95736 Health Project Management
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Credit points: 6 cp
Result type: Grade and marks
Requisite(s): (48 credit points of completed study in 48.0000000000 Credit Points spk(s): C10360 Bachelor of Public Health OR 48 credit points of completed study in 48.0000000000 Credit Points spk(s): C10410 Bachelor of Public Health Bachelor of Sustainability and Environment OR 48 credit points of completed study in 48.0000000000 Credit Points spk(s): C10396 Bachelor of Public Health Bachelor of International Studies OR 48 credit points of completed study in 48.0000000000 Credit Points spk(s): C10441 Bachelor of Health Sciences Bachelor of Languages and Cultures OR 48 credit points of completed study in 48.0000000000 Credit Points spk(s): C10470 Bachelor of Public Health Bachelor of Economics OR 48 credit points of completed study in 48.0000000000 Credit Points spk(s): C10468 Bachelor of Public Health Bachelor of Business OR 48 credit points of completed study in 48.0000000000 Credit Points spk(s): C10466 Bachelor of Public Health Bachelor of Creative Intelligence and Innovation OR 48 credit points of completed study in 48.0000000000 Credit Points spk(s): C10469 Bachelor of Public Health Bachelor of Management) AND (95726 Foundations of Public Health OR 92574 Introduction to Public Health) AND (95727 Introduction to Health Systems OR 92566 Introduction to Health Care Systems)
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. Building on knowledge from previous studies of health promotion, epidemiology, primary health care and health systems, students develop an understanding of the project cycle, facilitation, management and stakeholder partnerships, and other approaches that can be used in health-related projects.
Students utilise these approaches and tools used in health project development and planning to prepare a development proposal for a health promotion or health service delivery project based on a specific scenario. Students also consider key dilemmas related to 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 |
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| 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 consistent with health promotion principles, actions and models |
| F. | Appraise the importance of professional, responsible, ethical and equitable practice in health project management, health promotion 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)
- Evaluate the effectiveness and efficiency of health projects and programs. (2.1)
- Develop creative and innovative responses to health issues. (2.2)
- Use an assets-based approach to engender effective communication, collaboration and leadership. (3.0)
- Demonstrates a capacity for autonomy, accountability and critical self-assessment. (3.4)
- Are ethical and responsible professionals who value the diversity of people and communities. (4.0)
- Recognises the need of supportive and responsive evidence-based practice in diverse communities. (4.2)
- Translate research and evaluation into social and professional practice though critical thinking and knowledge integration. (5.0)
- Demonstrates critical thinking in the development and practice of public health. (5.1)
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 Promote and enhance the health of diverse groups through evidence-based advocacy strategies and techniques
2. Adaptability: Demonstrate creative and adaptive thinking within a changeable social, political and technological environment.
2.2 Develop creative and innovative responses to health issues.
4. Ethics and diversity: Are ethical and responsible professionals who value the diversity of people and communities.
4.1 Considers ethical implications in public health research and practice.
4.2 Appreciates the need for supportive and responsive evidence-based practice in diverse communities.
5. Critical thinking and practice: Translate research and evaluation into social and professional practice though critical thinking and knowledge integration.
5.1 Demonstrates critical thinking in the development and practice of public health.
5.3 Assess and evaluate the relevance and quality of research in the context of specific health issues and populations.
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 lecture and face-to-face tutorial through pre-assigned readings, short videos, and other media, as well as online quizzes to check understanding. These readings will consist of health project management literature and development agency manuals on the use of practical tools for preparing a development proposal.
In the weekly tutorials, students will be given time to discuss approaches and strategies based on their pre-class activities. In Module 1 (weeks 1 - 4), 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 5 – 10), students will be introduced to a range of practical tools for utilisation in their group’s development proposals. For the project proposal, strictly limited and authentic use of AI technologies will be used to strengthen students' proposals. 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 weeks, each group will be asked to present their development proposal to the class for peer review. Strictly limited use of AI platforms, such as Chat GPT will be permitted in the completion of this task. Students will also be asked to critically consider their own role in the project cycle from both a management and an ethical perspective.
Weekly non-assessed quizzes will be provided online to allow students to test their understanding of the materials. 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.
An aim of this subject is to help you develop academic and professional language and communication skills in order to succeed at university and in the workplace. To determine your current academic language proficiency, you are required to complete a written diagnostic task]. If you receive a Basic grade for the written diagnostic task, you must attend additional Language Development Tutorials (each week from week [3/4] to week [11/12] in order to pass the subject. These tutorials are designed to support you to develop your language and communication skills. Students who do not complete the written task and/or do not attend 80% of the Language Development Tutorials will receive a Fail X grade.
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, allow them to critically apply them to a chosen at-risk group and demonstrate an understanding of ethical considerations. It is an essential part of preparing students for Assessment Task 3. |
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| Objective(s): | This assessment task addresses subject learning objective(s): A, B, D and F This assessment task contributes to the development of graduate attribute(s): 1.0, 2.0, 4.0 and 5.0 |
| Type: | Essay |
| Groupwork: | Individual |
| Weight: | 20% |
| Length: | 1,200 words |
Assessment task 2: In-class quizzes
| Intent: | To assess students’ knowledge of development tools and their application to development contexts. |
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| 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): 2.0, 2.1, 2.2 and 3.4 |
| Type: | Quiz/test |
| Groupwork: | Group, group assessed |
| Weight: | 30% |
| Length: | 10 minutes (questions not answered at time-out will not attract points). |
Assessment task 3: Health Project Proposal
| 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. |
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| 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, 4.0, 4.2, 5.0 and 5.1 |
| Type: | Project |
| Groupwork: | Individual |
| Weight: | 30% |
| Length: | 1,500 word reflection |
Assessment task 4: Critical assessment of two health project proposals
| 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. |
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| Objective(s): | This assessment task addresses subject learning objective(s): A, C, D and F This assessment task contributes to the development of graduate attribute(s): 1.0, 2.0, 2.2, 3.0 and 4.0 |
| Type: | Essay |
| Groupwork: | Individual |
| Weight: | 20% |
| Length: | 1500 word essay (approximately 750 words + 750 words) |
Minimum requirements
It is a requirement of this subject that all students complete a written diagnostic task. Students who received a Basic grade in the written diagnostic task are required to attend 80% of the Language Development Tutorials in order to pass the subject. Students who do not complete the written diagnostic task and/or do not attend 80% of the Language Development Tutorials will receive a Fail X grade.
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
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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.
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