Subject Outline

Subject Title Leadership Futures

Subject Code LB5241

Study Period SP53, 2022

Attendance Mode Face to Face

Campus Singapore

Prerequisite/s Nil

Discipline
A/Prof Adrain Kuah
Convenor

Subject Lecturer Dr Lim B Y

At James Cook University, we acknowledge the Australian Aboriginal and Torres Strait Islander peoples of
this nation. We acknowledge the Traditional Owners of the lands on which our campuses and study
centres are located and where we conduct our business. We pay our respects to ancestors and Elders,
past, present and future. JCU is committed to honouring Australian Aboriginal and Torres Strait Islander
peoples’ unique cultural and spiritual relationships to the land, waters and seas and their rich contribution
to JCU and society.

© Copyright 2022
This publication is covered by copyright regulations. Apart from any fair dealing for the purpose of private
study, research, criticism, or review as permitted under the Copyright Act, no part may be reproduced by
any process or placed in computer memory without written permission.
Contents
1 Subject details ................................................................................................................... 3
1.1 Student participation requirements ...................................................................................3
1.2 Teaching Staff contact details ...........................................................................................3
1.3 Subject description ..............................................................................................................4
1.4 Subject learning outcomes and course learning outcomes............................................4
1.5 Student feedback on subject and teaching ....................................................................4
1.6 Subject resources and special requirements ....................................................................5
2 Assessment details ............................................................................................................ 5
2.1 Key dates ..............................................................................................................................5
2.2 Requirements for successful completion of this subject ...................................................6
2.3 AccessAbility Services and Support ...................................................................................7
2.4 Assessment items..................................................................................................................7
3 Submission and return of assessment............................................................................ 14
3.1 Submission of assessment ..................................................................................................14
3.2 Late submissions .................................................................................................................14
3.3 Special Consideration (including deferrals and extensions) ..........................................14
3.4 Academic Integrity ............................................................................................................14
3.5 Return of assessment .........................................................................................................15
3.6 Review of assessment ........................................................................................................15
4 Learning and teaching in this subject ........................................................................... 16
4.1 Subject calendar ...............................................................................................................16
4.2 Learning and teaching activities/expectations ..............................................................20

This Subject Outline has been prepared by Dr Lim B Y for Business School, James Cook University
(Singapore). Updated October, 2022.

The information provided in this subject outline is correct as at the time of completion and may change
in response to changing University resources. Any changes will be approved by the College Dean or
representative and will be communicated to students via the LearnJCU subject site.

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1 Subject details
1.1 Student participation requirements
The JCU Learning, Teaching and Assessment Procedures (2.1.2d) indicates a typical student workload for
a three (3) credit point subject requires a 130 hour work load of study related activities, including
attendance, assessment and self-directed study over the duration of the subject with equivalency across
all modes of delivery.
Note that attendance at specified classes will be a mandatory requirement for satisfactory completion of
some subjects (Learning, Teaching and Assessment Procedures, 3.1.8e) and that additional hours may be
required per week for those students in need of English language, numeracy or other learning support.

Key subject activities Time / Day / Date / Location

View lecture and tutorial content on LearnJCU’s

Weekly Topic Lecture and Tutorial Content
Subject
on each the following dates:
Online tutorial session will be conducted on
Refer to JCU Timetable 2022
LearnJCU Subject Site using Blackboard
or your eStudent personal timetable
Collaborate

Learning and teaching activities may be recorded for this subject. Personal Information in the form of
images and audio may be collected by JCU during the recording. This Personal Information may appear
as part of the recording which is accessible to students and staff in this subject on LearnJCU.

1.2 Teaching Staff contact details

Teaching Consultation
Staff member Room Phone Email
team times*

Subject JCUS 67093718

A/Prof Adrain Kuah [email protected] By email
Coordinator Campus SIN

Lecture/Tutorial
Lecturer/Tutor Dr Lim B Y TBA By email [email protected]
Classess

Learning JCU Singpore learningcentre-

C1-12B By email
Advisors Learning Centre [email protected]

JCUS Library library-

Librarian C1-08 By email
[email protected]

*Other consultation times by appointment only.

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1.3 Subject description
Welcome to the world of leadership excellence. The subject encourages you to take a broad view
of leadership and consider the subject content in context beyond the for-profit business
organisation. This means that we will refer to systems rather than businesses. A system can be a
public, a not-for-profit, a social, a voluntary, a community, or a business system.

The subject explores existing thinking, theory, practices, and issues of leadership; and, emerging
leadership challenges, in an increasingly complex world. The subject draws on a wide body of
leadership theory and practice to examine leadership through a broad lens of Person, Position,
Process, Purpose, Practice, Context, Critical Theory, Worldly, Arts, Diversity, Power, Change and
Language. Weaving through this diverse journey of the essentially contested concept of leadership,
you will examine your-self and reflect on your leadership capacity, how you can develop self and
apply the subject learnings to a system that you are familiar with.

A focus of the subject is for you to critically examine self and others involved in the leadership context
and to critically reflect on the impact this has upon individuals, teams and others, and system design.
A central aim is to provide a framework for the analysis of leadership of contemporary systems by
engaging in discussion and analysis of contemporary systems. Ultimately, the subject draws you to
consider your own leadership point of view and style of leadership within the context in which you will
be leading in your career.

This subject draws together theories, concepts and knowledge studied in other subjects in the
management and associated disciplines.

1.4 Subject learning outcomes and course learning outcomes

Students who successfully complete this subject will be able to:

Subject Learning Outcomes (SLO) Assessment

1. Critically analyze leadership concepts, theories and models and develop a 1 and 2
framework for application of leadership practice (CLO5)

2. Critically reflect on one’s own and others’ leadership styles and approaches, 1, 2 and 3
in both theoretical and practical contexts (CLO1)

3. Evaluate application of leadership approaches in a range of contexts (CLO3) 1 and 2

4. Apply a leadership framework in relation to a critical and/or topical issue(s) (CLO4) 2 and 3

These outcomes will contribute to your overall achievement of course learning

outcomes.

1.5 Student feedback on subject and teaching

As part of our commitment at JCU to improving the quality of our courses and teaching, we regularly
seek feedback on your learning experiences. Student feedback informs evaluation of subject and
teaching strengths and areas that may need refinement or change. YourJCU Subject and Teaching
Surveys provide a formal and confidential method for you to provide feedback about your subjects
and the staff members teaching within them. These surveys are available to all students through
LearnJCU. You will receive an email invitation when the survey opens. We value your feedback and
ask that you provide constructive feedback about your learning experiences for each of your
subjects, in accordance with responsibilities outlined in the Student Code of Conduct. Refrain from
providing personal feedback on topics that do not affect your learning experiences. Malicious
comments about staff are deemed unacceptable by the University.

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1.6 Subject resources and special requirements
All subject readings and resources, including journal articles, book chapters, websites, videos, print and
eTextbooks, are available to view online from your Readings list via your LearnJCU subject site.

Prescribed textbooks
• EBook - Schedlitzki, D., Edwards, G. (2022) Studying Leadership: Traditional and Critical Approaches.
Sage, London.
• EBook – Clawson (2015) Level Three Leadership: New International edition 5th ed. Pearson.
Purchase from https://www.pearson.com/store/p/level-three-leadership-pearson-new-international-
edition-pdf-ebook/GPROG_A100061391561_learnerau-availability/9781292052410
• Lussier, R. N., & Achua, C. F. (2022). Leadership: Theory, application, & skill development
(7th Edition). Sage Publication Ltd. ISBN: 1071856839, 9781071856833

Library Online and Electronic Resources:

Students are required to regularly review the following academic Journals, available through the JCU
Library electronic database holdings. These include:
• Leadership Quarterly
• Leadership
• Leadership Excellence
• Strategy & Leadership
• Foresight
• Futures

2 Assessment details
2.1 Key dates

Key dates Date

Census date and Last date to withdraw without See 2022 JCUS Study Period and Census Dates
financial penalty

Last date to withdraw without academic penalty See 2022 JCUS Study Period and Census Dates

Assessment task 1a (Individual): Initial Reflection Paper Initial Reflection Paper Due: 26th Nov 2022 by
(5%) 5pm
Assessment task 1b (Individual): Briefing Paper (10%) Briefing Paper Due: 14th Dec 2022 by 5pm

Assessment task 2a (Individual/Group) : Report 50% Report Due: 14th Jan 2022 by 5pm
This assessment builds on from assessment task 1
Reflective Piece Due: 21st Jan 2022 by 5pm
Assessment Task 2b (Individual): Essay - Reflective
piece 35%

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2.2 Requirements for successful completion of this subject
In order to pass this subject, you must:

• Achieve an overall percentage of 50% or more;

• Submit a credible attempt at all assessment items within this subject. Students who have
completed less than 100% of the assessment will be subject to review by the College
Assessment Committee which could result in an ‘X’ grade (Fail (did not sit for exam/s or did not
complete at least 80% of assessment requirements or deferred exam not granted))
• Demonstrate regular attendance and engagement with the content of this subject in
accordance with student participation requirements as outlined above, including but not
limited to any mandatory face to face attendance or online session participatory
attendance.

Final results for this subject will be graded as described in the Student Results Policy.
Graded = HD, D, C, P, F etc

Note: The Learning, Teaching and Assessment Policy (5.22.3) outlines a uniform formula of penalties
that will be imposed for submission of an assessment task after the due date. This formula is 5% of the
total possible marks for the assessment item per day including part-days, weekends and public
holidays. After 20 days, the assessment item thus would be awarded 0 marks (i.e. 5% x 20 = 100% of
total possible marks in penalties).

How do I track my progress in this subject?

There are many opportunities for you to obtain feedback and track your learning progress provided in
this subject!

During the subject, you will have the chance to interact with other students and regularly share
understandings and [mentally and verbally/in print] compare your own understandings and learning
progress with others. This can be done by you forming study groups, meeting in the LearnJCU online
‘coffee shops’, via online class discussions, responding to others on regular discussion board posts for
topic activities.

The F2F/online tutorials, provide another means of learning feedback through discussion with your
lecturer, any industry expert guest speakers and fellow students. This means that to benefit from
feedback on your learning, you will need to be prepared for, and attend, the tutorial session each week
for others to meaningfully engage with you in discussions. Subject to availability, we also have industry
experts attend these sessions where relevant to your Assessments.

Assessment feedback on your learning is provided in two ways. You will receive your grade and personal
comments on your submission. We provide general feedback to the class via F2F/online sessions and
subject announcements. We also will be reviewing each other’s assessment presentation links. This
review will be for you to obtain good ideas to improve your own future submissions in later assessments – it
is for you to improve, it is not to provide a critique of anothers work.

At the end of the subject, take some time before completing your Subject Feedback survey and tell us
about what skills you feel you have developed, what in the subject delivery has helped you. Most
importantly, remember that your subject learnings are for life and don’t end with the subject delivery.
Think about what learnings you are taking forward with you into your next year level of study and/or
workplace environment.

Don’t forget, your delivery team is passionate about what they show you and are industry professionals
themselves with active research in the fields in which they teach. They are always keen to talk with you if
you have any concerns about your progress during the subject, or if you would like to extend your
knowledge beyond the subject in a particular area.

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2.3 AccessAbility Services and Support
Reasonable adjustments may be made to assist you to manage additional circumstances impacting on
your studies provided these do not change the academic integrity of a degree. Reasonable adjustments
do not alter the need to be able to demonstrate the inherent requirements of the course.
If you believe you will experience challenges completing your degree or course because of a disability,
health condition or other reason, you should discuss your concerns with AccessAbility Services.

2.4 Assessment items

ASSESSMENT ITEM 1: REFLECTION AND BRIEFING PAPER
Aligned subject
SLO 1, 2, and 4
learning outcomes

Group or individual Individual

Weighting and due

15%
date

This assessment has two parts

Part 1a (Initial Reflection Paper): 1000 words
Length Part 1b (Briefing paper): 1000 words (+ or – 10%).
Note: TOC, Executive Summary and References DO NOT count as part of the
word count.

Part A Due on 26th Nov 2022 by 5pm

Due
Part B Due on Wednesday 14th Dec 2022 by 5pm

Requirements for
You MUST obtain at least 50% in this assessment in order to quality to
successful completion
complete assessment Two. Assessment two is scaffolded off assessment one.
of this assessment item

ASSESSMENT ITEM 1: DESCRIPTION

Assessment Aim: The aim assessment is to develop (1), your individual approach to the subject
(Reflection Paper), and (2), examine a Megatrend, consider potential Wicked Problem(s) embedded in
the Megatrend, identify associated Competing Values, and develop Briefing paper. Assessment one sets
the Framework for Assessment two.

Submission Type: Initial Reflection and Briefing Papers. Note that there are two submission dates – Part A,
26th Nov 2022, and Part B, 14th Dec 2022.

Criteria sheet/Rubrics: please refer to Appendix

This is a complex assessment requiring significant work to plan, research and write. No
extensions will be granted.
• Please develop now, your workplan to conduct the necessary research, read the articles, apply
findings, develop meaningful recommendations and write the briefing paper. Pay close attention to the
marking rubric contained in the subject outline.
• Ensure you use APA 7threferencing throughout: https://libguides.jcu.edu.au/apa
• Carefully proof-read. There is no excuse for poor grammar, poor punctuation, poor sentence
construction, poor layout or incorrect/poor referencing.

Page 7 of 24
Instructions:

Part A Initial Leadership Reflection and Expectation –5%.

Read the Subject Outline and initial readings to develop an insight into this subject. This is to provide you
with an awareness of the subject's approach to developing an appreciation of what leadership and
strategic management is.

Reflecting on your leadership journey including your experiences, knowledge and skills to date:

• Discuss your current understanding of what leadership is.

• What do you hope to learn/achieve from this subject? Provide explicit examples of what you plan
to learn. You must make clear and explicit links to the Learning outcomes and the essence of the
subject.

• How do you hope to learn/achieve it? For example, a personal learning plan, how you monitor
will keep on track in accordance with your plan. Learning experiences outside to subject, that
means beyond the subject's key readings, attending class and posting to the discussion boards.

Part B Megatrends, Wicked Problem, and Competing Values. –10% (Minimum 1000 words)

1 First, from the CSIRO’s ‘Our Future World: Global megatrends impacting the way we live over
coming decades’, Jul 22, choose one megatrend most likely to impact leadership. Examine the sub
elements of the selected megatrend and consider the broad leadership implications.

CSIRO_Megatrends-22-report.pdf

2 Critically apply the characteristics of ‘Wicked’ Problems to the megatrend identified in step 1.

Next, follow steps 3-5 below:

3 Is the Megatrend (or part of) a Wicked Problem? Justify your position. You need to apply the 10
principles of wicked problem.
4 Identify the Competing Values specific to the Wicked Problem/Megatrend.
5 Discuss potential leadership opportunities.

Next, follow steps 6-7 below:

6. Critically reflect on the components of the Wicked Problem/Megatrend and the interplay of the
embedded Competing Values.
7. Develop a briefing paper that identifies the Megatrend.
• Justifies (or otherwise) the Wicked Problem in the Megatrend.
• Identifies the Competing Values in the Wicked Problem/Megatrend.
• Discusses initial potential leadership opportunities embedded in the Wicked Problem/Megatrend.
• Provides initial recommendations relating to Leadership.

Useful Informtion:

What is a Briefing Paper?

A briefing paper is a summary of facts pertaining to an issue and often includes a

suggested course of action. It consists of a precise statement or set of instructions
intended to inform another individual who may have solicited assistance to study and
make recommendations on a matter.

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Find out more:

Writing a Briefing Paper: https://essaycustomwriting.com/briefing-paper/

How to write a Briefing Paper: https://www.wikihow.com/Write-a-Briefing-Paper

Writing a Briefing Paper: https://youtu.be/zsCtpghygnE

Structure the Briefing paper with (at least) the following headings:

I. Cover Page with title and student number, etc..

II. Background.

III. Megatrend discussed.

IV. Justifies (or otherwise) the Wicked Problem in the Megatrend.

V. Identification and justification of Competing Values embedded in the Wicked

Problem/Megatrend

VI. Potential leadership opportunities

VII. Concluding Comments, and

VIII. Initial Recommendations

IX. References (APA 7thstyle).

Note: The structure above is not prescriptive. Use this as a base and develop the structure
according to the context.

Learn More:

https://www.quora.com/What-is-the-format-for-a-briefing-paper

Format for a Briefing Note: http://writingforresults.net/classic.pdf

Page 9 of 24
ASSESSMENT ITEM 2A: LEADERSHIP FRAMEWORK
Aligned subject
SLO 1, 2, 3, and 4
learning outcomes

Group or individual Individual or Group (not more than 5 members)

Weighting and due

50%
date

3500 words (+ or – 10%).

Length Note: Executive Summary, TOC, recommendations and References are not
included in the word count

Due 14th Jan 2023 by 5pm

Requirements for
successful completion You MUST obtain at least 50% in this assessment
of this assessment item

ASSESSMENT ITEM 2a: Leadership Framework

Assessment Aim: The aim assessment is to develop, justify and apply a leadership framework to capitalize
on the Megatrend or Wicked Problem leadership opportunities and embedded Competing Values
identified in Assessment One.
Submission Type: A wriiten report that builds upon the ‘wicked’ problem and potential leadership
implications described and discussed in Assessment Task One, create an essay (3,500 words in length)
that develops a leadership approach/framework to move towards remediating the wicked problem.
Draw from readings, resources, lived personal experiences and observations of inform the essay.

Criteria sheet/Rubrics: please refer to Appendix

This is a complex assessment requiring significant work to plan, research and write. No
extensions will be granted.
• Please develop now, your workplan to conduct the necessary research, read the articles, apply
findings, develop meaningful recommendations and write the briefing paper. Pay close attention to the
marking rubric contained in the subject outline.
• Ensure you use APA 7threferencing throughout: https://libguides.jcu.edu.au/apa
• Carefully proof-read. There is no excuse for poor grammar, poor punctuation, poor sentence
construction, poor layout or incorrect/poor referencing.

Instructions:

1 For the Megatrend or Wicked Problem, you have identified in Assignment One, Identify critical
leadership issues as discussed in this subject, to capitalize on the Megatrend or Wicked Problem
opportunities.

2 Critically apply the leadership issues identified in1 above to the Megatrend or Wicked Problem.
3 Justify your conclusion that the leadership issues are in fact pertinent to the opportunities in the
Megatrend or Wicked Problem.

4 Develop a leadership framework to move towards capitalizing on Megatrend or Wicked Problem

opportunities identified in 1above.

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 5 Justify how your leadership approach/framework will contribute towards capitalizing on the
Megatrend or Wicked Problem opportunities.

Structure of Submission:

1. Title Page
2. Table of Contents
3. Executive Summary
4. Introduction: Brief description of the Megatrend or Wicked Problem, and embedded Competing
Values.
5 Body

• Discussion of critical leadership issues and implications and interplay of the Competing Values in
the Megatrend or Wicked Problem.

• Description and discussion of leadership framework to move towards capitalizing on the

opportunities in the Megatrend or Wicked Problem.

• Justification of how the leadership framework will contribute to towards capitalizing on the
opportunities in the Megatrend or WickedProblem
6 Conclusion
7 Recommendations
8 References (APA 7th style).

ASSESSMENT ITEM 2B: REFLECTIVE PIECE

Aligned subject
SLO 2 and 5
learning outcomes

Group or individual Individual

Weighting and due

35%
date

2000 words (+ or – 10%).

Length
Note: TOC and References are not included in the word count

Due 21st Jan 2023 by 5pm

Requirements for
successful completion You MUST obtain at least 50% in this assessment.
of this assessment item

ASSESSMENT ITEM 2b: Reflection Piece

Assessment Aim: The aim of assessment three is to allow you to Critically Reflect on your initial views of
Change leadership in assessment one; subject content; develop your own Meanings of issues; apply
subject content to your own context and Discuss your APPROACH to change and change leadership as
it relates to your current and future professional career.
Building on your individual contributions to ALL Topic Content (Lecture 1 to 9 and Tutorial 1 to 9) and
particularly the Critical Leadership Studies, reflecting on and responding to contributions of other
students, create a reflective essay to address the following question:
1. Critically Think, Reflect and Explain how you will engage with Critical Leadership Studies to inform

Page 11 of 24
 your leadership approach.
2. Critically Think, Reflect and Explain your approach (how you intent to practice) to leadership as a
result of completing this subject.
Submission Type: Reflective Piece.
Criteria sheet/Rubrics: please refer to Appendix

Instructions:

There are TWO questions that must be answered:

Question ONE -Requirements

Reflect on all the learning activities/experiences of the subject. Develop a reflective

essay to address the following questions:

1. Reflect upon how your knowledge and skills have changed compared to when you started this
subject.
a) What are the key learnings that you took away from this subject?

b) Provide explicit examples of key learnings. You might want to consider the Learning Outcomes
(see Subject Outline) and key readings to support your findings.

Note on Reflective Piece: Ensure you answer the question. This means you MUST reflect on points a. and
b. when forming your response. If you do not answer the question, marks cannot be allocated.

Question TWO - Requirements

Reflect on all the learning activities/experiences of the subject. Develop a reflective

essay to address the following questions:

1. Describe and Discuss your approach to leadership (how you intend to practice) as a result of
completing this subject and the response to question one above.

Note on Reflective Piece:

The critical element for Assessment Three is that the submission; (1) accurately reflects your response
to the questions above, (2) demonstrates that you have critically reflected on the subject content,
and (3) discussed how you will ‘live’ your approach to leadership.
If you do not answer the question, marks cannot be allocated.

Some Useful Information:

• What is Reflective Writing?

Reflective writing aims to get you to think about and understand your learning experiences. It
encourages Tacit(unarticulated, ‘as yet unspoken’) knowledge to become Explicit(captured in
words, writing and drawings, knowledge that has possibilities of being universal, supporting the
capacity to act across contexts) knowledge.

‘Tacit and explicit knowledge interact so that an individual might, for example, shift understanding
between a task and the tools, reflect on his or her own experiences, use language to remind him or
herself of what he or she already knows, the matise certain circumstances and discuss these with
others’ Tsoukas, (2003) p 802.

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Specifically, you will be reflecting on your thinking, before, during and after the writing, pondering on
progress and how to improve, Silbyand Watts (2015) p.803.

• What does Critically Reflect mean?

Critical reflection is a reasoning process to make meaning of an experience. Critical reflection is
descriptive, analytical, and critical, and can be articulated in several ways such as in written form,
orally, or as an artistic expression.
• What does critical thinking mean?
The objective analysis and evaluation of an issue in order to form a judgement.
• What does Explain mean?
Clarify a topic by giving a detailed account as to what is meant using this term in a particular context.
To make (an idea or situation) clear to someone by describing it in more detail or revealing relevant
facts. To be the cause of or motivating factor for. Your writing should have clarity so that complex
ideas and practice can be understood, defining key terms where appropriate, and be substantiated
with relevant research.

Plagiarism and referencing

• Plagiarism occurs when writers claim ownership of written words or ideas that are not their own.
Plagiarism is a form of cheatingand any instances of plagiarism will be dealt with promptly
according to University procedures.
• Please see the JCU Student Academic Misconduct Requirements Policy
www.jcu.edu.au/policy/student-services/student-academic-misconduct-requirements-policy
• Also see the definition of self plagiarism in the JCU Learning, Teaching and Assessment Policy and
note policy statement 5.9 in regard to submission of one’s own work that has been previously
submitted for assessment and received a grade www.jcu.edu.au/policy/learning-and-
teaching/learning-teaching-and-assessment-policy
• Referencing is a systematic way of acknowledging the sources that you have used. Students
should check out the very helpful online resources relating to academic writing, referencing and
avoiding plagiarism at:
• Writing and MathsSkills Online www.jcu.edu.au/students/learning-skills/learning-skills-online(In
particular, the booklet Summarising, Paraphrasing & Avoiding Plagiarismis a very useful guide).
• The Referencing Libguidehttp://libguides.jcu.edu.au/referencing
• What is Plagiarism? www.jcu.edu.au/students/exams-and-results/what-is-plagiarism•If you are
NOT sure, find out. Don’t risk failing the assessment or the subject because of plagiarism. If it is ‘OK’
in your country, it is NOT here.

Page 13 of 24
3 Submission and return of assessment
3.1 Submission of assessment
All assessments in this subject are to be checked via the Drop Box and then submitted via LearnJCU
subject site by the due date.

If due to extenuating circumstances you are unable to submit an assessment by the due date, email your
lecturer prior to the due date and request an extension, include your justification for seeking an extension.

Ensure that:
• A cover sheet is attached to the submission.
• Peer review sheet (if a group assessment) is attached to the submission.
• Assessment Declaration is completed and attached to the submission.
• Name(s) and student number(s) of each student is included on the assessment item.

3.2 Late submissions

The Learning, Teaching and Assessment Procedure (3.1.8d) outlines a uniform formula of penalties
imposed for submission of an assessment item after the due date. This formula is 5% of the total possible
marks for the assessment item per day including part-days, weekends, and public holidays. If submitted
after 20 days, the assessment item thus would be awarded 0 marks (i.e. 5% x 20 = 100% of total possible
marks in penalties). For assessment items weighted 0%, and submitted after 10 days a DNS grade is
awarded.

3.3 Special Consideration (including deferrals and extensions)

You are encouraged to access equity measures if you are affected by extenuating circumstances while
undertaking the subject. JCU’s Special Consideration Procedure requires that you must must make
yourself available for assessments and examinations at the scheduled times and extensions or deferrals
for an assessment item due to previously scheduled commitments such as weddings or holidays, will not
be granted.

All Special Consideration requests can be applied for through the Special Consideration application
form. The form is linked to the Special Consideration Procedure and also available on the Student
Forms webpage.

3.4 Academic Integrity

You are are required to complete the Coursework Academic Integrity Modules available in your
LearnJCU site.

All non-examination items of assessment are required to be submitted with the Assessment Declaration
available through LearnJCU. The Assessment Declaration contains statements relating to academic
integrity under the Coursework Academic Integrity Policy and Procedures. All instances of academic
misconduct are treated very seriously by the University and students may be severely penalised for
committing any form of academic misconduct.

Page 14 of 24
For more information regarding academic integrity, see https://www.jcu.edu.sg/current-
students/student-support-services/learning-support/academic-integrity-at-james-cook-university-
singapore

3.5 Return of assessment

The requirements for an assessment’s return date, time and manner will be determined by the Subject
Coordinator in line with the JCU Learning, Teaching and Assessment Procedures. Feedback will be given,
and you can discuss your assessment with the marker as per clause 3.5 of the Learning, Teaching and
Assessment Procedures. You will be informed of your grade for every component of assessment in the
subject under clause 3.5.1 and 3.5.2 of the Learning Teaching and Assessment Procedures.

3.6 Review of assessment

Assessment items and final grades will be reviewed through moderation processes (Learning, Teaching
and Assessment Procedures, 3.6). It is important to be aware that assessment results “must always
undergo final ratification for each study period. No single grade or mark represents a final result in a
subject” (Learning, Teaching and Assessment Procedures, 3.7.4.).

Students can seek a review of individual assessment pieces through the process identified in clause 3.8 of
the Learning, Teaching and Assessment Procedures.

Students can seek a review of the final subject result through the process contained in the Review and
Appeal of a Final Subject Result Procedure.

Page 15 of 24
4 Learning and teaching in this subject
4.1 Subject calendar
Please note, the sequence of some topics may change due to staff availability, resourcing, or due to unforeseen circumstances. Please monitor
announcements made via LearnJCU.

Please note, the sequence of some topics may change due to staff availability, resourcing, or due to unforeseen circumstances.

Relationship
Week/Topic and date Workshop Topic(s) Student Activity Readings/Preparation
to
assessment
Independent Study Prior to Session:
Top 10 Differences between managers and leaders
https://youtu.be/8ubRzzirRKs
1 10/11/22 Assessment 1,2
What is context: https://youtu.be/OztAiKJbU1A
Text chapters 1-3
Key Readings as shown on each topic slide.
Exploring Leadership and Review and confirmation
Context Watch: Leadership as practice:
of key themes, issues with https://youtu.be/GhBtiqFcaTQ
realworld application Watch: What is a Wicked Problem
activities including Q&A https://youtu.be/KmzcmeXTDb8
Problems and Practice 1
Watch: Got a Wicked Problem?
https://youtu.be/_vS_b7cJn2A
Relevant text chapters
Key Readings as shown on each topic slide.

Independent Study Prior to Session:

Watch: Critical Theory Approach:
Review and confirmation https://youtu.be/RLVi8sHEkRs
2 17/11/22 Assessment 1,2
of key themes, issues with Watch What are Competing Values:
realworld application https://youtu.be/ouwcIR3ia3o
Problems and Practice 2 activities including Q&A Watch Competing Values Framework:
https://youtu.be/7GOW0guplaQ
Relevant text chapters
Key Readings as shown on each topic slide.

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 Relationship
Lecture/Topic and date Workshop Topic(s) Student Activity Readings/Preparation
to
assessment
Independent Study Prior to Session:
Watch: What’s your hidden Iceberg?
3 24/11/22 https://youtu.be/aY65XhDvYRM Assessment 1,2
Review and confirmation Watch Why our IQ levels are higher…
of key themes, issues with https://youtu.be/9vpqilhW9uI
realworld application Relevant text chapters
Typology of Leadership 1 and 2 activities including Q&A Key Readings as shown on each topic slide.
Typology of Leadership 2

Review and
Independent Study Prior to Session:
confirmation of
Watch: Followership: https://youtu.be/eprx5C99blk
key themes, issues
Watch: Power and leadership:
4 01/12/22 Current Topics in Leadership 1 with realworld Assessment 1,2
https://youtu.be/A3sTrfvMdo4
application
Relevant text chapters
activities
Key Readings as shown on each topic slide.
including Q&A
Independent Study Prior to Session:
Assessment 1,2
Watch: What is strategic Leadership?
08/12/22 Review and confirmation https://youtu.be/pNv48OHOgeI
Current Topics in Leadership 2 of key themes, issues with Watch: Listen Learn Leadership
5 realworld application https://youtu.be/FmpIMt95ndU
activities including Q&A Relevant text chapters
Key Readings as shown on each topic slide..
Independent Study Prior to Session:
Assessment 2
Watch: Distributed leadership in a nutshell:
https://youtu.be/-Z9zYpE25Gs
6 Watch: Culture and leadership:
15/12/22 Review and confirmation https://youtu.be/fuHj3jsBdKE
of key themes, issues with Relevant text chapters
Current Topics in Leadership 3 realworld application Key Readings as shown on each topic slide.
and 4 activities including Q&A EBook: Worldly Leadership: alternative Wisdoms for a
Complex World. JCU Library.
Key Reading: Indigenous leadership and The five
mindsets of a manager
Relevant text chapters

Key Readings as shown on each topic slide.

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 Independent Study Prior to Session:
Assessment 2
Watch: Critical Leadership Theory:
Review and confirmation https://youtu.be/OimJg_LN61A
7 22/12/22 of key themes, issues with And Critical Leadership Studies(CLS) Key Readings
realworld application Watch: The allure of Toxic Leaders:
Critical Leadership Studies 1 activities including Q&A https://youtu.be/dX2s3uXNnCk
Watch: Why gender diversity is good for everyone:
https://youtu.be/7n9IOH0NvyY
Relevant text chapters

Key Readings as shown on each topic slide.

Independent Study Prior to Session:
Assessment 2
Key readings: From the Black Square to the
Review and confirmation Red Square: Rebel leadership constructed as process
8 05/01/23 of key themes, issues with through a narrative on art
realworld application The language of leadership in Laos
Critical Leadership Studies 2 activities including Q&A Key Readings as shown on each topic slide.
Watch Connecting the world of arts and leadership:
https://youtu.be/EhjraIk9Rpw
Relevant text chapters

Key Readings as shown on each topic slide.

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 Relationship
Week/Topic and date Workshop Topic(s) Student Activity Readings/Preparation
to
(Mondays)
assessment
Independent Study Prior to Session: Assessment 2
Review all material prior to the session to assist in
Critical Learning and Review and confirmation preparing for assessment 2 – Reflective piece.
9 12/01/23 Development in Leadership of key themes, issues with Relevant text chapters
realworld application
activities including Q&A Key Readings as shown on each topic slide.

Review and
Assessment 2
confirmation of key
Pulling It All Together: Review themes, issues with
and Reflection realworld application
activities including Review, Reflect all subject materials
10 19/01/22 Topic 1 Change or
Q&A
Continuous improvement?

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4.2 Learning and teaching activities/expectations
This subject is based an active and immersive learning approach. Key resources for this subject are the pre-recorded e-lectures, the F2F/Online
tutorials, integrated activities and Discussion Board weekly topics to enable you to check your own understanding of the material covered and
the specified supplementary readings. Additional material relating to topical issues may also be used. This subject uses a combination of
approaches to teaching and learning, including both participant-centred and lecturer-guided approaches. The content of the subject is
disseminated using a variety of teaching strategies including e-lectures lectures, supply of audio-visual materials, conducting online workshops
and tutorials, guiding online discussion board threads and relevant case studies.

However, these teaching methods while designed to engage students are only as useful as the effort the student wishes to place in their own
learning. Learning methods that students should exercise to achieve well in this subject include listening to the e-lectures, conducting secondary
research (e.g. via library & Internet searches), participating in discussions and tutorials, watching videos clips, being aware of current events in
business relevant to content and working through problem-based case studies.

Beyond the classroom, your learning experience will be greatly enhanced by collaborating and sharing ideas with other Participants. One easy
way to achieve this is to establish your own study groups, either face-to-face or on-line. In order to be successful in this subject you will need to
take ownership of your learning and actively participate in the discussion board, attend the online tutorials and view the e-lectures. JCU has many
support mechanisms in place to assist you to meet your learning needs.

Our expectations of you are that you regularly and actively engage with the subject by:-

Completing the Learning Activities:

(1) Listening to lecture content recordings

Desktop recordings of lecture content will be uploaded to the LearnJCU site for each topic.
(2) Participating in Online Interactive workshops
The workshop are a merging of lectures and tutorials and will include a range of activities such as
assessment based industry presentations, learning activities, group discussions etc.
(3) Participating in Synthesizing sessions
The online collaborate workshops and tutorial sessions will contain synthesizing time - an
opportunity to reflect and summarise the topic learnings focusing on any gaps identified in
student knowledge.
(4) Participating in F2F/Online Tutorial sessions
Online collaborate sessions are an opportunity for lecturers to present content to students and
expand on any gaps in student knowledge.
(5) Completing Activities in the Student learning materials
Materials are available on the LearnJCU subject site through the readings list, learning activities,
student discussion board and case studies etc.

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 Appendix

Assessment Item 1: Reflection and Briefing Paper - 15% in Total

Criteria HD D Credit Pass Fail Mark

85 -100% 75-84% 65 – 74% 50-64% 0-49%
PART A Reflection 5% Demonstrates High level Demonstrates Advanced Demonstrates Sound level Demonstrates Basic Inadequate reflection,
(SLO2, SLO4, CLO1, Critical Reflection, level Critical Reflection, Critical Reflection, level Critical Reflection, consideration and
CLO4) consideration and consideration and consideration and consideration and engagement with
Critically Think, Reflect and engagement with engagement with engagement with continuing engagement with continuing on-going
Explain subject continuing on-going continuing on-going on-going leadership continuing on-going leadership development /5
engagement and leadership development. leadership development. development leadership
continued leadership development
development beyond
subject materials

PART B Brief 10%

Thorough and very Detailed and accurate Sound identification of Basic identification of Inadequate or
(SLO2, CLO1) detailed identification of identification of Megatrend and its Megatrend and its incorrect identification
Megatrend and its Megatrend and its elements.Sound elements.Basic of Megatrend and its
Examines Megatrends. elements.Thorough and elements.Detailed and identification and identification and elements.Inadequate /3
Applies characteristics of very detailed accurate identification justification that there is/is justification that or incorrect
Wicked Problems to identification and and justification that not a WickedProblem. there is/is not a identification and
Megatrend. Identifies and justification that there there is/is not a Relevant and very WickedProblem. justification that there
justifies/disproves is/is not a WickedProblem. detailed supporting Relevant and very is/is not a
Wickedness. wickedProblem. Relevant Relevant and very evidence. detailed supporting WickedProblem.
and very detailed detailed supporting evidence. Relevant and very
supporting evidence. evidence. detailed supporting
evidence.

(SLO1, CLO5) Accurately identifies and Accurately identifies and Sound and accurate Basic justification ofthe Inadequate or
Identifies and discusses the thoroughly justifies the justifies the competing justification ofthe competing values. incorrect justification
relevant Competing Values competing values. Very values. Substantial competing values. Relevant Some supporting ofthe competing
detailed relevant detailed relevant supporting evidence to evidence to justify the values. Inadequate or /3
supporting evidence to supporting evidence to justify the relevance of the relevance of the incorrect supporting
justify the relevance of the justify the relevance of competing values. competing values. evidence to justify the
competing values the competing values relevance of the
competing values.

(SLO3, CLO3) Accurately identifies the Accurately identifies the Sound identification of the Basic identification of Inadequate or
Discusses initial potential leadership opportunities. leadership opportunities. leadership opportunities. the leadership incorrect identification
leadership opportunities Thorough detailed and Thorough detailed and Relevant discussion of the opportunities. Basic of the leadership
leadership implications. discussion of the opportunities. /2
embedded in the Wicked
Inadequate or
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 Problem and/or relevant discussion of the relevant discussion of the leadership incorrect discussion of
Megatrend. leadership implications. leadership implications. implications. the leadership
implications.

(SLO3, CLO3) Recommendations are Recommendations are Recommendations are Recommendations Recommendations are
/2
Initial leadership highly relevant, carefully accurate, relevant, sound, mostly accurate, are basic, inadequate or
recommendations considered and carefully considered and somewhat considered and imprecise,though incorrect with little
appropriate. appropriate. likely appropriate. have some relevance. relevance.

Total
/15

Assessment Item 2a: Leadership Framework 50%

(SLO2, CLO1)
Detailed and thorough critical Advanced and thorough Sound analysis and evaluation Basic analysis and Inadequate analysis and
analysis and evaluation of all analysis and evaluation of of many essential concepts – evaluation of essential evaluation of essential
Identifies, Describes and essential concepts – highly most essential concepts – relevant and detailed concepts – basic concepts – inadequate
Applies Leadership Issues to relevant and detailed highly relevant and detailed description of the leadership description of the description of leadership
capitalize on the Megatrend or description of the leadership description of the leadership issues. Further detailed leadership issues. The issues. /10
Wicked Problem opportunities. issues. issues. specification of the leadership leadership implications
implications is required. need to be significantly
further described.

Detailed and thorough Advanced and thorough Sound and detailed justification Basic justification that the Inadequate justification
SLO1, CLO5) justification that leadership justification that leadership that the leadership issues are leadership issues are of the leadership issues
issues are pertinent to the issues are pertinent to the pertinent to the Megatrend or pertinent to the Megatrend and demonstrates
Justifies Leadership issues are Megatrend or Wicked Problem Megatrend or Wicked Wicked Problem and associated or Wicked Problem and limited connection to
pertinent to the opportunities in and associated Competing Problem and associated Competing Values, drawing associated Competing the Megatrend or
the Megatrend or Wicked Values, drawing highly relevant Competing Values, drawing sound and applicable Values, drawing sound and Wicked Problem and
Problem and appropriate connections relevant and appropriate connections between the applicable connections associated Competing
/10
between the Megatrend or connections between the Megatrend or Wicked Problem between the Megatrend Values Inadequate
Wicked Problem and Megatrend or Wicked and leadership issues. Further or Wicked Problem and description of the
leadership issues. Problem and leadership detailed specification of the leadership issues. . The leadership implications
issues. Additional leadership implications is leadership implications for the problem.
clarification of the leadership required. need to be significantly
implications would be further described.
beneficial.

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(SLO3, SLO4, CLO3, CLO4)
Thorough, highly detailed, Advanced detailed, Sound, detailed, innovative and Basic LF. Addresses some Inadequate LF.
highly innovative and relevant innovative and relevant LF. relevant LF. Addresses most relevant change issues. Inadequate
LF. Succinctly addresses all Succinctly addresses majority relevant change issues. Sound Basic evidence. Basic identification of issues.
Develop leadership relevant issues. Excellent and of relevant issues. Excellent and clear evidence. Relevant recommendations for the Poor evidence.
approach/framework to move clear evidence. Highly relevant and clear evidence. Very recommendations for the specific needs of the issue. Inadequate
towards capitalize on recommendations for the relevant recommendations specific needs of the LF may have some use for recommendations .
Megatrend or Wicked Problem specific needs of the for the specific needs of the organisation. LF is adequate decision making LF unlikely to have any
opportunities. organisation. LF is highly organisation. LF is very for decision making relevance for decision
relevant for decision making relevant for decision making Recommendations are likely to Recommendations could making /15
Recommendations are highly Recommendations are be relevant, considered and to be relevant, and may
relevant, carefully considered relevant, considered and could to add value possibly add value Recommendations are
and will add value likely to add value inadequate, unlikely to
be relevant, and unlikely
to add value
(SLO1, CLO5) Detailed and thorough Advanced and thorough Sound and detailed justification Basic justification of the Inadequate justification
justification of the contribution justification of the of the contribution of the contribution of the of the contribution of
Justify how leadership of the leadership contribution of the leadership leadership the leadership
approach/framework will approach/framework to leadership approach/framework to approach/framework to approach/framework /10..
contribute towards capalise on identified approach/framework to capalise on identified capalise on identified to capalise on
capitalizing on the opportunities. capalise on identified opportunities.. opportunities.. identified opportunities.
Megatrend/Wicked Problem Recommendations are highly opportunities..
opportunities with relevant, carefully considered
Recommendations. and will add value.

(SLO2, SLO4, CLO1, CLO4) Demonstrates a highly Demonstrates an Demonstrates a sound Demonstrates a basic Failure to convey
developed standard to advanced standard to standard to convey standard to convey information clearly and
Presentation & Style Conveys convey information clearly convey information clearly information clearly and information clearly and fluently, in high quality
information clearly and and fluently, in high quality and fluently, in high quality fluently. Writing contains some fluently. Writing contains written form. Does not
fluently, is high quality and
form appropriate for their written form appropriate for errors in grammar. numerous errors in convey specific
appropriate for target /5
audience. their audience. grammar. meaning to readers.
audiences Some referencing errors.
Referencing is correct Minor referencing errors Major referencing errors Inaccurate or no
referencing

Total Total /50

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Asessment Item 2b: Reflective Piece 35%

Criteria HD D Credit Pass Fail Mark

85 -100% 75-84% 65 – 74% 50-64% 0-49%

(SLO2, CLO1) Demonstrates high level of Demonstrates Advanced of Demonstrates Sound level of Demonstrates Basic level of Inadequate level of
Reflect upon how Critical Reflection of initial Critical Reflection of initial Critical Reflection of initial Critical Reflection of initial reflection of initial
your knowledge and thoughts of leadership, subject thoughts of leadership, subject thoughts of leadership, subject thoughts of leadership, subject thoughts of leadership,
skills have changed learning experiences and learning experiences and learning experiences and topics. learning experiences and subject learning
compared to when topics. Provides explicit topics. Provides explicit Provides explicit examples of topics. Provides basic examples experiences and topics,
you started this examples of learning. Through examples of learning. learning. Sound discussion and of learning. Through discussion learning experiences
subject. discussion and explanation of Advanced discussion and explanation of on-going future and explanation of on-going and topics. Inadequate
on-going future leadership explanation of on-going future leadership activities to further future leadership activities to inadequate discussion
/15
activities to further advance leadership activities to further advance personal leadership further advance personal and explanation of on-
personal leadership advance personal leadership development.. leadership development... going future leadership
development. development. activities to further
advance personal
(SL04, CLO4) Demonstrates considered and Demonstrates advanced and Demonstrates sound Demonstrates a basic Little awareness of
thoughtful approach to self- thoughtful approach to self- approach to self-leadership. approach to self-leadership. own leadership
Explains Leadership leadership. Clearly articulates leadership. Clearly articulates Sound discussion of how Limited discussion of how approach or how
APPROACH to how leadership will be practiced how leadership will be leadership will be practiced leadership will be practiced in leadership will be
leadership: leadership in different contexts. practiced leadership in leadership in different different contexts. practiced in different
how leadership will different contexts. contexts. contexts. /15
be practiced

Total /30

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