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Unit of study_

BUSS6105: Leading in a Post-Crisis World

Semester 1, 2024 [Normal day] - Camperdown/Darlington, Sydney

This unit focuses on developing and applying leadership skills in a post-crisis world. Students utilise a transdisciplinary portfolio approach instead of a week to week delivery model. Each sequence of four weeks focuses on key transdisciplinary skills sets explored through the frames of recovering, rebuilding and reimagining industries, sectors, companies and innovation. These are delivered by a series of micro-lessons and interactive discussions between academics and practitioners each week.

Unit details and rules

Unit code BUSS6105
Academic unit Business School
Credit points 6
Assumed knowledge


Available to study abroad and exchange students


Teaching staff

Coordinator Corinna Galliano,
Lecturer(s) Craig Gilliver,
Type Description Weight Due Length
Presentation group assignment Global or Local Challenge Pitch - Future Makers Forum
Submission of a slide deck and live presentation with Q&A in the workshops
30% Multiple weeks
Due date: 13 May 2024 at 23:59
8 slides / 20 minutes
Outcomes assessed: LO1 LO2 LO3 LO4
Assignment Personal Leadership Legacy Statement (Early Feedback Task)
Reflective Statement
10% Week 03
Due date: 06 Mar 2024 at 23:59
500 words
Outcomes assessed: LO1 LO3
Presentation group assignment Global or Local Challenge Pitch - Action Plan
Submission of a slide deck and live presentation in the workshop
10% Week 08
Due date: 15 Apr 2024 at 23:59
2 slides / 5 minutes
Outcomes assessed: LO1 LO4
Assignment group assignment Global or Local Challenge Pitch - Document
A briefing paper on the strategic approach to addressing the challenge
20% Week 12
Due date: 13 May 2024 at 23:59
1500 words
Outcomes assessed: LO1 LO2 LO3 LO4
Assignment Leadership Portfolio
30% Week 13
Due date: 24 May 2024 at 23:59
3000 words
Outcomes assessed: LO1 LO3
group assignment = group assignment ?

Assessment summary

The global or local challenge pitch is the development of a pitch proposing solutions/action on a selected global or local challenge aligned with United Nations Strategic Development Goals. The pitch should demonstrate how the skills, knowledge and approaches discussed in the unit can be synthesized into a realisable, innovative and authentic pitch.  It will include a Dragons Den style live pitch to a panel of funders, VC, government and third sector representatives.  The pitch should be informed by rigorous approaches to research, references to literature and theory and to the insights gained from the experts and their stories covered in the unit content. The pitch is submitted in three parts. First, the action plan outlining your chosen challenge, its alignment with the SDGs and how your group plan to develop a strategic approach to addressing this challenge (week 8). Second, the pitch document and slide deck where the strategic approach to address the chosen challenge is elaborated (week 12). Third, a live presentation of the pitch with a Q&A where every member of the group will be asked a question about the pitch (week 12 and 13).

The personal leadership legacy statement is a short 500-word reflective statement about your own personal ambitions and aspirations for leadership. What skills and experiences do you already have that help your own your journey to developing as a successful leader? How have your experiences of crisis shaped your views on what makes a good leader during a time of crisis? What kind of leader do you want to be when you graduate? How do you plan to develop your skills to become a leader who is crisis-prepared? This should be a personal and reflective story that is informed by the content in the first three weeks of the unit and these stories and approaches covered in the videos and in the first LPC Live event in Week 1.

The leadership portfolio is your opportunity to share the narrative of your journey through the course. Leadership is not an end point, as crises multiply, become polycrises and transition and change into new normals. This portfolio should be worked on during the semester progressively as you complete each LPC Live class. The portfolio should make reference back to the personal leadership legacy statement submitted in week 3 (including the feedback you were provided by the teaching team) and evidence how your understanding of leadership through crisis has changed over the duration of the course. The portfolio should have four sections. Each section should have a short (no more 750 words each section) summary supported by at least three pieces of evidence from the unit one of which must come from the relevant LPC Live session (stories from the content, theory, your engagement with the weekly activities online or in the workshops).

Sections 1-3: Chose three of the four LPC Live topics (Storytelling, ethics and responsibility, disruptive technology and the importance of collective problem solving) and discuss how each of them have influenced your leadership journey, the skills, values, and traits you have acquired or will need to acquire to become a successful leader during your career. It should also integrate theory and practice from the program into your description of what makes a successful leader in a crisis.

Section 4: Leadership legacy then and now. Reflect on the statement you made in your week 3. Through evidence, describe how your thinking about leadership has or has not changed through the unit. At least one piece of evidence should be feedback from a leader you admire, a peer in your class or from another class on your week 3 leadership legacy statement. Good leaders seek feedback from others (especially those who may experience crisis differently from the leader) and incorporate that into their approach) 

Assessment criteria

The University awards common result grades, set out in the Coursework Policy 2014 (Schedule 1).

As a general guide, a high distinction indicates work of an exceptional standard, a distinction a very high standard, a credit a good standard, and a pass an acceptable standard.

Result name

Mark range


High distinction

85 - 100

Awarded when you demonstrate the learning outcomes for the unit at an exceptional standard, as defined by grade descriptors or exemplars outlined by your faculty or school. 


75 - 84

Awarded when you demonstrate the learning outcomes for the unit at a very high standard, as defined by grade descriptors or exemplars outlined by your faculty or school.


65 - 74

Awarded when you demonstrate the learning outcomes for the unit at a good standard, as defined by grade descriptors or exemplars outlined by your faculty or school.


50 - 64

Awarded when you demonstrate the learning outcomes for the unit at an acceptable standard, as defined by grade descriptors or exemplars outlined by your faculty or school. 


0 - 49

When you don’t meet the learning outcomes of the unit to a satisfactory standard.

For more information see

For more information see guide to grades.

Late submission

In accordance with University policy, these penalties apply when written work is submitted after 11:59pm on the due date:

  • Deduction of 5% of the maximum mark for each calendar day after the due date.
  • After ten calendar days late, a mark of zero will be awarded.

Academic integrity

The Current Student website  provides information on academic integrity and the resources available to all students. The University expects students and staff to act ethically and honestly and will treat all allegations of academic integrity breaches seriously.  

We use similarity detection software to detect potential instances of plagiarism or other forms of academic integrity breach. If such matches indicate evidence of plagiarism or other forms of academic integrity breaches, your teacher is required to report your work for further investigation.

You may only use artificial intelligence and writing assistance tools in assessment tasks if you are permitted to by your unit coordinator, and if you do use them, you must also acknowledge this in your work, either in a footnote or an acknowledgement section.

Studiosity is permitted for postgraduate units unless otherwise indicated by the unit coordinator. The use of this service must be acknowledged in your submission.

Simple extensions

If you encounter a problem submitting your work on time, you may be able to apply for an extension of five calendar days through a simple extension.  The application process will be different depending on the type of assessment and extensions cannot be granted for some assessment types like exams.

Special consideration

If exceptional circumstances mean you can’t complete an assessment, you need consideration for a longer period of time, or if you have essential commitments which impact your performance in an assessment, you may be eligible for special consideration or special arrangements.

Special consideration applications will not be affected by a simple extension application.

Using AI responsibly

Co-created with students, AI in Education includes lots of helpful examples of how students use generative AI tools to support their learning. It explains how generative AI works, the different tools available and how to use them responsibly and productively.

Support for students

The Support for Students Policy 2023 reflects the University’s commitment to supporting students in their academic journey and making the University safe for students. It is important that you read and understand this policy so that you are familiar with the range of support services available to you and understand how to engage with them.

The University uses email as its primary source of communication with students who need support under the Support for Students Policy 2023. Make sure you check your University email regularly and respond to any communications received from the University.

Learning resources and detailed information about weekly assessment and learning activities can be accessed via Canvas. It is essential that you visit your unit of study Canvas site to ensure you are up to date with all of your tasks.

If you are having difficulties completing your studies, or are feeling unsure about your progress, we are here to help. You can access the support services offered by the University at any time:

Support and Services (including health and wellbeing services, financial support and learning support)
Course planning and administration
Meet with an Academic Adviser

WK Topic Learning activity Learning outcomes
Week 01 Introduction to leadership in a post-crisis world. LPC Live #1: Storytelling. Lecture and tutorial (3 hr) LO1 LO2 LO3 LO4
Week 02 Recover #1: The Calm before the storm - Preparedness and Resilience Lecture and tutorial (3 hr) LO1 LO2 LO3 LO4
Week 03 Recover #2: the human cost/benefit of recovery Lecture and tutorial (3 hr) LO1 LO2 LO3 LO4
Week 04 Recover #3: Ethical and responsible recovery Lecture and tutorial (3 hr) LO1 LO2 LO3 LO4
Week 05 Rebuild #1: The economy in seismic change. LPC Live #2: Ethical decision-making. Lecture and tutorial (3 hr) LO1 LO2 LO3 LO4
Week 06 Rebuild #2: Never waste a good crisis - Engaging with government, policy and intervention to rebuild post-crisis Lecture and tutorial (3 hr) LO1 LO2 LO3 LO4
Week 07 Rebuild #3: Critical global, local and personal challenges Lecture and tutorial (3 hr) LO1 LO2 LO3 LO4
Week 08 The Pitch: Delivering a persuasive leadership pitch. LPC Live #3: AI & Leadership. Lecture and tutorial (3 hr) LO1 LO2 LO3 LO4
Week 09 Reimagine #1: Tough decisions - retire or reimagine? Lecture and tutorial (3 hr) LO1 LO2 LO3 LO4
Week 10 Reimagine #2: Technology and disruption Lecture and tutorial (3 hr) LO1 LO2 LO3 LO4
Week 11 Reimagine #3: The whole is greater than the sum of its parts - crowdsourcing crowdfunding and collective engagement to reimagine industries, communities and your own career. LPC Live #4: Crowdsourcing solutions. Lecture and tutorial (3 hr) LO1 LO2 LO3 LO4
Week 12 Future Makers Forum. Leadership for Good. Lecture and tutorial (3 hr) LO1 LO2 LO3 LO4
Week 13 Future Makers Forum. Lecture and tutorial (3 hr) LO1 LO2 LO3 LO4

Study commitment

Typically, there is a minimum expectation of 1.5-2 hours of student effort per week per credit point for units of study offered over a full semester. For a 6 credit point unit, this equates to roughly 120-150 hours of student effort in total.

Learning outcomes are what students know, understand and are able to do on completion of a unit of study. They are aligned with the University's graduate qualities and are assessed as part of the curriculum.

At the completion of this unit, you should be able to:

  • LO1. Synthesise and apply inter-disciplinary perspectives to understand and identify solutions for complex global, local and personal challenges in a post crisis world.
  • LO2. Select and implement appropriate strategic methodologies for problem solving and ideation.
  • LO3. Critically evaluate personal and theoretical approaches to leadership for good in a post crisis world.
  • LO4. Formulate and communicate action plans informed by solutions for effecting change in a post-crisis world.

Graduate qualities

The graduate qualities are the qualities and skills that all University of Sydney graduates must demonstrate on successful completion of an award course. As a future Sydney graduate, the set of qualities have been designed to equip you for the contemporary world.

GQ1 Depth of disciplinary expertise

Deep disciplinary expertise is the ability to integrate and rigorously apply knowledge, understanding and skills of a recognised discipline defined by scholarly activity, as well as familiarity with evolving practice of the discipline.

GQ2 Critical thinking and problem solving

Critical thinking and problem solving are the questioning of ideas, evidence and assumptions in order to propose and evaluate hypotheses or alternative arguments before formulating a conclusion or a solution to an identified problem.

GQ3 Oral and written communication

Effective communication, in both oral and written form, is the clear exchange of meaning in a manner that is appropriate to audience and context.

GQ4 Information and digital literacy

Information and digital literacy is the ability to locate, interpret, evaluate, manage, adapt, integrate, create and convey information using appropriate resources, tools and strategies.

GQ5 Inventiveness

Generating novel ideas and solutions.

GQ6 Cultural competence

Cultural Competence is the ability to actively, ethically, respectfully, and successfully engage across and between cultures. In the Australian context, this includes and celebrates Aboriginal and Torres Strait Islander cultures, knowledge systems, and a mature understanding of contemporary issues.

GQ7 Interdisciplinary effectiveness

Interdisciplinary effectiveness is the integration and synthesis of multiple viewpoints and practices, working effectively across disciplinary boundaries.

GQ8 Integrated professional, ethical, and personal identity

An integrated professional, ethical and personal identity is understanding the interaction between one’s personal and professional selves in an ethical context.

GQ9 Influence

Engaging others in a process, idea or vision.

Outcome map

Learning outcomes Graduate qualities

This section outlines changes made to this unit following staff and student reviews.

Including an early feedback assessment task that links to the final Leadership Portfolio Assessment.


The University reserves the right to amend units of study or no longer offer certain units, including where there are low enrolment numbers.

To help you understand common terms that we use at the University, we offer an online glossary.