MBAX9101 Project Management - 2019

Weekly, Sydney CBD
Online, weekly
MBAX9101
Postgraduate
Term 2
6 Units of Credit
AGSM
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This course outline is for the current semester. To view outlines from other years and/or semesters, visit the archives

1. Course Details

Summary of Course

Project [noun] a piece of planned work or an activity that is finished over a period of time and intended to achieve a particular purpose (Cambridge English Dictionary, n.d.).

Projects are the means by which organisations implement their strategy.

They are ubiquitous across industry and domain: as a manager or leader in any modern organisation, you will be directly involved in projects - as a team member, a project or program manager, a subject-matter expert, a sponsor or owner, or as a client.

As your career progresses, you can expect to face increasingly complex challenges in dealing with larger projects, more demanding stakeholders, tighter constraints on human, financial and other resources, and a rapidly changing environment. You will be expected to improve the efficiency, productivity and performance of your teams, and determine which projects and initiatives will best deliver the organisation's mandate.

An increasing number of organisations are 'projectising' routine work to gain the benefits of project management. At the same time, agile and flexible work practices are blurring the distinction between project and operational work. At the other end of the scale, the increasing number of complex projects and megaprojects require more rigorous approaches to both managing and governing an organisation's project portfolio.

This course provides an introduction to the rapidly growing world of project, program and portfolio management (PPPM or 3PM). The 12 Units address various themes around managing projects in modern organisations, and take you through key processes that contribute to the successful delivery of a project. We start with an introduction to project management, and follow with requisite project-management methodologies and skills, management of the stakeholders and individuals assigned to project teams, project planning and project communications, project execution and control, and project closure. Woven through each Unit are the attributes of responsible leadership underpinning sustainable future organisations.

However, we can only scratch the surface of what is an ever-expanding field of study. Every project is, by definition, unique: there is no one-size-fits-all approach to project management. While we present a simple framework for project management, and assignments and a simulation against which to apply it, our real objective is to challenge your thinking about project management, and how it can be exploited to deliver value to your organisations and stakeholders.

Whether you contribute to projects, manage multiple small projects or a single large one, or are responsible for a project portfolio or a team of project managers, we trust you will find this course challenges you and equips you to improve your own and your organisation's project delivery capabilities.

Teaching Times and Locations

Please note that teaching times and locations are subject to change. Students are strongly advised to refer to the Class Timetable website for the most up-to-date teaching times and locations.

View course timetable

Course Policies & Support

The Business School expects that you are familiar with the contents of this course outline and the UNSW and Business School learning expectations, rules, policies and support services as listed below:

  • Program Learning Outcomes
  • Academic Integrity and Plagiarism
  • Student Responsibilities and Conduct
  • Special Consideration
  • Protocol for Viewing Final Exam Scripts
  • Student Learning Support Services

View course Policies and Support

Course Aims and Relationship to Other Courses

This course can be taken early in your degree program, and will help you develop a range of skills such as managing project teams, managing project schedules and managing budgets. Not only will the skills be helpful as a complement to other courses in the program, but also in helping you successfully undertake your studies as a series of projects.

Additonal Course Details

2. Quality Assurance and Course Alignment

Quality Assurance

The program is aligned to a number of international standards, to ensure the courses you study are high quality. At present, this includes designing courses to:

Student Learning Outcomes

Program Learning Goals and Outcomes Course Learning Outcomes Course Assessment Item
PLO 1: Business knowledgeselect and apply project-management tools and techniques to manage a project through its entire life cycle
Assessment 1 : Simulation Reflection Report
Assessment 2 : Individual component
Assessment 3 : Part A General participation
Assessment 3 : Part B Newshound activity
differentiate between traditional and agile project management and when to use each
Assessment 1 : Simulation Reflection Report
Assessment 2 : Individual component
Assessment 3 : Part A General participation
Assessment 3 : Part B Newshound activity
PLO 2: Problem solvingdiscuss the value of, and challenges and constraints in, utilising project management in the modern business environment
Assessment 1 : Simulation Reflection Report
Assessment 2 : Individual component
Assessment 3 : Part A General participation
Assessment 3 : Part B Newshound activity
make recommendations on how best to select, structure and resource projects for success
Assessment 1 : Simulation Reflection Report
Assessment 2 : Individual component
Assessment 3 : Part A General participation
Assessment 3 : Part B Newshound activity
assess project status reports and utilise data to forecast project outcomes
Assessment 1 : Simulation Reflection Report
Assessment 2 : Individual component
Assessment 3 : Part A General participation
Assessment 3 : Part B Newshound activity
identify and apply 'lesson learned' from past projects and apply them to future projects.
Assessment 1 : Simulation Reflection Report
Assessment 2 : Individual component
Assessment 3 : Part A General participation
Assessment 3 : Part B Newshound activity
differentiate between traditional and agile project management and when to use each
Assessment 1 : Simulation Reflection Report
Assessment 2 : Individual component
Assessment 3 : Part A General participation
Assessment 3 : Part B Newshound activity
assess the impact of risk and uncertainty in a project, and recommend alternative courses of action
Assessment 1 : Simulation Reflection Report
Assessment 2 : Individual component
Assessment 3 : Part A General participation
Assessment 3 : Part B Newshound activity
PLO 3: Business communicationprovide constructive feedback to improve team-member performance
Assessment 1 : Simulation Reflection Report
Assessment 2 : Individual component
demonstrate team-leadership and communication skills to achieve project outcomes
Assessment 1 : Simulation Reflection Report
Assessment 2 : Individual component
demonstrate tolerance and acceptance of the diversity of people and skills in any project
Assessment 1 : Simulation Reflection Report
Assessment 2 : Individual component
PLO 4: Teamworkdemonstrate team-leadership and communication skills to achieve project outcomes
Assessment 2 : Team component
demonstrate tolerance and acceptance of the diversity of people and skills in any project
Assessment 2 : Team component
analyse and evaluate your own and your team's performance in achieving project outcomes
Assessment 2 : Team component
PLO 5: Responsible business practiceconsider ethical dilemmas project managers face, and evaluate alternative courses of action
Assessment 2 : Individual component
Assessment 2 : Team component
Assessment 3 : Part A General participation
Assessment 3 : Part B Newshound activity
PLO 6: Global and cultural competencedemonstrate tolerance and acceptance of the diversity of people and skills in any project
Assessment 2 : Individual component
Assessment 2 : Team component
Assessment 3 : Part A General participation
Assessment 3 : Part B Newshound activity
PLO 7: Leadership developmentidentify and apply 'lesson learned' from past projects and apply them to future projects.
Assessment 1 : Simulation Reflection Report
Assessment 2 : Individual component
Assessment 3 : Part A General participation
Assessment 3 : Part B Newshound activity
assess the role and responsibilities of a project manager in different types of projects
Assessment 1 : Simulation Reflection Report
Assessment 2 : Individual component
Assessment 3 : Part A General participation
Assessment 3 : Part B Newshound activity
PLO 1: Business knowledgedifferentiate between traditional and agile project management and when to use each
Assessment 1 : Simulation Reflection Report
Assessment 2 : Individual component
Assessment 2 : Team component
Assessment 3 : Part A General participation
Assessment 3 : Part B Newshound activity
select and apply project-management tools and techniques to manage a project through its entire life cycle
Assessment 1 : Simulation Reflection Report
Assessment 2 : Individual component
Assessment 2 : Team component
Assessment 3 : Part A General participation
Assessment 3 : Part B Newshound activity
PLO 2: Problem solvingassess project status reports and utilise data to forecast project outcomes
Assessment 1 : Simulation Reflection Report
Assessment 2 : Individual component
Assessment 2 : Team component
Assessment 3 : Part A General participation
Assessment 3 : Part B Newshound activity
make recommendations on how best to select, structure and resource projects for success
Assessment 1 : Simulation Reflection Report
Assessment 2 : Individual component
Assessment 2 : Team component
Assessment 3 : Part A General participation
Assessment 3 : Part B Newshound activity
discuss the value of, and challenges and constraints in, utilising project management in the modern business environment
Assessment 1 : Simulation Reflection Report
Assessment 2 : Individual component
Assessment 2 : Team component
Assessment 3 : Part A General participation
Assessment 3 : Part B Newshound activity
differentiate between traditional and agile project management and when to use each
Assessment 1 : Simulation Reflection Report
Assessment 2 : Individual component
Assessment 2 : Team component
Assessment 3 : Part A General participation
Assessment 3 : Part B Newshound activity
assess the impact of risk and uncertainty in a project, and recommend alternative courses of action
Assessment 1 : Simulation Reflection Report
Assessment 2 : Individual component
Assessment 2 : Team component
Assessment 3 : Part A General participation
Assessment 3 : Part B Newshound activity
identify and apply 'lesson learned' from past projects and apply them to future projects.
Assessment 1 : Simulation Reflection Report
Assessment 2 : Individual component
Assessment 2 : Team component
Assessment 3 : Part A General participation
Assessment 3 : Part B Newshound activity
PLO 3: Business communicationprovide constructive feedback to improve team-member performance
Assessment 1 : Simulation Reflection Report
Assessment 2 : Individual component
Assessment 2 : Team component
demonstrate team-leadership and communication skills to achieve project outcomes
Assessment 1 : Simulation Reflection Report
Assessment 2 : Individual component
Assessment 2 : Team component
demonstrate tolerance and acceptance of the diversity of people and skills in any project
Assessment 1 : Simulation Reflection Report
Assessment 2 : Individual component
Assessment 2 : Team component
PLO 4: Teamworkdemonstrate team-leadership and communication skills to achieve project outcomes
Assessment 2 : Team component
analyse and evaluate your own and your team's performance in achieving project outcomes
Assessment 2 : Team component
demonstrate tolerance and acceptance of the diversity of people and skills in any project
Assessment 2 : Team component
PLO 5: Responsible business practiceconsider ethical dilemmas project managers face, and evaluate alternative courses of action
Assessment 2 : Individual component
Assessment 2 : Team component
Assessment 3 : Part A General participation
Assessment 3 : Part B Newshound activity
PLO 6: Global and cultural competencedemonstrate tolerance and acceptance of the diversity of people and skills in any project
Assessment 2 : Individual component
Assessment 2 : Team component
Assessment 3 : Part A General participation
Assessment 3 : Part B Newshound activity
PLO 7: Leadership developmentidentify and apply 'lesson learned' from past projects and apply them to future projects.
Assessment 1 : Simulation Reflection Report
Assessment 2 : Individual component
Assessment 2 : Team component
Assessment 3 : Part A General participation
Assessment 3 : Part B Newshound activity
assess the role and responsibilities of a project manager in different types of projects
Assessment 1 : Simulation Reflection Report
Assessment 2 : Individual component
Assessment 2 : Team component
Assessment 3 : Part A General participation
Assessment 3 : Part B Newshound activity

3. Staff Contact Details

Position Name Email Location Phone Consultation Times
Course CoordinatorJürgen Oschadleus
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Course CoordinatorJürgen Oschadleus
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The role of your Class Facilitator is to support the learning process by encouraging interaction among participants, providing direction in understanding the course content, assessing participant progress through the course and providing feedback on work submitted. AGSM Class Facilitators comprise both academics and industry practitioners with relevant backgrounds.

4. Learning and Teaching Activities

Approach to Learning and Teaching in the Course

The course is designed to be very practical. The study guide addresses core theoretical concepts and provides practical exercises to illustrate understanding of specific concepts and tools. These are supplemented by weekly online/classroom discussions through which broader themes can be explored.

The assessments test students' understanding of the concepts, but also require them to demonstrate their ability to practically apply the principles of project management.

Learning Activities and Teaching Strategies

The best way of learning project management is to do it. This course includes practical project management application as a core part of the delivery and assessment criteria. The extensive use of case discussion, a project management exercise and the delivery of a group project will provide you with a practical context within which to apply the skills and techniques covered.

The first activity is an online project simulation that will run in Weeks 1 and 2 of the term, and will require you to undertake several iterations of a product development project, reflect on the experience, and submit an individual report on your findings (Assessment 1). A debriefing webinar will be conducted at the end of Week 2 to provide you with feedback on the simulation results (the webinar will be recorded for those not able to attend in person).

The second practical application is the completion of a group project (Assessment 2). In this project, you will be assessed on both the content and the project management process used to produce the content. Further information on both assessments can be obtained in the Assessment Details document.

Course Structure

Unit 1, Introduction to project management, introduces you to projects and project management. We define the concepts, terminology and types of projects and the role they play in a variety of organisations. We will also consider the key challenges in the successful delivery of projects, and introduce common project management methodologies.

Unit 2, Fundamentals of project management, provides an overview of the key principles underpinning projects of any size. We provide an overview of the generic project life cycle and the key project management artefacts and processes associated with each. We also take a closer look at developing a project schedule and budget.

Unit 3, Dealing with uncertainty and risks, considers the impact of uncertainty and risk on projects. We discuss the overall approach to projects to address uncertainty, and introduce a risk management framework that can help reduce the level of risk on projects.

Unit 4, Setting up projects for success, presents the critical success factors required for successful project delivery. We consider a range of environmental and organisational factors (including culture, structure and governance) that underpin success. We also address the need for clear, measurable objectives.

Unit 5, Designing and planning the project, addresses key planning concepts in projects, including defining an approach. We differentiate between agile and predictive approaches, and outline the fundamental planning steps of both.

Unit 6, Optimising the project schedule and budget, addresses a range of techniques and tools to optimise project schedules and budgets to fit project constraints. We review different estimating approaches, as well as techniques such as fast-tracking and crashing to accelerate projects.

Unit 7, The project manager, examines the evolving role of the project manager as both a manager and a leader. We consider the roles and responsibilities of a project manager and outline the key technical and interpersonal skills required to plan and deliver different types of project, and to manage the expectations of project stakeholders. We also address some of the ethical dilemmas confronting project managers.

Unit 8, Stakeholder engagement, identifies the project manager's interaction with project stakeholders and team members. We consider how to define, engage and influence stakeholders, supported by an effective communication management plan. We also consider the role of team members, and how to effectively lead and motivate high performance teams.

Unit 9, Project execution and control, outlines the fundamental purposes and methods of project control. We assess the use of performance measurement and reporting systems, in particular earned value management and status reports, in analysing progress and predicting future performance. We also address implementation challenges such as scope creep and related control issues.

Unit 10, Project reviews and close out, introduces the project audit and health check to ensure the ongoing viability and health of the project. We then tum to the termination of projects and describe different types of closure and the essential activities underpinning each. We discuss the need for and content of a final project report and lessons learned, as a driver for improvements in project delivery.

Unit 11, Portfolio management and project selection, presents a systematic process to evaluate and select projects within the broader organisational context. Projects are selected on the basis of meeting the financial and other goals of the organisation, and require additional analysis prior to initiation. Several project selection models are considered and evaluated, and we address the rise of project portfolio management.

Unit 12, Uplifting project management capability, provides you with an opportunity to reflect on what you have learned in the course and how this can be applied to improve your own management and leadership skills, as well as the project management maturity of your organisation.

6. Course Resources

Course Material

You have four major resources to help you learn:

  1. The course materials, comprising the weekly study units with readings, references, insights and commentary. You will do much of your learning outside the classroom by working through the course materials, and by completing the exercises as they arise.
  2. Your online or face-to-face classes with your facilitator. The facilitator's job is to guide your learning by conducting class discussion, answering questions that might arise after you have done the week's work, providing insights from his or her practical experience and understanding of theory, providing you with feedback on your assignments, and directing discussions and debates that will occur between you and your co-participants in the classroom.
  3. Your fellow students. Your colleagues are an invaluable potential source of learning for you. Their work and life, and their willingness to question and argue with the course materials, the facilitator and your views, represent a great learning opportunity. They bring much valuable insight to the learning experience.
  4. In addition to course-based resources, please also refer to the AGSM Learning Toolkit (available in Moodle) for tutorials and guides that will help you learn more about effective study practices and techniques.
Readings

Specific readings are prescribed throughout the Units and are available via active hyperlinks or URLs. Please note that you may be required to enter your UNSW zID and zPass in order to access these hyperlinked readings.

The course material reference list provides an extensive range of additional books and articles on project management topics.

Recommended textbook

The course does not require a textbook. However, we do highly recommend the following book, which provides more detail on many of the technical concepts we touch on in this course.

Larson E W and Gray C F, 2018, Project Management: The Managerial Process, 7th edn, McGraw-Hill Education.
ISBN: 9781259924484

Harvard simulation

The first assessment will require you to complete a project management simulation from Harvard Business School in the first two weeks of the course. The online simulation is accessed through any web browser. You will receive a link to the simulation the week before the course begins, and will be required to complete a free online registration form with Harvard before you can access the simulation.

At the end of the simulation, you will have the option of participating in a one-hour webinar in which the results will be debriefed, or to watch a recording of the webinar at your leisure. This is highly recommended to help you prepare for the first assignment. The webinar date is provided in the Course Schedule.

Project management software (optional)

The course does not require you to purchase project management software. However, you will be required to manage a group project with a small team, and will need to utilise project tools to this end. The Assessment Details document provides some input options for discussion with your team.

You may also wish to utilise a scheduling tool to assist with Unit 6 (schedule optimisation). The recommended tools are:

  • MS Project (version 2013 or later; from 2018 trial versions are only available for the Project Online Professional edition).
  • FastTrack (version 10 or later; available on Windows or Mac platform), 21-day free trial available from link; educational licences available).

7. Course Evaluation & Development

Continual Course Improvement

Our courses are revised each time they run, wtih updated course outlines and assessment tasks. All courses are reviewed and revised regularly and significant course updates are carried out in line with industry developments. 

The AGSM surveys students each time a course is offered. The data collected provides anonymous feedback from students on the quality of course content and materials, class facilitation, student support services and the program in general. This student feedback is taken into account in all course revisions.

Student Response

Project Management attracts students with diverse exposure to project management and the course was fully revised last year. Student feedback on the rewritten course was very positive. Both experienced and novice project managers praised the relevance and applicability of the content to their workplace, and commented favourably on the progression of the content, the mix of theory and practical application, the range of discussions and activities, and the level of knowledge, experience and engagement displayed by the facilitators.

Students appreciated the structure, breadth of topics addressed, the range of case studies incorporated, the explanatory videos that were provided, and the reduced reading load. The simulation and practical nature of the group assignment were also highly appreciated.

The primary area of concern related to the second assessment, specifically the higher-than-expected workload it entailed, and the need to work on it over an extended period of time in order to complete a series of interim deliverables. This can be challenging for students who prefer a totally asynchronous study experience. Several students also identified ambiguity in the assignment requirements which will need to be addressed.

Response to Student Feedback

Finding the right balance of content and delivery in the rapidly expanding field of project management is a challenge, but the course rewrite appears for the most part to have achieved that. The area that still needs attention is the second (i.e. group) assignment, an assessment element that always attracts both praise and criticism from students.

Given that teamwork is a graduate attribute, and project management is all about working within groups and teams, the group assignment remains a core component of this course. However, we are working on reducing the ambiguity in the requirements, and will also provide clearer guidance on the tools and processes to help reduce the amount of time students spend on the assignment component of the course. However, we will continue assessing not only the content (a report and presentation), but also the process (i.e. the application of project management principles) across the duration of the assignment.

8. Course Schedule

Week Activity Topic Detail/Engagement Assessment Task
Week 1 Assessment 3: ParticipationUnit 1: Introduction to project management

Assessment 3: Participation is assessed throughout the session (20%)

Assessment 3 : Part A General participation
Assessment 3 : Part B Newshound activity
Week 2 WebinarUnit 2: Fundamentals of project management

 Webinar: Simulation debrief, Thursday 13 June, 8pm Sydney time

–
Week 3 -Unit 3: Dealing with uncertainty and risks
–
–
Week 4 Assessment 1: Report dueUnit 4: Setting up projects for success

Assessment 1: Report (25%) due on Wednesday 26 June by 3pm Sydney time

Assessment 1 : Simulation Reflection Report
Week 5 -Unit 5: Designing and planning the project
–
–
Week 6 Assessment 2: Team Component 1.1Unit 6: Optimising the project schedule and budget

Assessment 2: Team Component 1.1: project management plan due on Friday 12 July by 3pm Sydney time

Assessment 2 : Team component
Week 7 -Unit 7: The project manager
–
–
Week 8 Assessment 2: Team Component 1.2Unit 8: Stakeholder engagement

Assessment 2: Team Component 1.2: status report 1 due on Friday 26 July by 3pm Sydney time

Assessment 2 : Team component
Week 9 -Unit 9: Project execution and control
–
–
Week 10 Assessment 2: Team Component 1.2Unit 10: Project reviews and close out

Assessment 2: Team Component 1.2 status report 2 (35%) due on Friday 9 August by 3pm Sydney time

Assessment 2 : Team component
Week 11 -Unit 11: Portfolio management and project selection
–
–
Week 12 Assessment 2: Team Component 2.1Unit 12: Uplifting project management capability

Assessment 2: Team Component 2.1 Report due on Friday 23 August by 3:00pm Sydney time

Assessment 2: Team Component 2.2 Presentation to be scheduled with facilitator for Week 12

Assessment 2 : Team component
Week 13 Assessment 2: Individual Components 1 & 2
–

Assessment 2: Team Component 2.2 (see Week 12 above) - if scheduled

Assessment 2: Individual Components 1 & 2: Reflective report (20%) due on Wednesday 28 August by 3pm Sydney time

Assessment 2 : Individual component
Assessment 2 : Team component
Week 1 Assessment 3: Participation Unit 1: Introduction to project management

Assessment 3: Participation is assessed throughout the session (20%)

Assessment 3 : Part A General participation
Assessment 3 : Part B Newshound activity
Week 2 WebinarUnit 2: Fundamentals of project management

 Webinar: Simulation debrief, Thursday 13 June, 8pm Sydney time

–
Week 3 -Unit 3: Dealing with uncertainty and risks
–
–
Week 4 Assessment 1: Report dueUnit 4: Setting up projects for success

Assessment 1: Report (25%) - due on Wednesday 26 June by 3pm Sydney time

Assessment 1 : Simulation Reflection Report
Week 5 -Unit 5: Designing and planning the project
–
–
Week 6 Assessment 2: Team Component 1.1Unit 6: Optimising the project schedule and budget

Assessment 2: Team Component 1.1: project management plan due on Friday 12 July by 3pm Sydney time

 

Assessment 2 : Team component
Week 7 -Unit 7: The project manager
–
–
Week 8 Assessment 2: Team Component 1.2Unit 8: Stakeholder engagement

Assessment 2: Team Component 1.2: status report 1 due on Friday 26 July by 3pm Sydney time

 

Assessment 2 : Team component
Week 9 -Unit 9: Project execution and control
–
–
Week 10 Assessment 2: Team Component 1.2Unit 10: Project reviews and close out

Assessment 2: Team Component 1.2 status report 2 (35%) due on Friday 9 August by 3pm Sydney time

Assessment 2 : Team component
Week 11 -Unit 11: Portfolio management and project selection
–
–
Week 12 Assessment 2: Team Component 2.1Unit 12: Uplifting project management capability

Assessment 2: Team Component 2.1 Report due on Friday 23 August by 3pm Sydney time.

Assessment 2: Team Component 2.2 Presentation to be scheduled with facilitator for Week 12 or Week 13

Assessment 2 : Team component
Week 13 Assessment 2: Team Component 2.2
–

Assessment 2: Team Component 2.2 (see Week 12 above) - if scheduled

Assessment 2: Individual Components 1 & 2: Reflective report (20%) due on Wednesday 28 August by 3pm Sydney time

 

Assessment 2 : Individual component
Assessment 2 : Team component

9. Policies and Support

Information about UNSW Business School protocols, University policies, student responsibilities and education quality and support.

Program Learning Outcomes

The Business School places knowledge and capabilities at the core of its curriculum via seven Program Learning Outcomes (PLOs). These PLOs are systematically embedded and developed across the duration of all coursework programs in the Business School.

PLOs embody the knowledge, skills and capabilities that are taught, practised and assessed within each Business School program. They articulate what you should know and be able to do upon successful completion of your degree.

Upon graduation, you should have a high level of specialised business knowledge and capacity for responsible business thinking, underpinned by ethical professional practice. You should be able to harness, manage and communicate business information effectively and work collaboratively with others. You should be an experienced problem-solver and critical thinker, with a global perspective, cultural competence and the potential for innovative leadership.

All UNSW programs and courses are designed to assess the attainment of program and/or course level learning outcomes, as required by the UNSW Assessment Design Procedure. It is important that you become familiar with the Business School PLOs, as they constitute the framework which informs and shapes the components and assessments of the courses within your program of study.

PLO 1: Business knowledge

Students will make informed and effective selection and application of knowledge in a discipline or profession, in the contexts of local and global business.

PLO 2: Problem solving

Students will define and address business problems, and propose effective evidence-based solutions, through the application of rigorous analysis and critical thinking.

PLO 3: Business communication

Students will harness, manage and communicate business information effectively using multiple forms of communication across different channels.

PLO 4: Teamwork

Students will interact and collaborate effectively with others to achieve a common business purpose or fulfil a common business project, and reflect critically on the process and the outcomes.

PLO 5: Responsible business practice

Students will develop and be committed to responsible business thinking and approaches, which are underpinned by ethical professional practice and sustainability considerations.

PLO 6: Global and cultural competence

Students will be aware of business systems in the wider world and actively committed to recognise and respect the cultural norms, beliefs and values of others, and will apply this knowledge to interact, communicate and work effectively in diverse environments.

PLO 7: Leadership development

Students will develop the capacity to take initiative, encourage forward thinking and bring about innovation, while effectively influencing others to achieve desired results.

These PLOs relate to undergraduate and postgraduate coursework programs.  Separate PLOs for honours and postgraduate research programs are included under 'Related Documents'.

Business School course outlines provide detailed information for students on how the course learning outcomes, learning activities, and assessment/s contribute to the development of Program Learning Outcomes.

RELATED DOCUMENTS

 

UNSW Graduate Capabilities

The Business School PLOs also incorporate UNSW graduate capabilities, a set of generic abilities and skills that all students are expected to achieve by graduation. These capabilities articulate the University’s institutional values, as well as future employer expectations.

UNSW Graduate CapabilitiesBusiness School PLOs
Scholars capable of independent and collaborative enquiry, rigorous in their analysis, critique and reflection, and able to innovate by applying their knowledge and skills to the solution of novel as well as routine problems.
  • PLO 1: Business knowledge
  • PLO 2: Problem solving
  • PLO 3: Business communication
  • PLO 4: Teamwork
  • PLO 7: Leadership development

Entrepreneurial leaders capable of initiating and embracing innovation and change, as well as engaging and enabling others to contribute to change
  • PLO 1: Business knowledge
  • PLO 2: Problem solving
  • PLO 3: Business communication
  • PLO 4: Teamwork
  • PLO 6: Global and cultural competence
  • PLO 7: Leadership development

Professionals capable of ethical, self-directed practice and independent lifelong learning
  • PLO 1: Business knowledge
  • PLO 2: Problem solving
  • PLO 3: Business communication
  • PLO 5: Responsible business practice

Global citizens who are culturally adept and capable of respecting diversity and acting in a socially just and responsible way.
  • PLO 1: Business knowledge
  • PLO 2: Problem solving
  • PLO 3: Business communication
  • PLO 4: Teamwork
  • PLO 5: Responsible business practice
  • PLO 6: Global and cultural competence

While our programs are designed to provide coverage of all PLOs and graduate capabilities, they also provide you with a great deal of choice and flexibility.  The Business School strongly advises you to choose a range of courses that assist your development against the seven PLOs and four graduate capabilities, and to keep a record of your achievements as part of your portfolio. You can use a portfolio as evidence in employment applications as well as a reference for work or further study. For support with selecting your courses contact the UNSW Business School Student Centre.




Academic Integrity and Plagiarism

Academic Integrity is honest and responsible scholarship. This form of ethical scholarship is highly valued at UNSW. Terms like Academic Integrity, misconduct, referencing, conventions, plagiarism, academic practices, citations and evidence based learning are all considered basic concepts that successful university students understand. Learning how to communicate original ideas, refer sources, work independently, and report results accurately and honestly are skills that you will be able to carry beyond your studies.

The definition of academic misconduct is broad. It covers practices such as cheating, copying and using another person’s work without appropriate acknowledgement. Incidents of academic misconduct may have serious consequences for students.

Plagiarism

UNSW regards plagiarism as a form of academic misconduct. UNSW has very strict rules regarding plagiarism. Plagiarism at UNSW is using the words or ideas of others and passing them off as your own. All Schools in the Business School have a Student Ethics Officer who will investigate incidents of plagiarism and may result in a student’s name being placed on the Plagiarism and Student Misconduct Registers.

Below are examples of plagiarism including self-plagiarism:

Copying: Using the same or very similar words to the original text or idea without acknowledging the source or using quotation marks. This includes copying materials, ideas or concepts from a book, article, report or other written document, presentation, composition, artwork, design, drawing, circuitry, computer program or software, website, internet, other electronic resource, or another person's assignment, without appropriate acknowledgement of authorship.

Inappropriate Paraphrasing: Changing a few words and phrases while mostly retaining the original structure and/or progression of ideas of the original, and information without acknowledgement. This also applies in presentations where someone paraphrases another’s ideas or words without credit and to piecing together quotes and paraphrases into a new whole, without appropriate referencing.

Collusion: Presenting work as independent work when it has been produced in whole or part in collusion with other people. Collusion includes:

  • Students providing their work to another student before the due date, or for the purpose of them plagiarising at any time
  • Paying another person to perform an academic task and passing it off as your own
  • Stealing or acquiring another person’s academic work and copying it
  • Offering to complete another person’s work or seeking payment for completing academic work

Collusion should not be confused with academic collaboration (i.e., shared contribution towards a group task).

Inappropriate Citation: Citing sources which have not been read, without acknowledging the 'secondary' source from which knowledge of them has been obtained.

Self-Plagiarism: ‘Self-plagiarism’ occurs where an author republishes their own previously written work and presents it as new findings without referencing the earlier work, either in its entirety or partially. Self-plagiarism is also referred to as 'recycling', 'duplication', or 'multiple submissions of research findings' without disclosure. In the student context, self-plagiarism includes re-using parts of, or all of, a body of work that has already been submitted for assessment without proper citation.

To see if you understand plagiarism, do this short quiz: https://student.unsw.edu.au/plagiarism-quiz

Cheating

The University also regards cheating as a form of academic misconduct. Cheating is knowingly submitting the work of others as their own and includes contract cheating (work produced by an external agent or third party that is submitted under the pretences of being a student’s original piece of work). Cheating is not acceptable at UNSW.

If you need to revise or clarify any terms associated with academic integrity you should explore the 'Working with Academic Integrity' self-paced lessons available at: https://student.unsw.edu.au/aim.

For UNSW policies, penalties, and information to help you avoid plagiarism see: https://student.unsw.edu.au/plagiarism as well as the guidelines in the online ELISE tutorials for all new UNSW students: http://subjectguides.library.unsw.edu.au/elise. For information on student conduct see: https://student.unsw.edu.au/conduct.

For information on how to acknowledge your sources and reference correctly, see: https://student.unsw.edu.au/referencing. If you are unsure what referencing style to use in this course, you should ask the lecturer in charge.


Student Responsibilities and Conduct

Students are expected to be familiar with and adhere to university policies in relation to class attendance and general conduct and behaviour, including maintaining a safe, respectful environment; and to understand their obligations in relation to workload, assessment and keeping informed.

Information and policies on these topics can be found on the 'Managing your Program' website.

Workload

It is expected that you will spend at least ten to twelve hours per week studying for a course except for Summer Term courses which have a minimum weekly workload of twenty to twenty four hours. This time should be made up of reading, research, working on exercises and problems, online activities and attending classes. In periods where you need to complete assignments or prepare for examinations, the workload may be greater. Over-commitment has been a cause of failure for many students. You should take the required workload into account when planning how to balance study with employment and other activities.

We strongly encourage you to connect with your Moodle course websites in the first week of semester. Local and international research indicates that students who engage early and often with their course website are more likely to pass their course.

View more information on expected workload

Attendance

Your regular and punctual attendance at lectures and seminars or in online learning activities is expected in this course. The Business School reserves the right to refuse final assessment to those students who attend less than 80% of scheduled classes where attendance and participation is required as part of the learning process (e.g., tutorials, flipped classroom sessions, seminars, labs, etc.).

View more information on attendance

General Conduct and Behaviour

You are expected to conduct yourself with consideration and respect for the needs of your fellow students and teaching staff. Conduct which unduly disrupts or interferes with a class, such as ringing or talking on mobile phones, is not acceptable and students may be asked to leave the class.

View more information on student conduct

Health and Safety

UNSW Policy requires each person to work safely and responsibly, in order to avoid personal injury and to protect the safety of others.

View more information on Health and Safety

Keeping Informed

You should take note of all announcements made in lectures, tutorials or on the course web site. From time to time, the University will send important announcements to your university e-mail address without providing you with a paper copy. You will be deemed to have received this information. It is also your responsibility to keep the University informed of all changes to your contact details.



Student Support and Resources

The University and the Business School provide a wide range of support services and resources for students, including:

Business School Education Quality and support Unit (EQS)
The EQS offers academic writing, study skills and maths support specifically for Business students. Services include workshops, online resources, and individual consultations.
Level 1, Room 1033, Quadrangle Building.
bschoolconsults@unsw.edu.au
02 9385 7577 or 02 9385 4508

Business School Student Centre
The Business School Student Centre provides advice and direction on all aspects of admission, enrolment and graduation.
Level 1, Room 1028 in the Quadrangle Building
02 9385 3189

UNSW Learning Centre
The UNSW Learning Centre provides academic skills support services, including workshops and resources, for all UNSW students. See their website for details.
Lower Ground Floor, North Wing Chancellery Building.
learningcentre@unsw.edu.au
02 9385 2060

Educational Support Service
Educational Support Advisors work with all students to promote the development of skills needed to succeed at university, whilst also providing personal support throughout the process. Check their website to request an appointment or to register in the Academic Success Program.
John Goodsell Building, Ground Floor.
advisors@unsw.edu.au
02 9385 4734

Library services and facilities for students
The UNSW Library offers a range of collections, services and facilities both on-campus and online.
Main Library, F21.
02 9385 2650

Moodle eLearning Support
Moodle is the University’s learning management system. You should ensure that you log into Moodle regularly.
externalteltsupport@unsw.edu.au
02 9385 3331

UNSW IT
UNSW IT provides support and services for students such as password access, email services, wireless services and technical support.
UNSW Library Annexe (Ground floor).
itservicecentre@unsw.edu.au
02 9385 1333

Disability Support Services
UNSW Disability Support Services provides assistance to students who are trying to manage the demands of university as well as a health condition, learning disability or who have personal circumstances that are having an impact on their studies. Disability Advisers can arrange to put in place services and educational adjustments to make things more manageable so that students are able to complete their course requirements. To receive educational adjustments for disability support, students must first register with Disability Services.
Ground Floor, John Goodsell Building.
disabilities@unsw.edu.au
02 9385 4734

UNSW Counselling and Psychological Services
Provides support and services if you need help with your personal life, getting your academic life back on track or just want to know how to stay safe, including free, confidential counselling.
Level 2, East Wing, Quadrangle Building.
counselling@unsw.edu.au
02 9385 5418


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