University of Technology Sydney

15315 Project Management Principles

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 2025 is available in the Archives.

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

Subject level:

Postgraduate

Result type: Grade and marks

Requisite(s): 144 credit points of completed study in 144.0000000000 Credit Points spk(s): C10413 Bachelor of Design Architecture Master of Architecture
These requisites may not apply to students in certain courses. See access conditions.

Description

The theory of the 10 project management knowledge areas is explored by students when applied to hypothetical case study projects. Emphasis is given to the project being delivered according to the five project management process groups to demonstrate the student's ability to initiate, plan, implement and deliver a project while monitoring and controlling. Students work in an interactive forum to present the team project and work independently on individual assessment tasks outside the block attendance workshop.

Subject learning objectives (SLOs)

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

1. Understand an overview of the terminology, tools, techniques, and processes in project management
2. Develop a written project plan
3. Express and demonstrate effective oral communication through giving a presentation of a project plan to a client
4. Demonstrate effective project management leadership in a team based environment and manage cultural diversity to achieve the objectives
5. Employ the project integrative process, displaying how the process is applied to implement and control a project
6. Formulate a reflective approach to professional project management practice

Course intended learning outcomes (CILOs)

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

  • Manage cultural diversity to meet project objectives (Managing Diversity) (A.2)
  • Communicate effectively through oral communication in projects at a professional level (Oral Communication) (C.1)
  • Communicate effectively through written communication in projects at a professional level (Written Communication) (C.2)
  • Source and apply tools and techniques to meet contextual demands (Technique Application) (I.1)
  • 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)
  • Actively reflect on, and improve, project practice (Practice Improvement) (P.5)

Contribution to the development of graduate attributes

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

C = communication and group work

A = attitudes and values

P = practical and professional

R = research and critique

I = innovation and creativity

This subject encourages student learning to develop these graduate attributes. The course content, learning strategies and assessment structure is explicitly designed with these attributes in mind.

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 prior to the block workshop to familiarise students with ways to be more productive and efficient in a teamwork environment. Learning from pre-workshop readings and their applications will be assessed by a written submission, which is to be viewed prior to the block workshop. Students will be engaged through the use of pre-workshop readings and submissions.

Strategy 2- Lectures: Lecturers with industry and academic experience will introduce students to the principal concepts and fundamental tools and techniques of project management in ten knowledge areas. Students are welcome and indeed encouraged to ask questions during lectures. Lectures are key learning resources in this subject and the presentation slides are available for student review via Canvas prior to the workshop.

Strategy 3- Collaborative Problem Solving: During lectures, students will work together and learn collaboratively in small groups to apply the subject content covered during the lectures in their chosen case project. Three case study projects are provided for students to choose from and prepare the requested project plan components for that. Students are allowed to change the case projects or choose any project of their preference. This approach will assist students in applying and demonstrating their learning through cases involving hypothetical scenarios.

Strategy 4- 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, with prompt guidance and feedback from the subject coordinator.

Strategy 5- Ongoing Feedback: Structured feedback is provided individually, to each student and to the subject group about each group activity, pre-workshop assignment and final assignment. There will be opportunities to receive immediate 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)

  • Team dynamics and profiles
  • Project management in practice
  • Project definition and planning
  • Project cost and time management
  • Project risk management
  • Project quality management
  • Project HR and stakeholder management
  • Procurement and negotiation
  • Effective communication
  • Directing and managing project performance

Assessment

Assessment task 1: Self Assessment - Pre-Workshop Assignment

Intent:

Pre-workshop Assignment 20%: Students are required to describe an event that occurred in a project context that provides an example of their preferred Honey and Mumford Learning Style OR dominant Belbin team profile.
Objective(s):

This task addresses the following subject learning objectives:

2, 4 and 6

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.1 and P.5

Type: Report
Groupwork: Individual
Weight: 20%
Length:

1000 words
Criteria linkages:
Criteria Weight (%) SLOs CILOs
Application of understanding of team work role OR personal learning styles to inform your reflection on the project or event described. 50 4 I.1
Clarity of a narrative generated when reflecting on the project or event, taking into consideration issues of context, background, and target audience. 30 2 C.2
Professional responsibilities identified in the description of the project or event. 20 6 P.5
SLOs: subject learning objectives
CILOs: course intended learning outcomes

Assessment task 2: Report and Presentation (oral) - Team Assignment

Intent:

Team Assignment 30%: Students are required to contribute to preparing and presenting their team assignments that will be assessed by a panel and the cohort. Feedback on team participation will be collected and used when determining individual mark allocation.
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.):

A.2, C.1, I.1 and P.1

Type: Report
Groupwork: Group, group and individually assessed
Weight: 30%
Length:

Report: 3000 words.

Oral Presentation: 10 minutes.
Criteria linkages:
Criteria Weight (%) SLOs CILOs
Evidence of understanding and creativity in applying tools and techniques in the case study project. 20 4 I.1
Comprehensiveness and quality of the document to address the brief. 30 2 P.1
Creative use of the space and tools to address all the specifications in the project brief and engage the client in the presentation. 30 3 C.1
Demonstrated equitable participation and learning of team members to present an outcome that meets the expectations of the client. 20 4 A.2
SLOs: subject learning objectives
CILOs: course intended learning outcomes

Assessment task 3: Report - Individual Assignment

Intent:

Individual Assignment 50%: Students are required to prepare an individual Professional Development Plan (PDP) using the Project Management Competency Assessment Matrix as a starting point and using the Team Assignment as a source of experiential learning for developing your competency.
Objective(s):

This task addresses the following subject learning objectives:

1, 2, 5 and 6

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

Type: Reflection
Groupwork: Individual
Weight: 50%
Length:

2500 words (+/- 10%)
Criteria linkages:
Criteria Weight (%) SLOs CILOs
Comprehensiveness and quality of PDP to address the brief 30 1 P.1
Gap analysis and competencies assessment relate to project management and/or industry standards, resulting in clearly defined actions. 20 5 I.1
The PDP reflects a clear and realistic approach to addressing stated goals. 20 2 I.2
Clearly written communication of structure and presentation of the PDP. 10 2 C.2
Evidence of deep reflection on team performance and how to improve it. 10 6 P.5
Identifies and reflects on progress on your PDP. 10 6 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

Larson, E. W., Honig, B., Gray, C. F., Dantin, U., & Baccarini, D. (2014). Project management: The managerial process. McGraw Hill Education Australia.

Project Management Institute. (2013). A guide to the Project Management Body of Knowledge (PMBOK® Guide) (5th ed.).

Recommended texts

Dinsmore, P., & Cabanis-Brewin, J. (2014). The AMA handbook of project management. American Management Association.

Kerzner, H. R. (2014). Project management – best practices: Achieving global excellence (3rd. ed.). John Wiley & Sons.

Turner, J. R. (2014). Gower handbook of project management (5th ed.). Gower.