University of Technology Sydney

15310 Project Integration Management

Warning: The information on this page is indicative. The subject outline for a particular session, location and mode of offering is the authoritative source of all information about the subject for that offering. Required texts, recommended texts and references in particular are likely to change. Students will be provided with a subject outline once they enrol in the subject.

Subject handbook information prior to 2024 is available in the Archives.

UTS: Design, Architecture and Building: School of the Built Environment
Credit points: 6 cp
Result type: Grade and marks

Requisite(s): ((15312c Project Communication, HR and Stakeholders AND 15316c Project Scope, Time and Cost Management AND 15319c Project Risk, Procurement and Quality Management) OR 15315 Project Management Principles )
The lower case 'c' after the subject code indicates that the subject is a corequisite. See definitions for details.
These requisites may not apply to students in certain courses.
There are course requisites for this subject. See access conditions.

Description

This subject focuses on integration management, including initiation, planning, implementation, handover and review throughout the project life cycle. The subject matter is delivered through readings, discussion and problem-based learning, including role play and simulation. Integration of all the processes necessary for delivery is critical to project success. It involves definition of the project, project authorisation, detailed planning, execution and review. Teamwork and stakeholder management are fundamental skills that underpin successful project delivery. The subject requires students to plan, manage, deliver and review a simulated project while working in teams and managing the expectations of multiple stakeholders. The subject emphasises critical thinking and the ability to integrate multiple tasks and manage teams to achieve an agreed outcome.

Subject learning objectives (SLOs)

On successful completion of this subject, students should be able to:

1. Effectively communicate in writing in project environments
2. Apply foundational PM knowledge
3. Reflect on, and improve, practice
4. Think critically
5. Define and conduct research projects

Course intended learning outcomes (CILOs)

This subject also contributes to the following Course Intended Learning Outcomes:

  • Communicate effectively through written communication in projects at a professional level (Written Communication) (C.2)
  • Develop and adapt project management knowledge to meet contextual demands (Knowledge Adaptation) (I.2)
  • Apply foundational project management knowledge in projects (Foundational Knowledge) (P.1)
  • Manage project activities from an organisational perspective (Organisational Management) (P.3)
  • Actively reflect on, and improve, project practice (Practice Improvement) (P.5)
  • Think critically and synthesise complex data (Critical Engagement) (R.1)
  • Define, initiate, and conduct research projects (Research) (R.2)

Contribution to the development of graduate attributes

The term CAPRI is used for the five Design, Architecture and Building faculty graduate attribute categories where:

C = communication and groupwork

A = attitudes and values

P = practical and professional

R = research and critique

I = innovation and creativity.

Course intended learning outcomes (CILOs) are linked to these categories using codes (e.g. C-1, A-3, P-4, etc.).

Teaching and learning strategies

This subject is offered face-to-face in an intensive block workshop and incorporates a range of teaching and learning strategies:

Strategy 1- Student’s Preparation for Learning: Online references and resource materials are provided for sudents to self-pace their own familiarisation with the subject contents. Learning from readings and recorded materials will be assessed by a pre-workshop written assessment. The aim of the readings and individual pre-workshop assessment is to lay the foundation for student engagement in the case study.

Strategy 2- Recorded Materials and Workshop Discussion: Video and other materials have been designed to engage students with the principal concepts and fundamental tools and techniques of project integration management. The recorded materials are a key learning resource on this subject and students are encouraged to review the material early in the semester and revisit topics as may be necessary during the Case Study. Students are also encouraged to ask questions during the Workshop discussion sessions.

Strategy 3 – Instructional Simulation: Instructional scenarios (the Case Study project) will be used to place students in a pre-defined project environment, a reality within which students interact to apply what they have learned. Simulations assist students in contextualising learning and practice the application of the various tools and techniques in order to achieve the desired outcomes. Simulations are practice-based learning and promote the use of critical and evaluative thinking. The scenario is made as real as possible to encourage more engaging interaction by students.

Strategy 4- Collaborative Problem Solving: Students will work together and learn collaboratively in groups solving project based problems that are directly related to the subject content. This approach will assist students in applying and demonstrating their learning through cases involving hypothetical and actual scenarios.

Strategy 5- Online learning: Canvas is where students access material for self-directed learning and engage in student-led discussion on key topics. Presentation slides are available for review on Canvas. Students can share their questions and ideas on the open discussion forum (Canvas), with guidance and feedback from the subject coordinator.

Strategy 6- Ongoing Feedback: Structured feedback is provided individually, at each tutorial and to the subject group about group activities and assignments. There will be ample opportunity to receive feedback during the workshop. Detailed guidance as to the assessment criteria and the provision of timely feedback will form an important part of the learning process.

Content (topics)

  • Project Definition
  • Stakeholder requirement identification
  • Project Proposal
  • Project Charter
  • Project Planning
  • Project Scope Definition
  • Scope Change Management
  • Project Review
  • Project Integration

Assessment

Assessment task 1: Pre-workshop Individual essay and analysis

Intent:

The pre-workshop essay and analysis gives students an opportunity to evaluate their self-directed learning and lays the foundation for delivering the first component of the workshop Case Study.

Objective(s):

This task addresses the following subject learning objectives:

1 and 2

This task also addresses the following course intended learning outcomes that are linked with a code to indicate one of the five CAPRI graduate attribute categories (e.g. C.1, A.3, P.4, etc.):

C.2 and P.1

Type: Report
Groupwork: Individual
Weight: 20%
Criteria linkages:
Criteria Weight (%) SLOs CILOs
Application of tools: Demonstrated sufficient understanding of different applications of the tools. Demonstrated understanding of the requirements of the project consistent with the amount of information provided about the project? 30 2 P.1
Sources of evidence: Sufficient and properly cited references from the academic literature to justify application of the tools. References selected from credible sources. References pertinent to the central discussion 25 1 C.2
Comparison of sources of evidence: Reference material compared and contrasted where this adds to the narrative. Demonstrates critical engagement with the literature, does not simply summarise source material. 20 1 C.2
Critical analysis and credibility: Choice of the tools critiqued in the application context. Literature references synthesized into the discussion. Demonstrates consideration of counter arguments to the reference material. Discussion free from errors in logic (such as poor organisation, unsupported assertions, generalisations). Conclusions well supported in the analysis. 25 1 C.2
SLOs: subject learning objectives
CILOs: course intended learning outcomes

Assessment task 2: Group Charter and Project Management Plan

Intent:

During the workshop students will be given the opportunity to implement their understanding of the subject topics in a hypothetical project scenario to demonstrate and develop their competencies in applying project integration management's tools and techniques in a role-play simulation.

Objective(s):

This task addresses the following subject learning objectives:

2, 3 and 4

This task also addresses the following course intended learning outcomes that are linked with a code to indicate one of the five CAPRI graduate attribute categories (e.g. C.1, A.3, P.4, etc.):

P.1, P.3 and P.5

Type: Report
Groupwork: Group, group and individually assessed
Weight: 30%
Criteria linkages:
Criteria Weight (%) SLOs CILOs
Application of project management foundation tools within the case study context 50 2 P.1
Ability to manage project activities from an organisational perspective 30 4 P.3
Ability to reflect on and suggest improvements to practice given the specifics of the case study context 20 3 P.5
SLOs: subject learning objectives
CILOs: course intended learning outcomes

Assessment task 3: Post-workshop Individual essay and analysis

Intent:

The post-workshop essay and analysis will give students an opportunity to reflect on their self-directed learning and their case study group work and contextualise this within their own work experiences.

Objective(s):

This task addresses the following subject learning objectives:

1, 2, 3, 4 and 5

This task also addresses the following course intended learning outcomes that are linked with a code to indicate one of the five CAPRI graduate attribute categories (e.g. C.1, A.3, P.4, etc.):

C.2, I.2, P.5, R.1 and R.2

Type: Report
Groupwork: Individual
Weight: 50%
Criteria linkages:
Criteria Weight (%) SLOs CILOs
Sources of evidence: Discussions supported by properly cited and credible academic references. Literature review both broad enough and deep enough to demonstrate command of the topic. References pertinent to the central discussion. 10 5 R.2
Comparison of sources of evidence: Source literature compared and contrasted. Demonstrates deep and critical engagement with the referenced literature rather than simply summarising. 25 4 R.1
Critical analysis: Demonstrates critical analysis of the source literature. Consideration of circumstances or contexts where conclusions do not apply. 20 1 C.2
Critical analysis: Consideration of circumstances and contexts in which project knowledge is being applied and how this impacts the conclusions drawn. 20 2 I.2
Credibility of the discussion: Demonstrates construction of a credible discussion, comprising premises that logically support conclusions. Demonstrates synthesis of references into the discussion. Free of errors in logic, poor organisation, unsupported assertions and generalisations. Conclusions properly supported by evidence presented. 25 3 P.5
SLOs: subject learning objectives
CILOs: course intended learning outcomes

Minimum requirements

The DAB attendance policy requires students to attend no less than 80% of formal teaching sessions (lectures and tutorials) for each class they are enrolled in to remain eligible for assessment.


Project Management students are required to attend 80% of all classes for all enrolled subjects. Achievement of the subject’s aims is difficult if classes are not attended. Where assessment tasks are to be presented personally in class, attendance is mandatory. Pursuant to UTS rule 3.8.2 students who do not satisfy attendance requirements may be refused permission by the Responsible Academic Officer to be considered for assessment for this subject.

Required texts

PMI Chapter 3. Project Management Processes. In Project Management Institute, Inc. (PMI). (2013). Guide to the Project Management Body of Knowledge (PMBOK® Guide) (5th Edition). Project Management Institute, Inc. (PMI).

PMI Chapter 4. Project Integration Management. In Project Management Institute, Inc. (PMI). (2013). Guide to the Project Management Body of Knowledge (PMBOK® Guide) (5th Edition). Project Management Institute, Inc. (PMI).

PMI Chapter 5. Project Scope Management. In Project Management Institute, Inc. (PMI). (2013). Guide to the Project Management Body of Knowledge (PMBOK® Guide) (5th Edition). Project Management Institute, Inc. (PMI).

PMI Chapter 13. Project Stakeholder Management. In Project Management Institute, Inc. (PMI). (2013). Guide to the Project Management Body of Knowledge (PMBOK® Guide) (5th Edition). Project Management Institute, Inc. (PMI).

Turner, J. R. (2014) Gower Handbook of Project Management (5th Edition), Gower, Surrey England. Chapters: 2, 6, 7, 9, 10, 14, 21, 22, 24 and 25.

Recommended texts

Athayde, W. P. Chapter 6. Monitoring and Control of Projects. In Dinsmore, P. and Cabanis-Brewin, J. (Eds.), (2014) The AMA Handbook of Project Management, American Management Association, New York.

Buchtik, Liliana. (2013). Secrets to Mastering the WBS in Real-World Projects - The Most Practical Approach to Work Breakdown Structures (WBS)! (2nd Edition). Project Management Institute, Inc. (PMI).

Crawford, L. Chapter 7. Closing Processes. The End, and a Foundation for New Beginnings. In Dinsmore, P. and Cabanis-Brewin, J. (Eds.), (2014) The AMA Handbook of Project Management, American Management Association, New York.

Elswick, R. H. Chapter 9. Project Scope Management in Practice. In Dinsmore, P. and Cabanis-Brewin, J. (Eds.), (2014) The AMA Handbook of Project Management, American Management Association, New York.

Heldman, K. and Mangano, V. (2011) PMP: Project Management Professional Exam Review Guide (2nd Edition), Sybex, Chapters 2, 3, 4, 5, 6.

Kemal Atesmen, M. (2014) Project Management Case Studies and Lessons Learned. Stakeholder, Scope, Knowledge, Schedule, Resource and Team Management, Auerbach Publications.

Kerzner, H. R. Chapter 12. The Project Office. In Kerzner, H.R. (2014) Project Management – Best Practices: Achieving Global Excellence (3rd Edition), John Wiley & Sons, Somerset, NJ, USA.

Kerzner, H.R. (2013) Project Management Case Studies, John Wiley & Sons, Hoboken, NJ, USA.

Maley, C. H. Chapter 1. Project Initiation. In Maley, C. H. (2012) Project Management Concepts, Methods and Techniques, Auerbach Publications.

Marks, T. (2012) 20:20 Project Management, London, Philadelphia, Kogan Page, pp. 8-30.

Morris, P. W. G. (2013) Reconstructing Project Management. John Wiley & Sons, Hoboken, NJ, USA.

Morris, W.G. and Edkins, A. Chapter 4. Project Initiation. Managing the Front End. In Dinsmore, P. and Cabanis-Brewin, J. (Eds.), (2014) The AMA Handbook of Project Management, American Management Association, New York.

Streun, G. Chapter 8. Project Management Integration in Practice. In Dinsmore, P. and Cabanis-Brewin, J. (Eds.), (2014) The AMA Handbook of Project Management, American Management Association, New York.

Phillips, J. (2011) Project Management for Small Business: A Streamlined Approach from Planning to Completion. Saranac Lake, NY, USA: AMACOM Books, 2011.

Project Management Institute, Inc. (PMI). (2017). Guide to the Project Management Body of Knowledge (PMBOK® Guide) (6th Edition). Project Management Institute, Inc. (PMI).

Morris, P. and Pinto, J. (Eds.), The Wiley Guide to Project Organization & Project Management Competencies, Wiley, Hoboken.