Primers in statistics, economics, financial statements and excel spreadsheets.

This unit requires students to provide leadership on a strategic, Board level issue facing their organisation. In doing so students will be required to apply the cross-disciplinary knowledge, skills and personal attributes developed during the degree to a significant strategic issue confronting their organisation. Thus, as in other parts of the course, the approach to the project must be integrative, international in scope, and build in the wider context in which the organisation operates. The unit will require the student to demonstrate the leadership skills, knowledge and attributes developed throughout the course. This is the final component of the EMBA, and as such will allow students to draw on the content and experiences from throughout the course. Students will work closely with an in-company sponsor as well as an academic mentor to ensure the project is both of substantial and practical value to the organisation and completed with academic rigor. The completion of this Unit of Study is the final component of the Executive MBA.

This unit uses experiential learning methods to improve students' self-awareness of their leadership ¿ what their impact is on their teams, their organisations and their communities. Students develop their understanding of different leadership perspectives including military, political, philosophical, ethical and musical, and examine their application to different business situations. The leadership approaches considered include adaptive leadership, authentic leadership, and charismatic leadership. Students have the opportunity to undertake a 360 degree assessment of their leadership style, to receive coaching and to develop a plan for improving their leadership capabilities. Students study specific leadership skills, knowledge and attributes and the application of these capabilities in different businesses, government or social enterprises. These include: self-reflection; critical reasoning; strategic thinking; reflexive listening; identifying and managing power relationships; persuasiveness and ethical decision making.

Today's business leaders need to be able to operate in an interconnected business world. They not only need to understand the fundamentals of managing a business (strategy, marketing, accounting, finance, operations, human resource management, and international business), they need to understand how to operate in a world with high levels of uncertainty, ambiguity and complexity. Their business models are being disrupted more frequently and more significantly. This module uses a project from a global growth area for Australia (Agribusiness or similar) to provide students with a base for learning about business fundamentals within a context of disruption. The module also develops students¿ understanding of the importance of food, water and soil security in sustaining populations and the impact of food systems and distribution of income on health and well-being of different socio-economic groups. The project gives students the opportunity to continue to develop their team skills as introduced in EMBA6002 Reframing Leadership.

Leaders today need to manage employees from multiple cultures, with diverse educational backgrounds. Leaders need to know how to manage these teams whether they are co-located or located in various places around the globe. This module takes students to another country (India or similar) to examine the possibilities of an Australian firm entering a new market in some capacity - either sourcing from this country or selling a new product or service in the country. Students work with faculty members and students from our host institution to uncover cultural differences, and how to manage through them. Students also engage with local customers, suppliers and potential competitors, as well as relevant local government representatives to test the viability of entering a new market. The emphasis of this module is on the team navigating the cultural landscape of entering a new market. Models of entrepreneurship and models of global supply chains are introduced. To complete the projects, students draw on what they have learned in the previous modules, applying the foundation material in a new context.

Technology has disrupted every business, from education to agriculture to manufacturing. Services from lunch spots to taxis to banking have had their business models disrupted by technology. Students need to be able to adapt their businesses to technological change, and indeed to embrace technology to keep their businesses ahead of trend. In this module students are taken to California, the home of tech start-ups, and of well-established tech companies, to examine how technology creates new businesses and alters those that already exist. An existing business is used to examine in detail how technology has changed their business model, and how they can use technology to recapture their position as a leading provider of their particular service. Students meet with entrepreneurs and academics who study entrepreneurial activity to see how they can be entrepreneurial themselves - either within their existing businesses or as founders of new businesses. Students also meet with academics who study the impact of diversity and social responsibility on business success. Students continue their work on how to manage themselves and their teams in a global environment.

The biggest challenge facing most businesses today is that they don¿t anticipate the changes in their market environment that fundamentally threaten the way they do what they do. This applies to the government sector and not-for-profits as much as it does to for-profit businesses. How do businesses ensure that they renew themselves before they become obsolete? This module is the culmination of the previous four Executive MBA modules, combining entering new markets, incorporating cutting edge technology and using leadership and management foundations to challenge existing business models. Students explore existing businesses that have managed this transformation well, and examine those that haven¿t to determine what it takes to adapt an organisation to the changing circumstances it faces. A variety of technologies such as robotics, nanotechnology and wireless connectivity are also examined to see how they have transformed business models. The module also explores how to access and analyse the massive amount of data that is available, as well as when to focus on the human element. A major project on a progressive organisation enables students to apply what they have learned to this organisation¿s transformation. The module takes place in two locations relevant to the chosen project - such as Israel, Germany or similar.