CL97 - Master of Business Administration (Global)

Examples are:

• Being able to comply with academic and non-academic misconduct policies and procedures such as CQUniversity’s Student Conduct Policy and Procedure, Student Academic Integrity Policy and Procedure, and Assessment Policy and Procedure (Higher Education Coursework).
• Demonstrating honesty and integrity in academic and professional practice.

Examples are:

• Engaging with colleagues/peers and academic and professional staff in a manner that demonstrates respect and integrity.
• Consistent professional behaviours, particularly those related to interaction with colleagues/peers and CQUniversity staff.

Examples are:

• Knowing, understanding and complying with the laws of the Sovereign State in which you reside, work and/or study.
• Complying with the policies and practices of businesses or organisations in which you may be placed.
• Complying with the requirements for student registration with organisations such as the Institute of Managers and Leaders, the Australian Marketing Institute, the Australian Human Resources Institute and the like.

Examples are:

• Performing a wide range of advanced written communication tasks that address critical business problems and solutions. These include (but are not limited to) constructing logical and succinct academic essays, business reports or minor academic thesis that demonstrate substantive research while using correct CQU referencing.
• Performing a wide range of advanced verbal, non-verbal and ICT communication skills that address critical business problems and solutions. These include (but are not limited to) being able to deliver an enhanced message (in English) for maximum effectiveness, while utilising a variety of technologies or media; the ability to deliver succinct yet effective communication; the ability to deliver effective communication that results in impact and/or influence; the ability to design and deliver effective verbal presentations, in clear English, that utilises a variety of technologies or visual media that combines with appropriate business management concepts and language.
• Utilising a variety of technologies and/or visual media as well as speak in front of an audience with an appropriate middle or senior management/leadership voice, manner, style and presence that addresses the required outcomes as well as the needs of the audience.
• Students must be able to utilise a range of communication strategies including effective use of audio visuals to convey meaning, messages, recommendations, etc., to a variety of audiences and stakeholders.
• Being highly proficient in the use of computers and various programs and tools as a means of being an advanced business and management communicator.
• Performing advanced communication tasks under pressure.
• Developing the skills of reflective practice to increase self-awareness with personal delivery of advanced communication skills, including being able to determine personal developmental needs with advanced communication deficiencies.
• Using appropriate facial expressions, eye contact, body movements and gestures, being mindful of personal space, time boundaries and cultural sensitivities.
• Recognising and interpreting non-verbal cues of others and respond appropriately.
• Utilising proxemics and haptics - physical locations and objects - in a manner that enhances openness and trust.

Examples are:

• Conceptualising and applying to academic assessment items the knowledge, skills, processes, tools and techniques of the course to real world examples and contexts of management or discipline specific issues.
• Applying theoretical knowledge, research evidence, policies and procedures in management and/or cognate discipline practice.

Examples are:

• Working productively with colleagues/peers in the classroom and/or in online environments and assuming joint responsibility for required tasks.
• As practicing and aspiring managers, students must interact and demonstrate tact when dealing with CQU staff, particularly in performance management contexts, and also represent the organisation to a range of stakeholders.
• Understanding, acquiring and demonstrating the components of emotional intelligence to effective working relationships and outcomes.

Examples are:

• Being able to reflect on your own levels of competence and seek feedback from colleagues and use diagnostic tools to increase your level of self-awareness.
• Reflect on contemporary situations and consider how relevant theories and concepts may be applicable.

Examples are:

• Students need to adopt a sustained approach to research and study to meet deadlines and standards that reflect the type of activities they undertake in organisations.
• Being able to exercise sustainable self-direction in learning and research.
• Developing effective time management skills to enable sustained learning and research activities.

Examples are:

• Relating positively and effectively to a wide variety of business and community stakeholders.
• Understanding, acquiring and demonstrating the components of emotional intelligence to effective working relationships and outcomes.
• Combining appropriate business deliberations with the inclusion of the relevant interpersonal factors of the people connected in those processes.
• Being consultative and collaborative in creating and maintaining effective working relationships and outcomes.
• Engaging in personal reflection as a way of increasing self-awareness regarding how individuals interact and affect others.
• Creating cultural competence, sensitivity and willingness to work with a vast array of people, both in Australia and abroad.
• Recognising others as sentient human beings with rights that must not be violated.
• Recognising others in the workplaces as ends in themselves and never exclusively as means to an end.
• Demonstrating the skills of collaborating with fellow students and colleagues, modifying and reflecting on practice during a project, or modifying and reflecting on work integrated learning in response to supervisor feedback.

Examples are:

• Being able to utilise basic computer skills and abilities that include Microsoft Word, Powerpoint and Excel.
• Being able to navigate the CQUniversity systems, including (but not limited to) student email, Moodle, and MyCQU.

Examples are:

• Being able to comply with academic and non-academic misconduct policies and procedures such as CQUniversity’s Student Charter, Student Misconduct Policy and Student Behavioural Misconduct Procedures, and Assessment Policy and Procedure (Higher Education Coursework).
• Demonstrating honesty and integrity in academic and professional practice.
• Demonstrating an analytical approach to ethical behaviour and not purely based on accepted practice.

Examples include:

• Demonstrating an ability to work collaboratively under pressure.
• Demonstrating consistent and respectful behaviours to colleagues, faculty and organisations via engagement.

Examples are:

• Knowing, understanding and complying with the laws of the Sovereign State in which you reside, work and/or study.
• Complying with the policies and practices of businesses or organisations in which you may be placed.
• Complying with the requirements for student registration with organisations such as the Institute of Managers and Leaders, the Australian Marketing Institute, the Australian Human Resources Institute and the like.

Examples are:

• Performing a wide range of advanced written communication skills that address critical business problems and solutions. These include (but are not limited to) constructing logical and succinct academic essays, business reports or minor academic theses that demonstrate substantive research while using correct CQU referencing.
• Performing a wide range of advanced verbal, non-verbal and ICT communication skills that address critical business problems and solutions. These include (but are not limited to) being able to deliver an enhanced message (in English) for maximum effectiveness, while utilising a variety of technologies or media; the ability to deliver succinct yet effective communication; the ability to deliver effective communication that results in impact and/or influence; the ability to design and deliver effective verbal presentations, in clear English, that utilises a variety of technologies or visual media, as well as appropriate business management concepts and language.
• Utilising a variety of technologies and/or visual media as well as speak in front of an audience with an appropriate middle or senior management/leadership voice, manner, style and presence that addresses the required outcomes as well as the needs of the audience.
• Being highly proficient in the use of computers and various programs and tools as a means of being an advanced business and management communicator.
• Performing advanced communication skills under pressure.
• Developing the skills of reflective practice to increase self-awareness with personal delivery of advanced communication skills, including being able to determine personal developmental needs with advanced communication deficiencies.
• Using appropriate facial expressions, eye contact, body movements and gestures, being mindful of personal space, time boundaries, and cultural sensitivities.
• Recognising and interpreting non-verbal cues of others and respond appropriately as well as in practice environments.
• Utilising proxemics and haptics - physical locations and objects in a manner that enhances openness and trust.

Examples are:

• Conceptualising and applying, in academic assessment items, the knowledge, skills, processes, tools and techniques of the course to real world examples and contexts of management or discipline specific issues.
• Applying theoretical knowledge, research evidence, policies and procedures in management and/or cognate discipline practice.

Examples are:

• Being able to interact and demonstrate tact when dealing with stakeholders including (but not limited to) employees, management/leadership peers, customers, and suppliers.
• Relating positively and effectively to a wide variety of business and community stakeholders.
• Understanding, acquiring and demonstrating the components of emotional intelligence to effective working relationships and outcomes.

Examples are:

• Being able to reflect on your own levels of competence and willingly seek feedback from colleagues.
• Develop the ability to use a range of tools and techniques such as personality and diagnostic tools to increase your level of self-awareness.

Examples are:

• Being able to exercise self-direction in learning and research.
• Demonstrating a commitment to action learning by attending and actively participating in classes and online sessions.
• Developing effective time management skills to enable sustained learning and research activities.

Examples are:

• Combining appropriate business deliberations with the inclusion of the relevant interpersonal factors of the people connected in those processes.
• Being consultative and collaborative in creating and maintaining effective working relationships and outcomes.
• Engaging in personal reflection as a way of increasing self-awareness regarding how individuals interact and affect others.
• Creating cultural competence, sensitivity and willingness to work with a vast array of people both in Australia and abroad.
• Recognising others as sentient human beings with rights that must not be violated.
• Recognising others in the workplace as ends in themselves and never exclusively as means to an end.
• Demonstrating the skills of collaborating with fellow students and colleagues, modifying and reflecting on practice during a project, or modifying and reflecting on work integrated learning in response to supervisor feedback.

Examples are:

• Being able to utilise basic computer skills and abilities that include Microsoft Word, PowerPoint and Excel.

Examples are:

• Being able to comply with academic and non-academic misconduct policies and procedures such as CQUniversity’s Student Charter, Student Misconduct Policy and Student Behavioural Misconduct Procedures, and Assessment Policy and Procedure (Higher Education Coursework).
• Demonstrating honesty and integrity in academic and professional practice.
• Demonstrating an analytical approach to ethical behaviour and not purely based on accepted practice.

Examples include:

• Demonstrating an ability to work collaboratively under pressure.
• Demonstrating consistent and respectful behaviours to colleagues, faculty and organisations via engagement.

Examples are:

• Knowing, understanding and complying with the laws of the Sovereign State in which you reside, work and/or study.
• Complying with the policies and practices of businesses or organisations in which you may be placed.
• Complying with the requirements for student registration with organisations such as the Australian Institute of Management, the Institute of Managers and Leaders, the Australian Marketing Institute, the Australian Human Resources Institute and the like.

Examples are:

• Performing a wide range of advanced written communication skills that address critical business problems and solutions. These include (but are not limited to) constructing logical and succinct academic essays, business reports or minor academic theses that demonstrate substantive research while using correct CQU referencing.
• Performing a wide range of advanced verbal, non-verbal and ICT communication skills that address critical business problems and solutions. These include (but are not limited to) being able to deliver an enhanced message (in English) for maximum effectiveness, while utilising a variety of technologies or media; the ability to deliver succinct yet effective communication; the ability to deliver effective communication that results in impact and/or influence; the ability to design and deliver effective verbal presentations, in clear English, that utilises a variety of technologies or visual media that combines with appropriate business management concepts and language.
• Utilising a variety of technologies and/or visual media as well as speak in front of an audience with an appropriate middle or senior management/leadership voice, manner, style and presence that addresses the required outcomes as well as the needs of the audience.
• Being highly proficient in the use of computers and various programs and tools as a means of being an advanced business and management communicator.
• Performing advanced communication skills under pressure.
• Developing the skills of reflective practice to increase self-awareness with personal delivery of advanced communication skills, including being able to determine personal developmental needs with advanced communication deficiencies.
• Using appropriate facial expressions, eye contact, body movements and gestures, being mindful of personal space, time boundaries, and cultural sensitivities.
• Recognising and interpreting non-verbal cues of others and respond appropriately as well as in practice environments.
• Utilising proxemics and haptics - physical locations and objects in a manner that enhances openness and trust.

Examples are:

• Conceptualising and applying, in academic assessment items, the knowledge, skills, processes, tools and techniques of the course to real world examples and contexts of management or discipline specific issues.
• Applying theoretical knowledge, research evidence, policies and procedures in management and/or cognate discipline practice.

Examples are:

• Being able to reflect on your own levels of competence and willingly seek feedback from colleagues.
• Develop the ability to use a range of tools and techniques such as personality and diagnostic tools to increase your level of self awareness.

Examples are:

• Being able to exercise self direction in learning and research.
• Demonstrating a commitment to action learning by attending and actively participating in classes and online sessions.
• Developing effective time management skills to enable sustained learning and research activities.

Examples are:

• Relating positively and effectively to a wide variety of business and community stakeholders.
• Understanding, acquiring and demonstrating the components of emotional intelligence to effective working relationships and outcomes.
• Combining appropriate business deliberations with the inclusion of the relevant interpersonal factors of the people connected in those processes.
• Being consultative and collaborative in creating and maintaining effective working relationships and outcomes.
• Engaging in personal reflection as a way of increasing self-awareness regarding how individuals interact and affect others.
• Creating cultural competence, sensitivity and willingness to work with a vast array of people both in Australia and abroad.
• Recognising others as sentient human beings with rights that must not be violated.
• Recognising others in the workplaces as ends in themselves and never exclusively as means to an end.
• Demonstrating the skills of collaborating with fellow students and colleagues, modifying and reflecting on practice during a project, or modifying and reflecting on work integrated learning in response to supervisor feedback.

Examples are:

• Being able to utilise basic computer skills and abilities that include Microsoft Word, PowerPoint and Excel.

Examples are:

• Being able to comply with academic and non-academic misconduct policies and procedures such as CQUniversity’s Student Charter, Student Misconduct Policy and Student Behavioural Misconduct Procedures, and Assessment Policy and Procedure (Higher Education Coursework).
• Demonstrating honesty and integrity in academic and professional practice.
• Demonstrating an analytical approach to ethical behaviour and not purely based on accepted practice.

Examples include:

• Demonstrating an ability to work collaboratively under pressure.
• Demonstrating consistent and respectful behaviours to colleagues, faculty and organisations via engagement.

Examples are:

• Knowing, understanding and complying with the laws of the Sovereign State in which you reside, work and/or study.
• Complying with the policies and practices of businesses or organisations in which you may be placed.
• Complying with the requirements for student registration with organisations such as the Australian Institute of Management, the Institute of Managers and Leaders, the Australian Marketing Institute, the Australian Human Resources Institute and the like.

Examples are:

• Performing a wide range of advanced written communication skills that address critical business problems and solutions. These include (but are not limited to) constructing logical and succinct academic essays, business reports or minor academic theses that demonstrate substantive research while using correct CQU referencing.
• Performing a wide range of advanced verbal, non-verbal and ICT communication skills that address critical business problems and solutions. These include (but are not limited to) being able to deliver an enhanced message (in English) for maximum effectiveness, while utilising a variety of technologies or media; the ability to deliver succinct yet effective communication; the ability to deliver effective communication that results in impact and/or influence; the ability to design and deliver effective verbal presentations, in clear English, that utilises a variety of technologies or visual media that combines with appropriate business management concepts and language.
• Utilising a variety of technologies and/or visual media as well as speak in front of an audience with an appropriate middle or senior management/leadership voice, manner, style and presence that addresses the required outcomes as well as the needs of the audience.
• Being highly proficient in the use of computers and various programs and tools as a means of being an advanced business and management communicator.
• Performing advanced communication skills under pressure.
• Developing the skills of reflective practice to increase self-awareness with personal delivery of advanced communication skills, including being able to determine personal developmental needs with advanced communication deficiencies.
• Using appropriate facial expressions, eye contact, body movements and gestures, being mindful of personal space, time boundaries, and cultural sensitivities.
• Recognising and interpreting non-verbal cues of others and respond appropriately as well as in practice environments.
• Utilising proxemics and haptics - physical locations and objects in a manner that enhances openness and trust.

Examples are:

• Conceptualising and applying, in academic assessment items, the knowledge, skills, processes, tools and techniques of the course to real world examples and contexts of management or discipline specific issues.
• Applying theoretical knowledge, research evidence, policies and procedures in management and/or cognate discipline practice.

Examples are:

• Being able to reflect on your own levels of competence and willingly seek feedback from colleagues.
• Develop the ability to use a range of tools and techniques such as personality and diagnostic tools to increase your level of self awareness.

Examples are:

• Being able to exercise self direction in learning and research.
• Demonstrating a commitment to action learning by attending and actively participating in classes and online sessions.
• Developing effective time management skills to enable sustained learning and research activities.

Examples are:

• Relating positively and effectively to a wide variety of business and community stakeholders.
• Understanding, acquiring and demonstrating the components of emotional intelligence to effective working relationships and outcomes.
• Combining appropriate business deliberations with the inclusion of the relevant interpersonal factors of the people connected in those processes.
• Being consultative and collaborative in creating and maintaining effective working relationships and outcomes.
• Engaging in personal reflection as a way of increasing self-awareness regarding how individuals interact and affect others.
• Creating cultural competence, sensitivity and willingness to work with a vast array of people both in Australia and abroad.
• Recognising others as sentient human beings with rights that must not be violated.
• Recognising others in the workplaces as ends in themselves and never exclusively as means to an end.
• Demonstrating the skills of collaborating with fellow students and colleagues, modifying and reflecting on practice during a project, or modifying and reflecting on work integrated learning in response to supervisor feedback.

Examples are:

• Being able to utilise basic computer skills and abilities that include Microsoft Word, PowerPoint and Excel.

Examples are:

• Being able to comply with academic and non-academic misconduct policies and procedures such as CQUniversity’s Student Charter, Student Misconduct Policy and Student Behavioural Misconduct Procedures, and Assessment Policy and Procedure (Higher Education Coursework).
• Demonstrating honesty and integrity in academic and professional practice.
• Demonstrating an analytical approach to ethical behaviour and not purely based on accepted practice.

Examples include:

• Demonstrating an ability to work collaboratively under pressure.
• Demonstrating consistent and respectful behaviours to colleagues, faculty and organisations via engagement.

Examples are:

• Knowing, understanding and complying with the laws of the Sovereign State in which you reside, work and/or study.
• Complying with the policies and practices of businesses or organisations in which you may be placed.
• Complying with the requirements for student registration with organisations such as the Australian Institute of Management, the Institute of Managers and leaders, the Australian Marketing Institute, the Australian Human Resources Institute and the like.

Examples are:

• Performing a wide range of advanced written communication skills that address critical business problems and solutions. These include (but are not limited to) constructing logical and succinct academic essays, business reports or minor academic theses that demonstrate substantive research while using correct CQU referencing.
• Performing a wide range of advanced verbal, non-verbal and ICT communication skills that address critical business problems and solutions. These include (but are not limited to) being able to deliver an enhanced message (in English) for maximum effectiveness, while utilising a variety of technologies or media; the ability to deliver succinct yet effective communication; the ability to deliver effective communication that results in impact and/or influence; the ability to design and deliver effective verbal presentations, in clear English, that utilises a variety of technologies or visual media that combines with appropriate business management concepts and language.
• Utilising a variety of technologies and/or visual media as well as speak in front of an audience with an appropriate middle or senior management/leadership voice, manner, style and presence that addresses the required outcomes as well as the needs of the audience.
• Being highly proficient in the use of computers and various programs and tools as a means of being an advanced business and management communicator.
• Performing advanced communication skills under pressure.
• Developing the skills of reflective practice to increase self-awareness with personal delivery of advanced communication skills, including being able to determine personal developmental needs with advanced communication deficiencies.
• Using appropriate facial expressions, eye contact, body movements and gestures, being mindful of personal space, time boundaries, and cultural sensitivities.
• Recognising and interpreting non-verbal cues of others and respond appropriately as well as in practice environments.
• Utilising proxemics and haptics - physical locations and objects in a manner that enhances openness and trust.

Examples are:

• Conceptualising and applying, in academic assessment items, the knowledge, skills, processes, tools and techniques of the course to real world examples and contexts of management or discipline specific issues.
• Applying theoretical knowledge, research evidence, policies and procedures in management and/or cognate discipline practice.

Examples are:

• Being able to reflect on your own levels of competence and willingly seek feedback from colleagues.
• Develop the ability to use a range of tools and techniques such as personality and diagnostic tools to increase your level of self awareness.

Examples are:

• Being able to exercise self direction in learning and research.
• Demonstrating a commitment to action learning by attending and actively participating in classes and online sessions.
• Developing effective time management skills to enable sustained learning and research activities.

Examples are:

• Relating positively and effectively to a wide variety of business and community stakeholders.
• Understanding, acquiring and demonstrating the components of emotional intelligence to effective working relationships and outcomes.
• Combining appropriate business deliberations with the inclusion of the relevant interpersonal factors of the people connected in those processes.
• Being consultative and collaborative in creating and maintaining effective working relationships and outcomes.
• Engaging in personal reflection as a way of increasing self-awareness regarding how individuals interact and affect others.
• Creating cultural competence, sensitivity and willingness to work with a vast array of people both in Australia and abroad.
• Recognising others as sentient human beings with rights that must not be violated.
• Recognising others in the workplaces as ends in themselves and never exclusively as means to an end.
• Demonstrating the skills of collaborating with fellow students and colleagues, modifying and reflecting on practice during a project, or modifying and reflecting on work integrated learning in response to supervisor feedback.

Examples are:

• Being able to utilise basic computer skills and abilities that include Microsoft Word, PowerPoint and Excel.

Examples are:

• Being able to comply with academic and non-academic misconduct policies and procedures such as CQUniversity’s Student Charter, Student Misconduct Policy and Student Behavioural Misconduct Procedures, and Assessment Policy and Procedure (Higher Education Coursework).
• Demonstrating honesty and integrity in academic and professional practice.
• Demonstrating an analytical approach to ethical behaviour and not purely based on accepted practice

Examples include:

• Demonstrating an ability to work collaboratively under pressure
• Demonstrating consistent and respectful behaviours to colleagues, faculty and organisations via engagement

Examples are:

• Knowing, understanding and complying with the laws of the Sovereign State in which you reside, work and/or study.
• Complying with the policies and practices of businesses or organisations in which you may be placed.
• Complying with the requirements for student registration with organisations such as the Australian Institute of Management, the Institute of MAnagers and leaders, the Australian Marketing Institute, the Australian Human Resources Institute and the like.

Examples are:

• Performing a wide range of advanced written communication skills that address critical business problems and solutions. These include (but are not limited to) constructing logical and succinct academic essays, business reports or minor academic thesis that demonstrate substantive research while using correct CQU referencing.
• Performing a wide range of advanced verbal, non-verbal and ICT communication skills that address critical business problems and solutions. These include (but are not limited to) being able to deliver an enhanced message (in English) for maximum effectiveness, while utilising a variety of technologies or media; the ability to deliver succinct yet effective communication; the ability to deliver effective communication that results in impact and/or influence; the ability to design and deliver effective verbal presentations, in clear English, that utilises a variety of technologies or visual media that combines with appropriate business management concepts and language.
• Utilising a variety of technologies and/or visual media as well as speak in front of an audience with an appropriate middle or senior management/leadership voice, manner, style and presence that addresses the required outcomes as well as the needs of the audience.
• Being highly proficient in the use of computers and various programs and tools as a means of being an advanced business and management communicator.
• Performing advanced communication skills under pressure.
• Developing the skills of reflective practice to increase self-awareness with personal delivery of advanced communication skills, including being able to determine personal developmental needs with advanced communication deficiencies.
• Using appropriate facial expressions, eye contact, body movements and gestures, being mindful of personal space time boundaries and cultural sensitivities.
• Recognising and interpreting non-verbal cues of others and respond appropriately as well as in practice environments.
• Utilising proxemics and haptics - physical locations and objects in a manner that enhances openness and trust.

Examples are:

• Conceptualising and applying to academic assessment items the knowledge, skills, processes, tools and techniques of the course to real world examples and contexts of management or discipline specific issues.
• Applying theoretical knowledge, research evidence, policies and procedures in management and or cognate discipline practice.

Examples are:

• Being able to reflect on your own levels of competence and willingly seek feedback from colleagues.
• Develop the ability to use a range of tools and techniques such as personality and diagnostic tools to increase your level of self awareness.

Examples are:

• Being able to exercise self direction in learning and research
• Demonstrate a commitment to action learning by attending classes, online sessions and active participation
• Developing effective time management skills to enable sustained learning and research activities

Examples are:

• Relating positively and effectively to a wide variety of business and community stakeholders.
• Understanding, acquiring and demonstrating the components of emotional intelligence to effective working relationships and outcomes.
• Combining appropriate business deliberations with the inclusion of the relevant interpersonal factors of the people connected in those processes.
• Being consultative and collaborative in creating and maintaining effective working relationships and outcomes.
• Engaging in personal reflection as a way of increasing self-awareness regarding how individuals interact and affect others.
• Creating cultural competence, sensitivity and willingness to work with a vast array of people both in Australia and abroad.
• Recognising others as sentient human beings with rights that must not be violated.
• Recognising others in the workplaces as ends in themselves and never exclusively as means to an end.
• Demonstrating the skills of collaborating with fellow students and colleagues, modifying and reflecting on practice during a project, or modifying and reflecting on work integrated learning in response to supervisor feedback.

Examples are:

• Being able to utilise basic computer skills and abilities that include Microsoft Word, Powerpoint and Excel.