PROJMGNT 7009OL - Research in Project Management (12 units)

Online - Quadmester 3 - 2016

The content is aimed at providing participants with skills in research such that they are able to conduct research at a level that they may enter PhD studies. The content covered includes some basic tuition on the structure of research methodology, and information about the knowledge and skills required to develop a research proposal based on extending current knowledge, testing it (probably quantitatively), drawing conclusions and commenting on these conclusions. The alternate path is to produce a capstone study which is a critical evaluation of and reflection on a student's Masters studies. The capstone study must build on a number of courses in the program. The study must either aim to draw conclusions from the examination of a number of courses or relate these to career choices and competencies required.

  • General Course Information
    Course Details
    Course Code PROJMGNT 7009OL
    Course Research in Project Management (12 units)
    Coordinating Unit Entrepreneurship, Commercialisation & Innov Centre
    Term Quadmester 3
    Level Postgraduate Coursework
    Location/s Online
    Units 12
    Contact Approximately 4 hours per week over 15 weeks (interaction and preparation)
    Available for Study Abroad and Exchange
    Assumed Knowledge Completion of all core courses for this Masters Program
    Course Description The content is aimed at providing participants with skills in research such that they are able to conduct research at a level that they may enter PhD studies. The content covered includes some basic tuition on the structure of research methodology, and information about the knowledge and skills required to develop a research proposal based on extending current knowledge, testing it (probably quantitatively), drawing conclusions and commenting on these conclusions. The alternate path is to produce a capstone study which is a critical evaluation of and reflection on a student's Masters studies. The capstone study must build on a number of courses in the program. The study must either aim to draw conclusions from the examination of a number of courses or relate these to career choices and competencies required.
    Course Staff

    Course Coordinator: Associate Professor Indra Gunawan

    Emeritus Professor Vernon Ireland

    Email: vernon.ireland@adelaide.edu.au  

    Work Phone: 0411 153 861

    Personal Link: http://www.adelaide.edu.au/directory/vernon.ireland  

    After completing his engineering degree Professor Vernon Ireland practised as a structural engineer for seven years while completing an arts degree in English literature, psychology, philosophy and sociology and also completed a Master of Engineering Science degree and a Ph.D. in Project Management later.

    He rose to the position of Professor and Dean of the Faculty of Design, Architecture and Building at the University of Technology, Sydney and occupied this position from 1987-1991. While at UTS he used some tools from his PhD research to compare the performance of Australia’s construction industry with that of the USA, Canada, United Kingdom, Germany, Sweden and New Zealand, surveying over 20 projects in each country. This work was eventually fed into the results of a Royal Commission on Productivity in the Building Industry of New South Wales. In this period he was also Chairman of the Building Services Corporation, the licensing authority for domestic building, and Electrical and plumbing work in New South Wales.

    He then spent the next 12 years in the commercial sector as Corporate Development Director of Fletcher Challenge Construction, working mainly in the USA. He then became chief executive of the Australian Graduate School of Engineering Innovation. Finally he was appointed Professor and Director of Project Management at the University of Adelaide with the task of establishing the Master of Project Management, which has directed since 2003. He introduce complex systems into ECIC which has both contributed to the Master of Applied Project Management and created a bridge with the innovation and entrepreneurship in both teaching and research. He publishes in recognised journals.

    He has received three medals: the Silver Magnolia medal from the Shanghai government for contributions to Chinese overseas relationships; the rotary gold medal for contribution to vocational education and the engineer’s Australia medal for contribution to engineering.
    He was President of the Sydney Division of Engineers Australia in 2004 and initiated the Centre of Engineering Leadership and Management. He supervises a number of Ph.D. students who are researching the role of complex systems in various diverse areas including disaster preparation and management, dispute resolution between warring nations, a complex adaptive systems and security management of events.
    Course Timetable

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

  • Learning Outcomes
    Course Learning Outcomes
    The overall objective of this course is to introduce students to research project activities.

    Research topics must be negotiated with the lecturer in charge.

    The research project report should demonstrate that you have been able to:
    1. research a topic of interest in the project management,
    2. identify, select and critically analyse relevant information for your report,
    3. synthesise the key points/findings and communicate them in a clear, concise and professional report,
    4. appreciate the benefits of continuing personal and professional development in the rapidly developing and increasingly complex field of project management research,
    5. appreciate ethical, social and cultural issues and an understanding of the implication of these issues in the pursuit of project management research.
    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
    1-3
    Career and leadership readiness
    • technology savvy
    • professional and, where relevant, fully accredited
    • forward thinking and well informed
    • tested and validated by work based experiences
    4
    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
    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
    5
  • Learning & Teaching Activities
    Learning & Teaching Modes

    No information currently available.

    Workload

    No information currently available.

    Learning Activities Summary

    No information currently available.

  • 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

    No information currently available.

    Assessment Detail

    No information currently available.

    Submission

    No information currently available.

    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.