92577 Health Project and Program Management and Evaluation
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particular session, location and mode of offering is the authoritative source
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Subject handbook information prior to 2025 is available in the Archives.
Credit points: 6 cp
Result type: Grade and marks
Requisite(s): ( 48 credit points of completed study in spk(s): C10360 Bachelor of Public Health OR (92574 Introduction to Public Health AND 92566 Introduction to Health Care Systems AND 92571 Principles of Primary Health Care))
These requisites may not apply to students in certain courses. See access conditions.
Description
This subject provides a critical introduction to the management and evaluation process in health projects and programs. Students learn and apply management skills and tools used in the planning, implementation and evaluation of projects and programs designed to deliver health benefits in a variety of community and public health settings.
Students develop an understanding of the project cycle, management and stakeholder roles, and intervention approaches in health-related projects. Students utilise many of the approaches and tools used in health project development and planning when preparing a development proposal based on a specific scenario. Students also consider the importance of key aspects of health project planning, including top-down vs. bottom-up approaches, ethics, sustainability, as well as social equity and inclusivity.
Subject learning objectives (SLOs)
| A. | Describe the project cycle, management and stakeholder roles, and intervention approaches in health-related projects |
|---|---|
| B. | Critically assess community needs and health challenges, available resources, key stakeholders and recipients, as well as barriers to improved health and wellbeing |
| C. | Utilise development tools in all phases of the project cycle, including needs analysis, problem mapping, project design and implementation, monitoring and evaluation, and utilisation of results in future projects |
| D. | Apply culturally sensitive and community centred methods for working with diverse communities and at-risk groups, including gender analysis frameworks, and inclusive change processes, as well as identifying potential barriers to project implementation |
| E. | Evaluate the importance of top-down and bottom-up approaches, equitable planning and implementation, and sustainability, as well as other strategies in promoting behaviour change |
| F. | Appraise the importance of professional, responsible, ethical and equitable practice in health project management and service delivery |
Course intended learning outcomes (CILOs)
This subject also contributes specifically to the following graduate attributes:
- Advocate for and engage with individuals and communities to reduce health inequities and promote social justice in a global context (1.0)
- Demonstrate creative and adaptive thinking within a changeable social, political and technological environment (2.0)
- Use an assets-based approach to engender effective communication, collaboration and leadership (3.0)
- Are ethical and responsible professionals who value the diversity of people and communities (4.0)
- Translate research and evaluation into social and professional practice through critical thinking and knowledge integration (5.0)
Contribution to the development of graduate attributes
This subject also contributes specifically to the following graduate attributes:
1. Advocacy and Social Justice: Advocate for and engage with individuals and communities to reduce health inequities and promote social justice in a global context
1.3 Recognise and respond to the diverse health needs of communities both locally and abroad
2. Adaptability: Demonstrate creative and adaptive thinking within a changeable social, political and technological environment
2.2 Utilise enquiry based learning to develop innovative approaches to complex issues
4. Ethics and diversity: Are ethical and responsible professionals who value the diversity of people and communities
4.1 Promote health equity by recognizing and seeking to address disadvantage
4.2 Make use of research and data to enable responsible, ethical and equitable service provision
5. Critical thinking and practice: Translate research and evaluation into social and professional practice through critical thinking and knowledge integration
5.1 Identify appropriate information resources and apply effective and creative solutions for the improvement of individuals and communities
5.3 Critically evaluate research and practice for socially driven change
Teaching and learning strategies
The subject will actively involve students in practical exercises and discussions, as well as the preparation of a group development proposal based on a prepared scenario. Students will be required to prepare for each week’s [online or face-to-face] classes through pre-assigned readings, short videos, and other media. These readings will consist of health project management literature and development agency manuals on the use of practice tools for preparing a development proposal. In some cases, students in each group will be given different readings on the same strategies to help them compare different approaches to the application of the tools.
Lectures will provide an important introduction on the background and application of the tools. In the weekly tutorials, students will be given time to discuss approaches and strategies based on their pre-class activities. In Module 1, students will be introduced to project management methods, leading to a discussion of how these should be applied in the tutorials. In Module 2 (weeks 4 – 9), students will be introduced to a range of practical tools for utilisation in their group’s development proposals, and students will be permitted to use AI technology in developing their approaches, although all such usage needs to be clearly documented throughout. Some time in class will be allocated for groups to prepare their development proposals. However, additional time may be required outside of class to complete work. In the final 2 – 3 weeks, each group will be asked to present their development proposal to the class for peer review. Students will also be asked to consider their own role in the project cycle from both a management and an ethical perspective.
Weekly informal feedback will be provided to each group in relation to the use of the tools for their development proposal, as well as formal feedback after each task is completed.
Content (topics)
Module 1 – Project Management Strategies
Module 2 – Tools for Project Development
Module 3 – Ethics, Equity and Sustainability in Interventions for Health
Assessment
Assessment task 1: Health Management Strategies
| Intent: | This assessment task will allow an early appraisal of students’ understanding of some key project management approaches and allow them to critically apply them to a chosen at-risk group. It is an essential part of preparing students for Assessment Task 2 |
|---|---|
| Objective(s): | This assessment task addresses subject learning objective(s): A, B and D This assessment task contributes to the development of graduate attribute(s): 1.0, 2.0 and 5.0 |
| Type: | Essay |
| Groupwork: | Individual |
| Weight: | 20% |
| Length: | 800 words |
Assessment task 2: Health Project Proposal
| Intent: | To assess students’ knowledge of development tools and their application to development contexts |
|---|---|
| Objective(s): | This assessment task addresses subject learning objective(s): A, B, C, D and E This assessment task contributes to the development of graduate attribute(s): 1.0, 2.0, 3.0 and 4.0 |
| Type: | Project |
| Groupwork: | Group, group assessed |
| Weight: | 30% |
| Length: | Three tables completed as per template. |
Assessment task 3: Reflection on group management process
| Intent: | The development project will allow students to develop professional skills through the application of management practices and principles in the development of their own group proposals. Students will develop an understanding of how AI technologies can be used to enhance project proposal development and consider its implications for community engagement in project design and implementation. Students will reflect on their performance as health professionals involved in the development of a health project proposal. This will include comments on group dynamics as well as reflections on the ethical and social implications of working with vulnerable communities. |
|---|---|
| Objective(s): | This assessment task addresses subject learning objective(s): A, B, C, D, E and F This assessment task contributes to the development of graduate attribute(s): 1.0, 2.0, 3.0, 4.0 and 5.0 |
| Type: | Reflection |
| Groupwork: | Individual |
| Weight: | 15% |
| Length: | 500 word reflection |
Assessment task 4: Health and development Essay
| Intent: | Students will reflect on their performance as health professionals involved in the development of a health project proposal. This will include comments on group dynamics as well as reflections on the ethical and social implications of working with vulnerable communities. Students will also reflect on one other groups' health project proposal. This will include reflections on the ethical and social implications of working with vulnerable communities |
|---|---|
| Objective(s): | This assessment task addresses subject learning objective(s): A, B, C, D, E and F This assessment task contributes to the development of graduate attribute(s): .5, 1.0, 2.0, 3.0, 4.0 and 5.0 |
| Type: | Essay |
| Groupwork: | Individual |
| Weight: | 35% |
| Length: | 1500 word essay |
Required texts
There are no required texts. Reading will be provided for each week on Canvas
References
Gertler, P.J., Martinez, S., Premand, P., Rawlings, L.B. & Vermeersch, C.M. 2016, Impact evaluation in practice, World Bank Publications.
Royse, D., Thyer, B.A. & Padgett, D.K. 2015, Program evaluation: An introduction to an evidence-based approach, Cengage Learning.
Watson, D., Broemeling, A.-M., Reid, R.J. & Black, C. 2004, A results-based logic model for primary health care: laying an evidence-based foundation to guide performance measurement, monitoring and evaluation, University of British Columbia. Centre for Health Services and Policy Research, Vancouver.
Other resources
UTS Student Centre
Building 10
Monday to Friday: 9am - 5pm
Tel: 1300 ASK UTS (1300 275 887)
Details for student centres: www.uts.edu.au/current-students/contacts/general-contacts
For other resources/information refer to the Faculty of Health website (www.uts.edu.au/about/faculty-health) and Canvas at: https://canvas.uts.edu.au/courses/15744/pages/study-help-and-support?module_item_id=310035.
UTS Library
The Library has a wide range of resources, facilities and services to support you including textbooks, subject readings, health literature databases, workshops and bookable study rooms. There is also a team of librarians to help you with your questions available via online chat, phone and in person. W: lib.uts.edu.au, Facebook: utslibrary, Twitter: @utslibrary Tel: (02) 9514 3666.
Improve your academic and English language skills
Marks for all assessment tasks such as assignments and examinations are given not only for what you write but also for how you write. If you would like the opportunity to improve your academic and English language skills, make an appointment with the HELPS (Higher Education Language & Presentation Support) Service in Student Services.
HELPS (Higher Education Language & Presentation Support)
HELPS provides assistance with English language proficiency and academic language. Students who need to develop their written and/or spoken English should make use of the free services offered by HELPS, including academic language workshops, vacation intensive courses, drop-in consultations, individual appointments and Conversations@UTS (www.ssu.uts.edu.au/helps). HELPS staff are also available for drop-in consultations at the UTS Library. Phone (02) 9514 9733
Please see www.uts.edu.au for additional information on other resources provided to students by UTS.