University of Technology Sydney

16907 Construction Project Management Special Project 1

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 2022 is available in the Archives.

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

Subject level:


Result type: Grade and marks


Enrolment in this subject must be approved by the course director, and students must demonstrate that they have a viable project, study plan and appropriate academic supervision. It is the responsibility of the head of school to appoint the academic supervisor. In this subject, students work with a supervisor to complete a special project on a topic to be mutually agreed with the supervisor. Occasionally, projects may be proposed by the Construction program. A suitable project may respond to special opportunities (for instance, a project may benefit a community group, or it may entail working with a distinguished visiting academic to apply innovative methods to a local problem). The range of projects is limited by the capacity of the program to offer appropriate academic supervision. In each case, the project should have practical application to the Built Environment; it should represent an authentic learning experience resulting in the development of professionally applicable skills.

The project can be flexibly defined; for instance, it might entail innovative development of new technology, or a problem-solving investigation based on in-depth research. This subject allows students the flexibility to conduct independent applied research and development. If a student is working on an individual project they have identified, they work with their academic supervisor to develop a self-directed learning plan for the session, including specific assignment outcomes.

Subject learning objectives (SLOs)

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

1. Select an appropriate topic for investigation
2. Develop a feasible project structure
3. Develop innovative solutions to Built Environment problems
4. Communicate results of project in a professional manner

Course intended learning outcomes (CILOs)

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

  • Apply a variety of communication skills and technologies in professional contexts. (C.1)
  • Adaptability to changing processes, developments, methodologies and technologies in built environment contexts. (I.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

Before the subject commences, students should have discussed their project focus with their supervisor and should have a clear idea of their aims. The subject is structured around a flipped model of learning. Students are responsible for preparing the agreed work before each meeting with their supervisor, and the supervisor will offer in-depth feeedback on the work at each meeting (it is the student's responsibility to record this feedback). The student has substantial responsibility for the pace at which the work proceeds; responding to verbal and written feedback from the supervisor is an important part of the student-centred learning process. The subject involves significant self-directed learning. Formative feedback will be provided by the supervisor at each meeting, with the aim of developing an iterative process, improving the quality of the student's work. Feedback on assignments will be provided using either Review or Turnitin. Assignment marks will be posted on Grade Centre in UTS Online.

Content (topics)

Topic to be mutually agreed by student and supervisor, or defined based on special project opportunity.


Assessment task 1: Problem statement and project outline


This assignment will develop an outline of the project and a description of the problem it addresses.


This assessment will explain:

1. The problem or issue the project is intended to address

2. The proposed structure of the project

The precise nature of the project will dictate the format for this assessment. Students and supervisors are encouraged to decide early in the semester the appropriate form for the deliverables.


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.):


Type: Project
Groupwork: Individual
Weight: 35%

3,000-3,200 words (excluding table of contents, bibliography, etc.)

Criteria linkages:
Criteria Weight (%) SLOs CILOs
Relevance of problem or issue is clearly explained 30 1 .5
Project approach is logical and detailed 70 2 .5
SLOs: subject learning objectives
CILOs: course intended learning outcomes

Assessment task 2: Problem solution and project report


This assessment will present the results of the project, in the most appropriate format as agreed by student and supervisor. Results or recommendations will be clearly communicated to a professional audience.

Task: To be determined by supervisor and student


This task addresses the following subject learning objectives:

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.):

.4, C.1 and I.2

Type: Project
Groupwork: Individual
Weight: 65%


Criteria linkages:
Criteria Weight (%) SLOs CILOs
Evidence is used effectively to analyse the problem or issue 30 3 I.2
Conclusions are based on evidence and analysis 30 3 .4
Recommendations and conclusions are communicated clearly 20 4 C.1
Supporting evidence is presented effectively 20 4 C.1
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.

Recommended texts

Ashworth, A. (2008), Pre-contract studies: development economics, tendering and estimating, Blackwell Science, Oxford

March, C. (2009), Finance & control for construction, Spon Press, London (ebook available)

Aqua Group (2016), The Aqua guide to procurement, tendering and contract administration, Chichester, England (ebook available)

Brook, M. (2016), Estimating and tendering for construction work, Abington, Oxon, Routledge

Boecker, J., Horst, S., Keiter, T., Lau, A., Sheffer, M., Toevs, B. & Reed, B. (2009), The integrative design guide to green building - redefining the practice of sustainability, Hoboken, N. Y., Wiley (ebook available)

Kibert, C.J. (2016), Sustainable construction: green building design & delivery, 4th Edition, Wiley, (ebook available)

Sabris, G.M. & Carter, K.C. (2012), Green building with concrete - sustainable design & construction, CRC Press (ebook available)