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This unit information may be updated and amended immediately prior to semester. To ensure you have the correct outline, please check it again at the beginning of semester.
Commencing with a clear understanding of project quality and risk, this unit links and explores the principles of project uncertainty and quality. Students will learn the importance of continually evaluating the project's exposure to risk, whether opportunities or threats, to address the impact on the project and its outcomes. The difference between individual and overall risks are analysed together with how these can be addressed based on risk attitude, appetite, and threshold. Using case studies, students explore risk responses, risk ownership, risk significance, and then develop response strategies that are cost effective and realistic. The inter-related principle of quality is also analysed. Maintaining a focus on quality produces deliverables that meet project objectives and align to stakeholder needs, uses, and acceptance requirements. The importance of embedding quality in both the project management procedure and the product forms the underpinning logic that drives this unit. Students critique these principles against satisfying stakeholders' expectations and fulfilling the project and product requirements. This links customer satisfaction, stakeholder theory, the true cost of quality, and continuous improvement. In the unit, students examine these links from both an academic and applied perspective in addition to evaluating the strategic and operational drivers that underpin approaches to uncertainty and quality in project delivery.
The online accelerated version of this unit is PRJ6403 Project Risk and Quality.
In this unit, students will be developing the following capabilities:
All learning experiences are delivered online and attendance at scheduled virtual classes is expected.
On-campus attendance at scheduled classes is expected.
This is a Learning Unit. Learning Units engage students in regular learning activities to develop their knowledge, skills, and capabilities. The learning activities provide each student with feedback to support their development, and create evidence for each student’s progress towards achieving the learning outcomes of the course.
GS2 GRADING SCHEMA 2 Used for Undifferentiated Pass/Fail units inc. practical units or work-integrated learning
For the purposes of considering a request for Reasonable Adjustments under the Disability Standards for Education (Commonwealth 2005), inherent requirements for this subject are articulated in the Unit Description, Learning Outcomes and Assessment Requirements of this entry. The University is dedicated to provide support to those with special requirements. Further details on the support for students with disabilities or medical conditions can be found at the Access and Inclusion website.
The University is committed to creating an academic environment in which learning with integrity means engaging honestly, responsibly and ethically with the curriculum. Engaging in academic misconduct undermines this commitment, impedes the development of authentic knowledge and skills, and prevents meaningful learning. Academic integrity is therefore essential to the learning process and to the value of the qualifications awarded by the University.
Academic Integrity in a Learning Unit includes:
Your teaching staff will provide feedback if they have concerns that you are not acting with integrity in your learning. However, it is your responsibility to ensure that you are completing your work ethically.
In some circumstances, Students may apply for an extension in accordance with ECU policy and procedure - for more information visit https://askus2.ecu.edu.au/s/article/000001386.
Students may apply for Special Consideration in respect of a final unit grade, where their achievement was affected by Exceptional Circumstances as set out in ECU policy and procedure - for more information visit https://askus2.ecu.edu.au/s/article/000003318.
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