Business Management 2013
Teaching and learning resources

Developing contextualised units of work

Business Management Senior Syllabus 2013, page 9.
Section 3.1.4 Developing contextualised unit of work
Contextualised units of work involve students engaging with the areas of study through authentic and relevant business situations. Each contextualised unit of work integrates at least two areas of study.
Schools devise contexts suited to student interests, school location, resource availability and teacher expertise. A school could devise a course of study that delivers all areas of study through contextualised units of work.
A context may include:
  • business types, (e.g. local, national and international businesses, small-to-medium
  • enterprises, large businesses)
  • organisations and institutions (e.g. not-for-profit organisations, governments, universities)
  • industries (e.g. sports, agriculture, marine, hospitality, tourism)
  • a specific business (e.g. an extended case study of Dick Smith Electronics)
  • a business venture
  • issues affecting businesses (e.g. global financial crisis, change, technological developments).
To develop a contextualised unit of work, schools identify:
  • a suitable context
  • at least two relevant areas of study and their focuses
  • relevant subject matter from selected areas of study
  • suitable teaching and learning experiences which draw together objectives, contextualised subject matter and underpinning practices.

To help demonstrate the dimensions and objectives, the contextualised unit of work should have a focus (see Table 1) which can be developed using:

  • a key question or series of questions
  • a statement or hypothesis to be tested
  • a problem or problems to be solved
  • topical, interesting issues to be investigated.

Business Management 2013
Developing contextualised units of work / Queensland Curriculum & Assessment Authority
February 2015
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Table 1: Possible focuses for contextualised units of work

Business Management 2013
Developing contextualised units of work / Queensland Curriculum & Assessment Authority
February 2015
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MP — Management practices

MM — Marketing management

OM — Operations management

HRM — Human resource management

FM — Financial management

BD — Business development

Business Management 2013
Developing contextualised units of work / Queensland Curriculum & Assessment Authority
February 2015
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Context / Possible focus for contextualised units of work / Areas of study
MP / MM / OM / HRM / FM / BD
Social responsibility / How does social responsibility contribute to a business’ marketing strategy and subsequent competitive advantage? /  / 
How effectively do the social responsibility actions of a business contribute the community they are supporting? /  /  / 
Does a business’ social responsibility policy improve its efficiency and effectiveness? /  /  / 
How do consumer expectations and demands affect a business’ social responsibility? /  / 
How does Australia’s social responsibility compare in the international environment? /  / 
Industry —retail giants (i.e. large retail businesses for example Aldi, Bunnings) / In light of Australian Competition and Consumer Commission regulations, how are retail giants monopolising their industry? /  /  / 
What are the operational economies of scale that benefit retail giantsover their small or medium counterparts? /  / 
Operating on such a large scale, how do retail giants effectively manage their strategic operations? /  /  /  /  / 
How does a retail giantaffect its external environment? /  / 
How do business’ balance their debt/equity when they have financial objectives that focus on growth? /  / 
Not-for-profit organisations / How does the effective marketing of a not-for-profit organisation meet its business objectives? /  / 
How do the rising costs of insurance affect the ability of a not-for-profit organisation to fundraise effectively? /  /  / 
How do not-for-profit organisations manage negative publicity? /  / 
How do the operational costs of a not-for-profit organisation affect how it meets its publicly shared goals? /  /  / 
How do not-for-profit organisations manage themselves in a competitive environment? /  / 
What strategies do not-for-profit organisations have to employ in order to recruit and select quality staff? /  /  / 
Technology / How is technology changing the marketing strategies of businesses? /  / 
How is technology changing the operational strategies of businesses? /  / 
How do businesses manage their workforce when faced with constantly changing technology? /  /  / 
How can introducing new technology affect the effectiveness or efficiency of a business? /  / 
International Business / What are the ethical implications of an Australian business sending manufacturing and service offshore? /  / 
How do businesses manage the public relations and industrial relations actions of sending work offshore? /  /  / 
How have international businesses contextualised themselves within an Australian market? /  / 
How does a multinational manage human resources across diverse cultures? /  / 
How do businesses effectively manage the global workplace? /  /  / 
What internal and external environmental factors influence a business wanting to pursue international operations? /  /  /  / 
Specific industry — tourism / How has technology contributed to greater competition within tourism? /  /  / 
What can management do to ensure it responds to the concept of sustainable tourism? /  /  / 
How have the human resource needs of tourist operators evolved to fit with consumer demand? /  / 
How do businesses respond to the changing trends in their tourism markets? /  /  / 
How is a product or service distribution strategy unique to tourism operators? /  / 
Industrial relations / How does federal industrial relations legislation affect business operations? /  / 
How do Australia wages compare with other countries and what is the effect on the business meeting its objectives? /  /  / 
How can unions ensure longevity when faced with generational change in the workplace? /  / 
Multi-generational workplace / What has been the influence of Generation Y in the current work environment? /  /  / 
How do motivational strategies change for different generations in the Australian workplace? /  / 
How should performance management strategies cater for each generation whilst delivering equality in the workforce? /  / 
Changing plate of fastfood / How have fast food operators reinvented themselves in response to societal demands? /  /  / 
How do fast food operators maintain originality in their marketing strategies? /  / 
What are the operational considerations of a fast food business introducing new products to the range? /  /  / 
HYPOTHESIS: A [fast food] business is highly successful in managing its workforce. /  /  / 
Business Management 2013
Developing contextualised units of work / Queensland Curriculum & Assessment Authority
February 2015
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