PROJMGNT 7024NA - Complex Project Management 1

Ngee Ann Academy - Trimester 3 - 2017

Understanding of complex systems and development of competence to manage the investigation, feasibility, requirements definition, planning and delivery of complex projects, which include autonomous and independent systems. Consideration of different management styles for complicated (linear projects) and complex projects, including use of various techniques addressed in Systems Fundamentals. The course follows system fundamentals and includes a number of aspects of managing complex projects. These are: the modern history of system of systems engineering (SOSE); SoSE case studies; types of uncertainty and emergence; key aspects of complex systems; risk management of complex systems; systems thinking including soft systems methodology; modelling and simulation of SoS; sense making and tiny initiating events.

  • General Course Information
    Course Details
    Course Code PROJMGNT 7024NA
    Course Complex Project Management 1
    Coordinating Unit Entrepreneurship, Commercialisation & Innov Centre
    Term Trimester 3
    Level Postgraduate Coursework
    Location/s Ngee Ann Academy
    Units 3
    Contact Intensive: 36 to 40 hours
    Available for Study Abroad and Exchange Y
    Prerequisites PROJMGNT 5021
    Course Description Understanding of complex systems and development of competence to manage the investigation, feasibility, requirements definition, planning and delivery of complex projects, which include autonomous and independent systems. Consideration of different management styles for complicated (linear projects) and complex projects, including use of various techniques addressed in Systems Fundamentals. The course follows system fundamentals and includes a number of aspects of managing complex projects. These are: the modern history of system of systems engineering (SOSE); SoSE case studies; types of uncertainty and emergence; key aspects of complex systems; risk management of complex systems; systems thinking including soft systems methodology; modelling and simulation of SoS; sense making and tiny initiating events.
    Course Staff

    Course Coordinator: Associate Professor Indra Gunawan

    Program Director Contact Details:
    Project Management
    Name: Associate Professor Indra Gunawan
    Email: indra.gunawan@adelaide.edu.au


    Teaching Staff:
    Associate Professor Indra Gunawan


    Trimester 3
    Indra Gunawan is Associate Professor in Complex Project Management and the Director of Project Management Program in the Entrepreneurship, Commercialisation and Innovation Centre at the University of Adelaide.

    He received his PhD in Industrial Engineering and MSc in Construction Management from Northeastern University, USA.  Prior to joining the University of Adelaide, he was a program coordinator for Maintenance and Reliability Engineering at Monash University. Previously he has also taught in the Department of Mechanical and Manufacturing Engineering at Auckland University of Technology, New Zealand and worked as the Head of Systems Engineering and Management program at Malaysia University of Science and Technology (in collaboration with the MIT, USA).

    His current research interests include system reliability modelling, maintenance optimisation, project management, applications of operations research, and operations management.  He is actively involved in the Asset Management Council, a technical society of Engineers Australia.

    His work has appeared in many peer-reviewed journals such as International Journal of Project Management; International Journal of Production Research; Reliability Engineering and System Safety; IEEE Transactions on Industrial Informatics; International Journal of Reliability, Quality and Safety Engineering; Quality and Reliability Engineering International; International Journal of Project Organisation and Management; and International Journal of Quality and Reliability Management.

    He also serves as an Editorial Board member for International Journal of Project Organisation and Management; International Journal of Information Technology Project Management; and International Journal of Performability Engineering.

    Course Timetable

    The full timetable of all activities for this course can be accessed from Course Planner.

    Opening Intensive:  September 22nd - 24th 2017

    Closing Intensive:  November 17th - 19th 2017
  • Learning Outcomes
    Course Learning Outcomes
    On the successful completion of this course, students will be able to:

    1
    Identify different types of projects in project management and explain how management styles can vary depending on the type of a project employed.
    2 Analyze real life complex project management case studies from multiple domains and illustrate practical application of research methods and toolsets.
    3 Examine the latest interdisciplinary research in complex project management and apply lessons learned and best practices to the development of potential solutions to contemporary global challenges. 
    4 Compare and employ different levels of interpersonal skills as appropriate for effective teamwork and leadership in complex project management.
    5 Demonstrate the importance of developing broader awareness and maintaining high ethical and socio-cultural standards to successful complex project management.
    University Graduate Attributes

    This course will provide students with an opportunity to develop the Graduate Attribute(s) specified below:

    University Graduate Attribute Course Learning Outcome(s)
    Deep discipline knowledge
    • informed and infused by cutting edge research, scaffolded throughout their program of studies
    • acquired from personal interaction with research active educators, from year 1
    • accredited or validated against national or international standards (for relevant programs)
    1-3
    Critical thinking and problem solving
    • steeped in research methods and rigor
    • based on empirical evidence and the scientific approach to knowledge development
    • demonstrated through appropriate and relevant assessment
    1-3
    Teamwork and communication skills
    • developed from, with, and via the SGDE
    • honed through assessment and practice throughout the program of studies
    • encouraged and valued in all aspects of learning
    4-5
    Career and leadership readiness
    • technology savvy
    • professional and, where relevant, fully accredited
    • forward thinking and well informed
    • tested and validated by work based experiences
    1-5
    Intercultural and ethical competency
    • adept at operating in other cultures
    • comfortable with different nationalities and social contexts
    • able to determine and contribute to desirable social outcomes
    • demonstrated by study abroad or with an understanding of indigenous knowledges
    4-5
    Self-awareness and emotional intelligence
    • a capacity for self-reflection and a willingness to engage in self-appraisal
    • open to objective and constructive feedback from supervisors and peers
    • able to negotiate difficult social situations, defuse conflict and engage positively in purposeful debate
    1-5
  • Learning Resources
    Required Resources
    Text book:
    Mo Jamshidi, (2009) System of Systems – Innovations for the 21st Century, Hoboken, John Wiley- ISBN: 978-0470195901
    Recommended Resources
    References
    Please see list in Course Notes

    Library Resources
    The University of Adelaide’s Barr Smith Library provides a range of learning resources including texts, journals, periodicals, magazines, and access to online databases and information services. It also offers a virtual library which is accessible via the University’s website. Access to the Library's electronic resources.


    Other Resources

    If you are a member of the PMI (http://www.pmi.org/Membership.aspx) you will “gain exclusive access to PMI publications and our global standards*, networking options with our chapters and online communities of practice, and leadership and volunteer opportunities. You’ll also receive discounts on certification exams and renewals, as well as our professional development offerings.” Student membership is USD$40 to join and USD$30 to renew.

    * Log in to access complimentary read-only PDFs of all of PMI's published standards or take advantage of discounts on paperback editions
    http://www.pmi.org/PMBOK-Guide-and-Standards/Standards-Library-of-PMI-Global-Standards.aspx
    Online Learning
    MyUni is the University of Adelaide's online learning environment. It is used to support traditional face-to-face lectures, tutorials and workshops at the University. MyUni provides access to various features including announcements, course materials, discussion boards and assessments for each online course of study.
  • Learning & Teaching Activities
    Learning & Teaching Modes
    This course is offered in blended learning mode with the face-to-face component offered as intensives.
    Workload

    The information below is provided as a guide to assist students in engaging appropriately with the course requirements.

    As a guide, a 3 unit course comprises a total of 156 hours work (this includes face-to-face contact, any online components, and self directed study).
    Learning Activities Summary
    This is a draft schedule and session dates are a guide only. The timetable may be changed during the course delivery if necessary. 
    Intensive Content Readings/Activities
    Opening Intensive Topics 1-6 in notes Jamshidi, M. (2008). “Chapter 1 Introduction to System of Systems.” in System of Systems Engineering: Innovations for the 21st Century; M. Jamshidi (ed.) Hoboken, NJ: Wiley & Sons. pp 1-20

    Azani, C. (2008). “Chapter 2 An Open Systems Approach to System of Systems Engineering.” in System of Systems Engineering: Innovations for the 21st Century; M. Jamshidi (ed.) Hoboken, NJ: Wiley & Sons. pp 1-20

    Dagli, C. and N. Kilicay-Ergin. (2008). “Chapter 4 SoS Management.” in System of Systems Engineering: Innovations for the 21st Century; M. Jamshidi (ed.) Hoboken, NJ: Wiley & Sons. pp 77-100

    Sauser, B., J. Boardman, and A. Gorod. (2008). “Chapter 8 SoS Management.” in System of Systems Engineering: Innovations for the 21st Century; M. Jamshidi (ed.) Hoboken, NJ: Wiley & Sons. pp191-218

    DeLaurentis, D. (2008). “Chapter 20 Understanding Transportation as a System of Systems Problem.” in System of Systems Engineering: Innovations for the 21st Century; M. Jamshidi (ed.) Hoboken, NJ: Wiley & Sons. pp 520-541

    Gorod, A., B. Sauser, and J. Boardman. (2008). System of Systems Engineering Management: A Review of Modern History and a Path Forward.” IEEE Systems Journal. 2(4):484-499

    Keating C., R. Rogers., R. Unal., D. Dryer., A. Sousa-Poza., R Safford., W. Peterson., and G. Rabadi. (2003). “System of Systems Engineering.” Engineering Management Journal 15(3):36-45

    Boardman, J. and B. Sauser. (2006) System of Systems – the meaning of Of. IEEE International Conference on System of Systems Engineering. April 24-26, Los Angeles, CA

    Bar-Yam.Y., M. Allison., R. Batdorf., H. Chen., H. Generazio., H. Singh., and S. Tucker. (2004) “The Characteristics and Emerging Behaviors of System of Systems.”NECSI: Complex Physical, Biological and Social Systems Project (www.necsi.edu/education/oneweek/winter05/NECSISoS.pdf)

    D. Firesmith (2010) “Profiling Systems Using the Defining Characteristics of Systems of Systems (SoS).” Report CMU/SEI-2010-TN-001 Software Engineering Institute, Carnegie Mellon (http://www.sei.cmu.edu/reports/10tn001.pdf)

    Maier M. (1998). “Architecting Principles for System-of-Systems.” Systems Engineering 1 (4), pp. 267-284

    Haimes, Y., “Chapter 3 The Process of Risk Assessment and Management.” in Handbook of Systems Engineering and Management; A.P. Sage., W.B. Rouse (ed.) Hoboken, NJ: Wiley & Sons. pp. 155-205

    Gandhi, J., A. Gorod, and B. Sauser.(2011). “Systemic Risk of System of Systems.” IEEE International Systems Conference. April 4-7. Montreal, Quebec, Canada

    Recommended:

    Gorod, A., B. White, V. Ireland, J. Gandhi, and B. Sauser. (eds.)
    (2014) “Case Studies in System of Systems, Enterprises, and Complex Systems
    Engineering” New York, NY: CRC Press, Taylor & Francis.

    Shenhar, A. and D. Dvir. (2007) “Reinventing Project Management: The Diamond Approach to Successful Growth & Innovation.” Harvard Business School Press, Boston

    Francois. C (1999). “Systemics and Cybernetics in a Historical Perspective.” Systems Research and Behavioral Science 16(3):203-219

    Sage A.P., and W.B. Rouse. “Chapter 1 An Introduction to Systems Engineering and Systems Management.” in Handbook of Systems Engineering and Management, 2nd ed.; A.P. Sage., W.B. Rouse (ed.) Hoboken, NJ: Wiley & Sons. pp. 1-64

    Eisenhardt, K. (1989) “Building Theories from Case Study Research.” Academy of Management Review 14(4):532-550

    Conrow, E.H. (2005). “Risk Management for Systems of Systems.” Cross Talk: The Journal of Defense Software Engineering

    Gorod, A., J. Gandhi, B. Sauser, and J. Boardman. (2008). “Flexibility of System of Systems.” Global Journal of Flexible Systems Management. 9(4)

    Volberda H. W. (1998) “Building the Flexible Firm: How to Remain Competitive.” New York, Oxford University Press

    Mansouri, M., A. Gorod, and B. Sauser. (2010). “A Typology-based Approach to Adopting Effective Management Styles for Enterprise Systems.” IEEE International Systems Conference. April 5-8. San Diego, CA.
    Closing Intensive Topics 7-8 in notes Keating, C.B., “Chapter 7 Emergence in System of Systems.” in System of Systems Engineering: Innovations for the 21st Century; M. Jamshidi (ed.) Hoboken, NJ: Wiley & Sons. pp191-218

    Mittal, S., Zeigler, J. Risko Martin, F. Sahin, M. Jamshidi. (2008). “Chapter 5 Modeling and Simulation for Systems of Systems Engineering.” in System of Systems Engineering: Innovations for the 21st Century; M. Jamshidi (ed.) Hoboken, NJ: Wiley & Sons. pp.191-218

    Sheard, S., “Chapter 30 Complex Adaptive Systems in Systems Engineering and Management.” in Handbook of Systems Engineering and Management; A.P. Sage., W.B. Rouse (ed.) Hoboken, NJ: Wiley & Sons. pp. 1283-1318

    Sterman, J. (2006) “Learning from Evidence in a Complex World.” American Journal of Public Health. 96(3):505-514

    Epstein, J., (2008) “Why Model?” Journal of Artificial Societies and Social Simulation. 11(412)

    Recommended:

    Gorod, A., B. White, V. Ireland, J. Gandhi, and B. Sauser. (eds.)
    (2014) “Case Studies in System of Systems, Enterprises, and Complex Systems
    Engineering” New York, NY: CRC Press, Taylor & Francis.

    Magee, C. L., and O.L. de Weck (2004) “Complex System Classification.” 14th Annual International Symposium of the International Council on Systems Engineering (INCOSE) June 20-24

    Sterman, J., (2002) “All Models are wrong: reflections on becoming a systems scientist.” Systems Dynamics Review 18(4):501-531
  • Assessment

    The University's policy on Assessment for Coursework Programs is based on the following four principles:

    1. Assessment must encourage and reinforce learning.
    2. Assessment must enable robust and fair judgements about student performance.
    3. Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
    4. Assessment must maintain academic standards.

    Assessment Summary
    An overview of the course assessment appears in the following Table. Details appear in the following section:
    #Assessment TaskTask TypeLengthWeightLearning Outcomes
    1 Essay/report Individual 1500 words maximum (each) 30% 1-3
    2 Case study presentation Individual 10 minutes 20% 1-3, 5
    3 Reflection on case study presentation report Individual 500 words 10% 1-3, 5
    4 Final report Group Minimum length:
    5 people – 15,000 words
    30% 1-5
    5 Class contribution Individual N/A 10% 1-5
    Total 100%
    Assessment Related Requirements
    Students should attend all classes in order to pass the course. There is considerable experiential learning in workshops during the intensive classes that build your knowledge and thus enable you to be successful in this course.  

    Course results are subject to moderation by the ECIC Board of Examiners

    Appropriate use of the Internet in assignments

    The purpose of this document is to assist students with appropriate use of the material they have accessed on the Internet in assignments. The Internet is a wonderful source of information and sometimes students are not aware of how to use it properly. For example, a recent case had over 70% of words copied from over 20 other sources. Furthermore, many students think this is the appropriate use of the Internet.

    IT IS NOT.

    Due to an increasing number of students infringing the University’s Academic Dishonesty Requirements within the Master of Applied Project Management, a more rigorous method of checking assignments is used.

    There is a hierarchy of penalties, the lowest of which is the loss of some assignment marks and the student’s name being placed on the Faculty’s Academic Dishonesty Register for six months. This only occurs if I believe this occurred through error. The second level penalty is more significant which is loss of all marks for the assignment and being placed on the University’s Academic Dishonesty Register for the remainder of their time at the University. Even higher penalties can involve the University deciding the student should not graduate. This has occurred in the Master of Project Management.

    Appropriate use of the Internet is to include all directly copying of sections of other reports in ‘inverted comas’, as a quotation, and note the source of the quote. To include a group of words without use of inverted commas and without noting where the words came from is an example of academic dishonesty.

    Students may not be aware that the University has use of an international database called Turnitin in which all direct use of other material can be traced.

    On a more positive note students need to understand the points made in any paper they access on the Internet and integrate these thoughts into their argument rather than just copying large passages. Of course this takes more work but this is what tertiary education requires and, in the end, make students into better thinkers and more able to express their ideas in their assignments.
    Assessment Detail
    Assessment 1: Essay/report (Individual)
    Weighting:       30%
    Submission Details:    Online through MyUni
     
    Task:
    Question 1. Why are some projects complex? How do they differ from complicated projects? Provide some examples of complex projects.  Why have traditional project management models failed to provide adequate structural support for complex projects?

    Scope:
    The objective of these questions is for the participant to consider the theoretical material supplied and attempt to apply it to a real project example, if possible. Therefore evidence of having read and understood the material is important. Arguments and assertions should be based on the research articles listed, the important ones of which are encompassed in the notes. This assignment will assess
    your understanding of the course topics.

    Length and Presentation:
    1500 words (max) each

    Given the word limit on these questions, assessment will reward content included. There will be penalties for exceeding the word limit.
    Quotations do not count in the words counted.
    Please ensure you add page numbers to your assignment, and it is advisable to add your name in the footer or header.

    Criteria by which your assignment will be graded:
    In completing this assignment, higher grades will be awarded for evidence of reading notes, text and papers, and integration of this theory into your answers. Direct referencing of external material in your answers is preferred.

     

    Assessment 2: Case study presentation (Individual)
    Weighting:       20%      
    Submission Details:    In Class
     
    Task:
    Individual presentation covering the following:
    ·       Identity a SoS;
    ·       Use five distinguishing characteristics to describe it;
    ·       Identify examples of and describe External Factors, which could influence the SoS;
    ·       Identify the Governing Body;
    ·       Describe the Feedback process between the SoS and the Governing Body;
    ·       Identify examples of and describe Constraints affecting the Governing body’s decision making process.

    Scope:
    The objective of this 10 minute presentation is to demonstrate your analysis of an identified SoS case utilizing principal theories presented in class.
     
    Length and Presentation:
    10 minutes.
    Please be advised that references are mandatory to show your understanding of the subject matter.
    No more than 10 power pointslides are permitted. 
    Each presentation will be followed by a Q&A session.


    Criteria by which your assessment will be graded:
    Based on the depth of case analysis and understanding of the material presented.  

     

    Assessment 3: Reflection on Case Study presentation (Individual) report
    Weighting:       10%   
    Submission Details:    Online through MyUni

    Task:
    Create a brief report of 500 words as a reflection of your case study presentation as described in Assessment 2.

    Scope:
    The objective of this report is to show what you have learned as a result of your individual case study presentation.

    Length and Presentation:
    500 words

    Criteria by which your assignment will be graded:
    Based on the depth and coherence of your analysis.

     

    Assessment 4: Final report (Group)
    Weighting:       30%
    Submission Details:    Online through MyUni
    Send one copy for the group ensuring all group member names are clear.
    Preferably any documents created under Excel or Microsoft Project should be included in the Word version of the electronic copy.

    Task:
    Create a case study report for an approved project as instructed below, implementing the theoretical material you have covered. Groups should be of two-three people. To add additional team members, you need to seek special approval stating reasons. This assignment is intended to be the application of theory so I do not want theory reproduced, but the application of theory to a project.

    As you may be using material in this report which was developed by others, it is important to note what was your contribution and what was the contribution of others.

    The paper should have the following headings with the following specifications:
     
    Abstract
    ·       200 words or less

    Introduction
    ·       Briefly describe the SoS under consideration
    ·       What problem is this SoS addressing for what organization, program, or activity
    ·       Define the perceived System of Systems Engineering process, situation or problem presented in the case

    Background Information
    ·       Context for SoS and your case
    ·       Definitions that apply to the process, situation or problem: advanced terminology or jargon, explain what each word means in your study, concisely and clearly.
    ·       Relevant theories/research and prior development regarding SoS and your case: What has other research or studies found to be true in SoS and your specific case.

    System of Systems Description
    ·       History and Development
    ·       High-Level Diagram or Layout
    ·       Sponsors/Customers, Industry Sector, Companies Involved, Country, Budget
    ·       Mission/Purpose/Goals/Objectives
    ·       Principles/Characteristics
    ·       Settings/Structure/Boundaries
    ·       External Factors and Constrains
    ·       Constituent Systems (new/legacy, scope)

    System of Systems Engineering Analysis
    ·       Analysis and Analytical Findings
    ·       Activities/Problems/Conflicts
    ·       Timeframe/Sequence of events
    ·       Methods and tools used
    ·       Lessons Learned
    ·       Best Practices
    ·       Steps and conditionsfor replicating the SoS elsewhere

    Conclusion
    ·       Summary of the case and your findings/recommendations

    Questions for Discussion
    ·       Please provide 2-5 questions that are based on this case and could be used for a discussion in a classroom environment.
            References

    Please ensure you add page numbers to your assignment and it is advisable to add each team member’s last name in the footer or header.

    Scope:
    The SoS Case Study Paper is expected to reflect the following:

    1.      Describes multiple integrated complex systems working together to achieve one common objective;
    2.      Present a real life process, situation or problem;
    3.      Offer adequate and detailed information to assess the process, situation or problem by the case reader;
    4.      Present an objective view of the process situation or problem;
    5.      Offers relevant questions for further discussion;
    6.      Be cogent;
    7.      Satisfactorily explain the basis for its conclusions;

    Length and Presentation:
    Minimum length: 5 people – 15,000 words.

    Note: additional marks are awarded for more comprehensive reports.

    The paper should follow the style guide of the IEEE
    (see Template for Transactions Section at http://www.ieee.org/publications_standards/publications/authors/authors_journals.html)

    Criteria by which your assignment will be graded:
    In completing this assignment, higher grades will be awarded for evidence of reading notes, text and papers, and integration of this theory into your paper. Direct referencing of external material is preferred.

     

    Assessment 5: Class contribution
    Weighting:       10%
    Due Dates:       Ongoing in class
    Submission Details:    In person

    Task:
    A class participation mark will be based on attendance and participation.

    Scope:
    Class attendance and active participation are expected throughout the course.

    Criteria by which your assignment will be graded:
    There will be brief class assignments and discussions after each topic covered. These will be graded as part of class participation.
    Submission
    All text based assignments must be submitted via MyUni.
    Please refer to step by step instructions: MyUni Learning Centre

    There are a few points to note about the submission of assignments:
    • Assignment Submission:  Assignments should not be emailed to the instructor; they must be lodged via the MyUni Course site (unless specified to do both). Note that assignments may be processed via TURNITIN, which is an online plagiarism prevention tool.
    • Cover Sheet:  Please submit, separate to your assignment, the completed University of Adelaide Assessment Cover Sheet providing details of yourself and your team members (if applicable), your assignment, the course, date submitted, etc. as well as the declaration signed by you that this is your (your team’s) work.  Note that the declaration on any electronically submitted assignment will be deemed to have the same authority as a signed declaration.
    • Backup Copy of Assignments:  You are advised to keep a copy of your assignments in case the submitted copy goes missing.  Please ensure that all assignment pages are numbered. If your assignment contains confidential information, you should discuss any concerns with the Course Lecturer prior to submission.
    • Extensions of Time:  Any request for an extension of time for the submission of an assignment should be made well before the due date of the assignment to the Course Lecturer.  Normally, extensions will only be granted for a maximum of two weeks from the original assignment submission date.  Extensions will only be granted in cases of genuine extenuating circumstances and proof, such as a doctor’s certificate, may be required.
    • Failure to submit: Failure to submit an assignment on time or by the agreed extension deadline may result in penalties and may incur a fail grade.  Note that a late penalty of 5% of the total available marks for that assessment item will be incurred each day an assignment is handed in late (Unless otherwise stated in 'Assessment Related Requirements' or 'Assessment Detail' above) Assignments handed in after 14 days from the due submission date will fail even if a 100% mark is granted for the work.

    Resubmission & Remarking

    Resubmission of an assignment for remarking after reworking it to obtain a better mark will not normally be accepted.  Approval for resubmission will only be granted on medical or compassionate grounds.
    Course Grading

    Grades for your performance in this course will be awarded in accordance with the following scheme:

    M10 (Coursework Mark Scheme)
    Grade Mark Description
    FNS   Fail No Submission
    F 1-49 Fail
    P 50-64 Pass
    C 65-74 Credit
    D 75-84 Distinction
    HD 85-100 High Distinction
    CN   Continuing
    NFE   No Formal Examination
    RP   Result Pending

    Further details of the grades/results can be obtained from Examinations.

    Grade Descriptors are available which provide a general guide to the standard of work that is expected at each grade level. More information at Assessment for Coursework Programs.

    Final results for this course will be made available through Access Adelaide.

  • Student Feedback

    The University places a high priority on approaches to learning and teaching that enhance the student experience. Feedback is sought from students in a variety of ways including on-going engagement with staff, the use of online discussion boards and the use of Student Experience of Learning and Teaching (SELT) surveys as well as GOS surveys and Program reviews.

    SELTs are an important source of information to inform individual teaching practice, decisions about teaching duties, and course and program curriculum design. They enable the University to assess how effectively its learning environments and teaching practices facilitate student engagement and learning outcomes. Under the current SELT Policy (http://www.adelaide.edu.au/policies/101/) course SELTs are mandated and must be conducted at the conclusion of each term/semester/trimester for every course offering. Feedback on issues raised through course SELT surveys is made available to enrolled students through various resources (e.g. MyUni). In addition aggregated course SELT data is available.

  • Student Support
  • Policies & Guidelines
  • Fraud Awareness

    Students are reminded that in order to maintain the academic integrity of all programs and courses, the university has a zero-tolerance approach to students offering money or significant value goods or services to any staff member who is involved in their teaching or assessment. Students offering lecturers or tutors or professional staff anything more than a small token of appreciation is totally unacceptable, in any circumstances. Staff members are obliged to report all such incidents to their supervisor/manager, who will refer them for action under the university's student’s disciplinary procedures.

The University of Adelaide is committed to regular reviews of the courses and programs it offers to students. The University of Adelaide therefore reserves the right to discontinue or vary programs and courses without notice. Please read the important information contained in the disclaimer.