements, resubmissions are permitted up until the due date and time, but not allowed afterwards.
Distribution of grades policyAcademic Quality Assurance Committee monitors the performance of students, including attrition, further study and employment rates and grade distribution, and College reports on quality assurance processes for assessment activities, including alignment with national and international disciplinary and interdisciplinary standards, as well as qualification type learning outcomes. Since first semester 1994, ANU uses a grading scale for all courses. This grading scale is used by all academic areas of the University.
Support for studentsThe University offers students support through several different services. You may contact the services listed below directly or seek advice from your Course Convener, Student Administrators, or your College and Course representatives (if applicable).
- ANU Health, safety & wellbeing for medical services, counselling, mental health and spiritual support
- ANU Diversity and inclusion for students with a disability or ongoing or chronic illness
- ANU Dean of Students for confidential, impartial advice and help to resolve problems between students and the academic or administrative areas of the University
- ANU Academic Skills and Learning Centre supports you make your own decisions about how you learn and manage your workload.
- ANU Counselling Centre promotes, supports and enhances mental health and wellbeing within the University student community.
- ANUSA supports and represents undergraduate and ANU College students
- PARSA supports and represents postgraduate and research students
Sally's research focuses on the nexus between leaders, organisations and social impact. Her research also involves the application of evidence-based practice in organisations. Sally is a member of the Center for Evidence-based Management, the world authority of evidence-based practice in management and leadership.
Dr Sally Curtis