General Information
Strategy and Foresight develops students’ capacity to understand and respond to complex strategic challenges in dynamic and interconnected environments. The subject brings together strategic management, systems thinking and strategic foresight to examine how organisations create and sustain value amid uncertainty, competing interests and systemic change. Students analyse organisations in the context of their broader industry, institutional and environmental systems, identifying interdependencies, feedback dynamics and cross-functional impacts that shape strategic outcomes. They apply strategic frameworks and systems approaches to diagnose complex strategic issues, use foresight techniques including scenario planning to explore multiple plausible futures, and evaluate strategic options under conditions of uncertainty. The subject emphasises the development of responsible and sustainable strategies that recognise ethical considerations, organisational and personal values, and broader social consequences. Students ultimately formulate evidence-based business-level strategies and consider how these strategies can be implemented in complex organisational environments.
Details
| Academic unit: | Bond Business School |
|---|---|
| Subject code: | BMBA71-204 |
| Subject title: | Strategy and Foresight (January 2027) |
| Subject level: | Postgraduate |
| Semester/Year: | January 2027 |
| Credit points: | 10.000 |
Delivery & attendance
| Timetable: | https://bond.edu.au/timetable |
|---|---|
| Delivery mode: | Intensive |
| Workload items: |
|
| Attendance and learning activities: | Attendance at all class sessions is expected. Students are expected to notify the instructor of any absences with as much advance notice as possible. NOTE: BBS uses a self and peer-evaluation system to support students engaged in group-based assessments. Students are expected to provide this feedback in a timely fashion as part of their assessment. The information gathered is used by the educator as partial evidence of equitable contributions by all group members and helps to determine individual marks for group assessments. |
Resources
| Prescribed resources: | No Prescribed resources. After enrolment, students can check the Books and Tools area in iLearn for the full Resource List. |
|---|---|
| iLearn@Bond & Email: | |
| Class recordings: | The primary workload items for this subject will be recorded for the purpose of revision. These recordings are not a substitute for attending classes. Students are encouraged to attend all sessions as there may be instances where a session is not recorded due to the presence of a guest speaker, the inclusion of sensitive or protected content, or technical issues. Students are advised not to rely solely on these recordings for revision. See the Recording policy for further details. |
| Academic unit: | Bond Business School |
|---|---|
| Subject code: | BMBA71-204 |
| Subject title: | Strategy and Foresight (January 2027) |
| Subject level: | Postgraduate |
| Semester/Year: | January 2027 |
| Credit points: | 10.000 |
| Timetable: | https://bond.edu.au/timetable |
|---|---|
| Delivery mode: | Intensive |
| Workload items: |
|
| Attendance and learning activities: | Attendance at all class sessions is expected. Students are expected to notify the instructor of any absences with as much advance notice as possible. NOTE: BBS uses a self and peer-evaluation system to support students engaged in group-based assessments. Students are expected to provide this feedback in a timely fashion as part of their assessment. The information gathered is used by the educator as partial evidence of equitable contributions by all group members and helps to determine individual marks for group assessments. |
| Prescribed resources: | No Prescribed resources. After enrolment, students can check the Books and Tools area in iLearn for the full Resource List. |
|---|---|
| iLearn@Bond & Email: | |
| Class recordings: | The primary workload items for this subject will be recorded for the purpose of revision. These recordings are not a substitute for attending classes. Students are encouraged to attend all sessions as there may be instances where a session is not recorded due to the presence of a guest speaker, the inclusion of sensitive or protected content, or technical issues. Students are advised not to rely solely on these recordings for revision. See the Recording policy for further details. |
Enrolment requirements
| Requisites: |
Nil |
|---|---|
| Restrictions: |
Nil |
Assurance of learning
Assurance of Learning means that universities take responsibility for creating, monitoring and updating curriculum, teaching and assessment so that students graduate with the knowledge, skills and attributes they need for employability and/or further study.
At Bond University, we carefully develop subject and program outcomes to ensure that student learning in each subject contributes to the whole student experience. Students are encouraged to carefully read and consider subject and program outcomes as combined elements.
Program Learning Outcomes (PLOs)
Program Learning Outcomes provide a broad and measurable set of standards that incorporate a range of knowledge and skills that will be achieved on completion of the program. If you are undertaking this subject as part of a degree program, you should refer to the relevant degree program outcomes and graduate attributes as they relate to this subject.
Subject Learning Outcomes (SLOs)
On successful completion of this subject the learner will be able to:
- Analyse an organisation's situation, including its industry, systemic interdependencies, feedback dynamics and cross-functional impacts, to define the strategic issues it faces.
- Apply foresight techniques, including scenario planning, to explore multiple plausible futures and stress-test strategic options against uncertainty.
- Critically evaluate strategic options against ethical principles and socially responsible management practices, accounting for personal and organisational values.
- Formulate business-level strategies grounded in systematic strategic analysis.
Generative Artificial Intelligence in Assessment
The University acknowledges that Generative Artificial Intelligence (Gen-AI) tools are an important facet of contemporary life. Their use in assessment is considered in line with students’ development of the skills and knowledge which demonstrate learning outcomes and underpin study and career success. Instructions on the use of Gen-AI are given for each assessment task; it is your responsibility to adhere to these instructions.
Assessment details
| Type | Task | % | Timing* | Outcomes assessed | AI category |
|---|---|---|---|---|---|
| Assignment | Prepare class materials and case preparation | 20.00% | Week 11 | 1 | |
| Project Report | Strategic analysis, formulation, and implementation plan for an ASX-listed company, including a structured multi-scenario foresight exercise and evaluation of ethical/socially responsible management implications. | 50.00% | Week 14* | 1, 2, 3, 4 | |
| Student Engagement | Classroom contribution is designed to encourage preparation and participation as determined by the instructors with feedback from the peer assessors. Mid-week tracking memo will be provided. | 30.00% | Ongoing | 3 |
- * Assessment timing is indicative of the week that the assessment is due or begins (where conducted over multiple weeks), and is based on the standard University academic calendar
- C = Students must reach a level of competency to successfully complete this assessment.
AI Categories
Ai Prohibited: Learning to develop AI-free knowledge and skills.
Ai Supported: Learning with the help of AI as directed.
Ai Focussed: Learning AI expertise and mastery as directed.
Refer to the assessment task sheet for specific AI instructions and review the Bond University Gen-AI Guide.
Assessment criteria
Assessment criteria
| High Distinction | 85-100 | Outstanding or exemplary performance in the following areas: interpretative ability; intellectual initiative in response to questions; mastery of the skills required by the subject, general levels of knowledge and analytic ability or clear thinking. |
|---|---|---|
| Distinction | 75-84 | Usually awarded to students whose performance goes well beyond the minimum requirements set for tasks required in assessment, and who perform well in most of the above areas. |
| Credit | 65-74 | Usually awarded to students whose performance is considered to go beyond the minimum requirements for work set for assessment. Assessable work is typically characterised by a strong performance in some of the capacities listed above. |
| Pass | 50-64 | Usually awarded to students whose performance meets the requirements set for work provided for assessment. |
| Fail | 0-49 | Usually awarded to students whose performance is not considered to meet the minimum requirements set for particular tasks. The fail grade may be a result of insufficient preparation, of inattention to assignment guidelines or lack of academic ability. A frequent cause of failure is lack of attention to subject or assignment guidelines. |
Quality assurance
For the purposes of quality assurance, Bond University conducts an evaluation process to measure and document student assessment as evidence of the extent to which program and subject learning outcomes are achieved. Some examples of student work will be retained for potential research and quality auditing purposes only. Any student work used will be treated confidentially and no student grades will be affected.
| Type | Task | % | Timing* | Outcomes assessed | AI category |
|---|---|---|---|---|---|
| Assignment | Prepare class materials and case preparation | 20.00% | Week 11 | 1 | |
| Project Report | Strategic analysis, formulation, and implementation plan for an ASX-listed company, including a structured multi-scenario foresight exercise and evaluation of ethical/socially responsible management implications. | 50.00% | Week 14* | 1, 2, 3, 4 | |
| Student Engagement | Classroom contribution is designed to encourage preparation and participation as determined by the instructors with feedback from the peer assessors. Mid-week tracking memo will be provided. | 30.00% | Ongoing | 3 |
- * Assessment timing is indicative of the week that the assessment is due or begins (where conducted over multiple weeks), and is based on the standard University academic calendar
- C = Students must reach a level of competency to successfully complete this assessment.
AI Categories
Ai Prohibited: Learning to develop AI-free knowledge and skills.
Ai Supported: Learning with the help of AI as directed.
Ai Focussed: Learning AI expertise and mastery as directed.
Refer to the assessment task sheet for specific AI instructions and review the Bond University Gen-AI Guide.
Assessment criteria
| High Distinction | 85-100 | Outstanding or exemplary performance in the following areas: interpretative ability; intellectual initiative in response to questions; mastery of the skills required by the subject, general levels of knowledge and analytic ability or clear thinking. |
|---|---|---|
| Distinction | 75-84 | Usually awarded to students whose performance goes well beyond the minimum requirements set for tasks required in assessment, and who perform well in most of the above areas. |
| Credit | 65-74 | Usually awarded to students whose performance is considered to go beyond the minimum requirements for work set for assessment. Assessable work is typically characterised by a strong performance in some of the capacities listed above. |
| Pass | 50-64 | Usually awarded to students whose performance meets the requirements set for work provided for assessment. |
| Fail | 0-49 | Usually awarded to students whose performance is not considered to meet the minimum requirements set for particular tasks. The fail grade may be a result of insufficient preparation, of inattention to assignment guidelines or lack of academic ability. A frequent cause of failure is lack of attention to subject or assignment guidelines. |
Quality assurance
For the purposes of quality assurance, Bond University conducts an evaluation process to measure and document student assessment as evidence of the extent to which program and subject learning outcomes are achieved. Some examples of student work will be retained for potential research and quality auditing purposes only. Any student work used will be treated confidentially and no student grades will be affected.
Study Information
Policy on late submission and extensions
A late penalty will be applied to all overdue assessment tasks unless an extension is granted by the subject coordinator. The standard penalty will be 10% of marks awarded to that assessment per day late with no assessment to be accepted seven days after the due date. Where a student is granted an extension, the penalty of 10% per day late starts from the new due date.
Additional subject information
As part of the requirements for Business School quality accreditation, the Bond Business School employs an evaluation process to measure and document student assessment as evidence of the extent to which program and subject learning outcomes are achieved. Some examples of student work will be retained for potential research and quality auditing purposes only. Any student work used will be treated confidentially and no student grades will be affected.
Subject curriculum
Introduction to Strategy
What is strategy? How should we understand strategy? How should we develop strategy? An overview of strategic management, key theories, concepts, techniques and limitations. The role of strategic thinking in navigating complex, uncertain and interconnected environments.
External and Internal Analysis
Two aspects of external analysis are explored. First, the macro environment, which provides the overarching context, and second, the industry environment, which includes structure, competition and the conditions for profitability. Internal analysis considers the resources and capabilities that contribute to competitive advantage, including the value chain. Attention is given to how external conditions and internal capabilities interact to shape strategic choices.
Systems Thinking and Strategic Interdependencies
Organisations operate within interconnected systems rather than in isolation. Students explore systems thinking, systemic interdependencies, feedback dynamics and cross-functional impacts, and consider how actions in one part of an organisation or system can generate intended and unintended consequences elsewhere. Systems mapping is used to identify relationships, strategic tensions and potential leverage points.
Strategy Formulation, Innovation and Growth
Strategy formulation at the business and corporate levels is explored, including competitive positioning, integration, coordination, diversification and multi-business management. Innovation is considered as a source of growth, performance and strategic renewal. Students examine the strategic benefits and challenges of innovation, acquisitions and alliances as alternative approaches to creating growth and accessing new markets, capabilities and technologies.
Strategy, Foresight and Scenario Planning
Strategic decision-making increasingly occurs in conditions of uncertainty. Students explore foresight techniques, including scenario planning, to identify drivers of change, consider multiple plausible futures and examine how different future conditions may affect strategic choices. Strategic options are stress-tested against alternative scenarios to assess their robustness and adaptability.
Risk and Uncertainty in Strategic Management
Risk and uncertainty are inherent in strategic decision-making. Students explore approaches to identifying, evaluating and responding to strategic risks and uncertainty, including the distinction between known risks and deeper sources of uncertainty. Consideration is given to how organisations can make strategic decisions when future conditions cannot be predicted with confidence.
Responsible Strategic Decision-Making
Strategic choices involve ethical considerations, competing interests and consequences for multiple stakeholders. Students critically evaluate strategic options against ethical principles and socially responsible management practices, taking account of personal and organisational values and the broader consequences of strategic decisions.
Strategy Implementation and Leadership
Implementation is the often-neglected part of strategy. With the right leadership, integration and management of performance measures, strategic objectives stand a better chance of successful implementation. Students consider how strategic choices are translated into action, how resources and priorities are aligned, and how organisations monitor, learn and adapt as conditions change.