MATH1001 is designed to provide a thorough preparation for further study in mathematics and statistics. It is a core unit of study providing three of the twelve credit points required by the Faculty of Science as well as a Junior level requirement in the Faculty of Engineering. This unit of study looks at complex numbers, functions of a single variable, limits and continuity, vector functions and functions of two variables. Differential calculus is extended to functions of two variables. Taylor's theorem as a higher order mean value theorem.

MATH1002 is designed to provide a thorough preparation for further study in mathematics and statistics. It is a core unit of study providing three of the twelve credit points required by the Faculty of Science as well as a Junior level requirement in the Faculty of Engineering.
This unit of study introduces vectors and vector algebra, linear algebra including solutions of linear systems, matrices, determinants, eigenvalues and eigenvectors.

MATH1003 is designed to provide a thorough preparation for further study in mathematics and statistics. It is a core unit of study providing three of the twelve credit points required by the Faculty of Science as well as a Junior level requirement in the Faculty of Engineering.This unit of study first develops the idea of the definite integral from Riemann sums, leading to the Fundamental Theorem of Calculus. Various techniques of integration are considered, such as integration by parts.The second part is an introduction to the use of first and second order differential equations to model a variety of scientific phenomena.

MATH1005 is designed to provide a thorough preparation for further study in mathematics and statistics. It is a core unit of study providing three of the twelve credit points required by the Faculty of Science as well as a Junior level requirement in the Faculty of Engineering.
This unit offers a comprehensive introduction to data analysis, probability, sampling, and inference including t-tests, confidence intervals and chi-squared goodness of fit tests.

Organisations today are heavily reliant on projects as part of their daily operations. A project is a temporary endeavour undertaken with limited resources to achieve organisational goals that are linked to broader organisational strategies and missions. Project management is therefore the process of planning, scheduling, resourcing, budgeting and monitoring the various phases of a project.
"Introduction to Project Management" is an introductory course that teaches students essential principles and concepts of project management, its application and related technologies. Students will learn about the project organisation, its structure, and role of the project manager, project sponsor and project committee. In addition, students will also learn how to identify business problems that require project-based solutions, how to select and evaluate projects, develop a business case, and manage the project at a basic level.
At completion of the course, students will have a high-level understanding of project management concepts, which equips them with basic technical and managerial skills required for project-based organisations.

The unit will introduce students to fundamental principles of programming. The language used will be Matlab but the principles taught are readily portable to other languages like C and Java. The unit material will be presented in a manner which will help students to draw a connection between programming constructs and real engineering applications. The unit will use engineering inspired case-studies : especially from Civil, Chemical, Aerospace and Mechanical streams, to motivate new material. There will be a major project which uses programming to solve a real world engineering problem. The extensive Matlab library for visualization will also be introduced. Matlab will cover two-thirds of the unit. The remaining one-third will be devoted to the use of Excel in engineering scenarios. Furthermore, cross integration between Matlab and Excel will also be highlighted.

Economics underlies all business decisions, from pricing, to product development, to negotiations, to understanding the general economic environment. This unit provides an introduction to economic analysis with a particular focus on concepts and applications relevant to business. This unit addresses how individual consumers and firms make decisions and how they interact in markets. It also introduces a framework for understanding and analysing the broader economic and public policy environment in which a business competes. This unit provides a rigorous platform for further study and a major in economics as well as providing valuable tools of analysis that complement a student's general business training, regardless of their area of specialisation.

Psychology 1002 is a further general introduction to the main topics and methods of psychology, and it is the basis for advanced work as well as being of use to those not proceeding with the subject. Psychology 1002 covers the following areas: human mental abilities; learning, motivation and emotion; visual perception; cognitive processes; abnormal psychology.
This unit is also offered in the Sydney Summer School. For more information consult the web site:
http://sydney.edu.au/summer_school/

The objective of this unit of study is to introduce students to the field of civil engineering and its areas of specialization: structural engineering, environmental engineering, geotechnical engineering, construction management, transportation engineering, and humanitarian engineering. The unit will cover basic physics concepts relevant to civil engineering. The unit will equip students with knowledge of foundational civil engineering tools and techniques such as the identification and calculation of loads on structures, structural systems, and load paths in structures. The unit covers design and construction issues related to the use of standard materials such as steel, concrete, and timber. The unit includes several design case studies and a design project with an emphasis on issues associated with the impact of civil infrastructure on the natural environment, the economy, and social and humanitarian outcomes. The topics will provide a sound foundation for the further study of civil infrastructure design, analysis, construction, and maintenance.

The unit aims to provide students with an understanding of and competence in solving statics and introductory dynamics problems in engineering. Tutorial sessions will help students to improve their group work and problem solving skills, and gain competency in extracting a simplified version of a problem from a complex situation. Emphasis is placed on the ability to work in 3D as well as 2D, including the 2D and 3D visualization of structures and structural components, and the vectorial 2D and 3D representations of spatial points, forces and moments. Introduction to kinematics and dynamics topics includes position, velocity and acceleration of a point; relative motion, force and acceleration, momentum, collisions and energy methods.

The unit will introduce students to a range of architectural styles and aspirations in Australia. Lectures and seminars will cover key buildings representative of their period. At the conclusion, students will be familiar with a range of styles and their characteristics. They will undertake individual self-directed research and learn how to record and present the results of this research. Students will also acquire an appreciation of the ideals and aspirations that support the architectural styles examined, and how these are related to wider social and cultural movements. On successful completion of this unit, students will be able to demonstrate: a familiarity with a range of Australian buildings and styles. Site tours will examine specific buildings, and these will be recorded in a site visit log; the ability to research, record and present a specific building in Sydney; the ability to link a specific building to other works of a similar style and period. This will be assessed in the seminar presentation and in the submitted essay.

This unit aims to investigate the relationship between architecture, place and society and to explore the meaning of cultural and social sustainability in architectural design. The unit assumes that designers will increasingly work in places where cultures are unfamiliar at home or in a global context, and that an ability to understand, and interpret, diverse cultures, and the way design occurs in diverse locations, is an important area of knowledge for designers. A key aspect of social sustainability is the practice of social responsibility, and the unit explores how this may occur, including involving people in the design process. On completion of this unit students will be able to demonstrate: an ability to better understand the connections between architecture place and society, and the social, cultural, political and economic factors affecting sustainable environments; skills and knowledge in participatory processes necessary for effective communication about environmental design issues; increased critical awareness about social responsibility in relation to the practice of architecture and the design of the built environment, and an ability to exercise this awareness. This unit will provide architecture students with knowledge of the relationship between culture and architecture, as well as practical knowledge of the social aspects of design practice. It is intended that students from other disciplines will develop a critical awareness of the built environment as a form of cultural production, and the possibilities for their participation in its production.

Programming in a legible, maintainable, reusable way is essential to solve complex problems in the pervasive computing environments. This unit will equip students with foundation of programming concepts that are common to widely used programming languages. The "fundamentals-first and objects-later" strategy is used to progressively guide this introductory unit from necessary and important building blocks of programming to the object-oriented approach. Java, one of the most popular programming languages, is used in this unit. It provides interdisciplinary approaches, applications and examples to support students from broad backgrounds such as science, engineering, and mathematics.

The unit will teach some powerful ideas that are central to quality software: data abstraction and recursion. It will also show how one can analyse the scalability of algorithms using mathematical tools of asymptotic notation. Contents include: both external "interface" view, and internal "implementation" details, for commonly used data structures, including lists, stacks, queues, priority queues, search trees, hash tables, and graphs; asymptotic analysis of algorithm scalability, including use of recurrence relations to analyse recursive code. This unit covers the way information is represented in each structure, algorithms for manipulating the structure, and analysis of asymptotic complexity of the operations. Outcomes include: ability to write code that recursively performs an operation on a data structure; experience designing an algorithmic solution to a problem using appropriate data structures, coding the solution, and analysing its complexity.

This is a theory and case study based UoS providing students with a unified approach to the analysis of project value, supported by explicit methods for ranking and selection of projects on the basis of returns and sensitivity. The UoS uses "Project Finance" as a vehicle for descibing the fundamentals of project management financing and contrasts it with "Direct Financing", a more traditional approach to funding projects.

Project Management Data analytics (DA) provides extensive coverage related to examining raw data with the purpose of drawing conclusions about that information. It is used in many industries to allow companies and organization to make better business decisions and in the sciences to verify or disprove existing models or theories. Here, we focus our effort on providing in-depth knowledge and skills to students focusing on inference, process of deriving a conclusion based solely on what is already known by the project manager.

Project based organisational behaviour focuses on human behaviour in organisational and project based context, with a focus on individual and group processes and actions. It involves an exploration of organisational and managerial processes in the dynamic context of organisation and is primarily concerned with human implications of project based activity. In this UOS, we offer a succinct, lively and robust introduction to the subject of organizational behaviour. It aims to encourage critical examination of the theory of organisational behaviour whilst also enabling students to interpret and deal with real organisational problems in project management and combines relative brevity with thorough coverage and plentiful real-world examples.

Project Quality Management offers a specific, succinct, step-by-step project quality management process. It offers an immediate hands-on capability to improve project implementation and customer satisfaction in any project domain and will help maintain cost and schedule constraints to ensure a quality project. This UOS introduces tools and techniques that implement the general methods defined in A Guide to the Project Management Body of Knowledge-Third Edition (PMBOK) published by the Project Management Institute (PMI), and augment those methods with more detailed, hands-on procedures that have been proven through actual practice. This UOS is aimed at providing students an explicit step-by-step quality management process, along with a coherent set of quality tools organised and explained according to their application within this process that can be applied immediately in any project context. It further introduces a Wheel of Quality that codifies in one complete image the contributing elements of contemporary quality management. It also help in understanding the process for establishing a new quality tool, the pillar diagram, that provides a needed capability to identify root causes of undesirable effects.

The primary objective of this unit is to understand internal actions (forces and moments) in structures (deformable objects) under loads in three key areas: how structures resist external loads by internal actions; the distribution of internal actions within structures; and the deformations, stresses and strains associated with the internal actions. At the end of this unit, students should be able to understand the basic methods of load transfer in structures - tension, compression, bending, shear and torsion (internal actions); apply the equations of equilibrium to determine the distribution of internal actions in a simple structure by drawing BMDs, SFDs, AFDs, and TMDs; understand the significance and methods of calculation of the geometric properties of structural sections (I, Z, S, J etc); understand the effect of internal forces and deformations of bodies through the concept and calculation of strains and stresses; appreciate the behaviour of structures by analysing structures without numerical calculations; display a knowledge of basic material properties, combined stresses and failure criteria; and demonstrate their hands-on experience of the behaviour of structural members via experiments and the ability to prepare written reports on those experiments. Emphasis in the assessment scheme will be placed on understanding structural behaviour and solving problems, rather than remembering formulae or performing complex calculations. The course seeks to utilise and improve the generic skills of students, in areas such as problem solving, neat and logical setting out of solutions, report writing, and team work. The syllabus comprises introduction; equilibrium; internal actions: BMDs, SFDs, AFDs, and TMDs; elasticity, stress and strain, and basic material properties; axial forces: tension and compression; elastic bending of beams; shear force and shear stresses in beams; torsion; deflection of beams; pipes and pressure vessels; trusses; material properties, combined stresses and yield criteria; advanced bending; introduction to buckling and instability.

The primary objective is to develop an understanding of design concepts and an introduction to the design of steel, concrete and composite structures. This involves calculation of loads on structures caused by gravity, wind and earthquake; and analysis and design of basic structural elements.

Students will develop knowledge of key planning ideas, and be able appreciate the context relevant to designing the built environment. They will be able to prepare strategic analyses of basic planning situations, and to prepare design proposals with supporting arguments. On successful completion of this unit, each student will be able to demonstrate their ability: to prepare short documents, using photos, maps, drawings and other illustrations, with annotated comments and supporting text, to present site analyses; to use basic ideas (such as: vistas, viewing and over-viewing, connectivity, legibility, enclosure, uses, activities, environs, links, built form, interest, amenity networks, nodes) in reviewing design situations and preparing simple site analyses; to apply a critical and reflective approach in understanding design situations, and in preparing informative reports. This is an elective unit, which introduces the Urban Design and Planning stream in the Bachelor of Design in Architecture. Elective in other programs. It is relevant to all architectural design students; it teaches students how to prepare planning studies and basic site plans as preparatory phases of designing buildings and places.

This unit covers three related areas of investigation: basic building construction practices, advanced building construction practices and sustainable construction. It begins by introducing a number of recurrent themes in construction in Australia at the present time including the idea of building culture, the various modes of delivery and variety of classifications of buildings and building elements, rational construction and construction detailing from first principles. There follows a review of construction techniques of domestic scaled buildings using, where appropriate, examples of well documented and/or accessible exemplars. The second part of the unit reviews current approaches to building technologies employed in more complex public and commercial scaled buildings, particularly with regard to processes of structural system selection, façade systems design and construction and material performance. The fundamentals of heat transfer and effects of external conditions on indoor comfort, aspects of the BCA and integration of services into the building fabric relevant to building services engineers will also be reviewed. Again, accessible exemplars will be covered. Finally the unit will review current issues related to key attributes of buildings which make them sustainable, particularly with regard to material selection, appropriate detailing for energy and resources conservation and building reuse and recycling.

The ubiquitous use of information technology leaves us facing a tsunami of data produced by users, IT systems and mobile devices. The proper management of data is hence essential for all applications and for effective decision making within organizations.
This unit of study will introduce the basic concepts of database designs at the conceptual, logical and physical levels. We will place particular emphasis on introducing integrity constraints and the concept of data normalization which prevents data from being corrupted or duplicated in different parts of the database. This in turn helps in the data remaining consistent during its lifetime. Once a database design is in place, the emphasis shifts towards querying the data in order to extract useful information. The unit will introduce different query languages with a particular emphasis on SQL, which is industry standard. Other topics covered will include the important concept of transaction management, application development with a backend database, an overview of data warehousing and OLAP, and the use of XML as a data integration language.

This unit provides a comprehensive introduction to the analysis of complex systems. Key topics are the determination and expression of system requirements (both functional and on-functional), and the representation of structural and behavioural models of the system in UML notations. Students will be expected to evaluate requirements documents and models as well as producing them. This unit covers essential topics from the ACM/IEEE SE2004 curriculum, especially from MAA Software Modelling and Analysis.

Project risk management is considered to be one of the most vital of the nine content areas of the Project Management Body of Knowledge (PMBOK) as also developed by ISO/IEC 31010 (The International Organization for Standardization and The International Electrotechnical Commission (IEC)): Risk management - Risk assessment techniques. Important projects tend to be time constrained, pose significant technological and sociological challenges, and suffer from a lack of adequate resources and understanding of the risks involved at varying scales and different times. This UOS covers most relevant tools and techniques for identifying and managing project risk from a theoretical and practical perspective so that possibility of failure in critical projects can be minimised - e.g. through failure mode and effect analysis (FMEA). It offers students a step by step systematic approach through every phase of a project, showing them how to consider the possible risks involved at every stage in the process. Drawing on real-world situations and examples, this UOS outlines proven methods, demonstrating key ideas for project risk planning and showing how to use system-level risk assessment tools. It further offers guidance related to analysis aspects such as available resources, project scope, and scheduling, and also explores the growing area of Enterprise Risk Management.

In this UOS, we draw on examples on project negotiation and contracting from "real-life" business situations and provide practical information on what to do and what not to do. Student would be exposed to the complexity involved in negotiation and contracting from initiation to formalization of final form of contract which is agreed upon and executed by all parties. Students will be taught how to understand each party's interests and then working towards reaching a common goal. In particular, dealing with complex characters including situations will be covered.
We will provide a basic understanding of commercial contracts and all their ramifications every step of the way. This UOS also explains the basics of commercial contract law, highlights how to spot potential issues before they become a problem and then how to work with a lawyer more effectively if things go wrong which is intended for corporate managers rather than lawyers. This UOS further contains coverage on forming contracts, restitution, contract interpretation, modification and dispute resolution. We also discuss remedies, performance, and third-party beneficiaries.

In this intensive PM capstone project, students are required to apply all of the skills necessary to successfully initiate, plan, execute, control and close a project. Working as part of a team mid-sized, high-priority project, student will be responsible for developing the key project management deliverables, including the project charter, project plan, change control process, status reports and post-project reviews. Students will facilitate meetings, update the project plan with actuals and changes, present status to management, justify decisions to key stakeholders and determine the impacts of their actions on the project. Under the guidance of a project professional and their academic supervisor, students will be given direct feedback towards achieving project goals.
PM Capstone Project A and B provide an opportunity for students to undertake a major project in a specialised area relevant to project management. Students will generally work in groups, although assessment components such as reflective reports and participation are marked individually. Only in exceptional circumstances and by approval of PM Capstone Project course coordinator and the relevant academic supervisor concerned will a student be permitted to undertake a project individually.
PM Capstone Project is spread over a whole year, in two successive Units of Study of 6 credits points each, PM Capstone Project A (PMGT3850) and PM Capstone Project B (PMGT3851). This particular unit of study, which must precede PMGT3851 PM Capstone Project B, should cover the first half of the work required for a complete 'final year' project. In particular, it should include almost all project planning, a major proportion of the necessary background research, and a significant proportion of the investigative or design work required of the project.

In this intensive PM capstone project, students are required to apply all of the skills necessary to successfully initiate, plan, execute, control and close a project. Working as part of a team on a simulated four-month, mid-sized, high-priority project, student will be responsible for developing the key project management deliverables, including the project charter, project plan, change control process, status reports and post-project reviews. Students will facilitate meetings, update the project plan with actuals and changes, present status to management, justify your decisions to key stakeholders and determine the impacts of your actions on multiple projects. Under the guidance of a senior project manager and their academic supervisor, students will be given direct feedback and techniques to increase efficiency and effectiveness.
PM Capstone Project A and B provide an opportunity for students to undertake a major project in a specialised area relevant to civil engineering. Students will generally work in groups, although planning and writing of reports will be done individually; i.e., a separate report must be submitted by each student. Only in exceptional circumstances and by approval of PM Capstone Project course coordinator and the relevant academic supervisor concerned will a student be permitted to undertake a project individually.
PM Capstone Project is spread over a whole year, in two successive Units of Study of 6 credits points each, PM Capstone Project A (PMGT3850) and PM Capstone Project B (PMGT3851). This particular unit of study, which must be preceded by or be conducted concurrently with PMGT3850 PM Capstone Project A, should cover the second half of the required project work. In particular, it should include completion of all components planned but not undertaken or completed in PMGT3850 PM Capstone Project A.

Project variance analysis uniquely shows project managers how to effectively integrate technical, schedule, and cost objectives by improving earned value management (EVM) practices. Providing innovative guidelines, methods, examples, and templates consistent with capability models and standards, this UOS approaches EVM from a practical level with understandable techniques that are applicable to the management of any project. It also explains how to incorporate EVM with key systems engineering, software engineering, and project management processes such as establishing the technical or quality baseline, requirements management, using product metrics, and meeting success criteria for technical reviews. Detailed information is included on linking product requirements, project work products, the project plan, and the Performance Measurement Baseline (PMB), as well as correlating technical performance measures (TPM) with EVM.

Complex projects have always existed, but their frequency and importance are increasing in a complex, intertwined world. 'Complex' is qualitatively different from 'complicated.' Complex projects are characterised by a web of interactions between their elements that lead to non-linearity, emergence, adaptiveness and other novel features. That is to say, they behave as Complex Adaptive Systems, and they should be managed as such. The majority of projects demonstrate some degree of complexity. The traditional model of projects is expressed in standard methodologies such as PMBoK, Prince2, and MS Project. While absolutely necessary as a basis for effective project management, the limitations of these methodologies become evident when uncertainty - structural, technical, directional or temporal - begins to intrude on a project. In these situations, a systemic pluralist approach is to be preferred. Project management then becomes less like painting by numbers, and more like selecting from a rich and broad palette of methods, tools and techniques. Such competencies can make a substantial difference, in a complex world with an unacceptably high rate of project failure.

The objectives of this unit are to gain an understanding of the fundamentals of engineering construction including



- design, control, management, measurement and construction methods for excavation, embankments and other earthworks, hauling and associated operations.
- building construction fundamentals, including reinforced concrete, masonry, steel and timber.
- drilling and blasting
Engineering Survey topics aim (a) to provide basic analogue methods of distance, angle and height measurement and (b) to provide an understanding of three dimensional mapping using basic total station electronic field equipment with associated data capture ability and (c) to give an insight into future trends in the use of GPS and GIS systems.
At the end of this unit, students should develop basic competency in earthwork engineering and economic optimisation of related construction, including proposing and analysing systems and methods, estimation of probable output, unit cost and productivity evaluation. Students should have a basic knowledge of vertical construction in reinforced concrete, masonry, steel and timber. Students should also develop proficiency in the design and implementation of mapping systems in Civil Engineering, using analogue and electronic field equipment and associated software packages.
The syllabus comprises introduction to the framework under which construction projects are formulated and analysed; construction engineering fundamentals; construction systems related to excavation, hauling and embankment construction, including selection and evaluation of plant and methods as well as the expected output and cost; introduction to construction operations management. Introduction to engineering surveying, distance measurement, angle measurement, levelling, traversing, topographic surveys, electronic surveying equipment, future surveying technologies.

This course provides an elementary introduction to Geotechnical Engineering, and provides the basic mechanics necessary for the detailed study of Geotechnical Engineering. This course aims to provide an understanding of: the nature of soils as engineering materials; common soil classification schemes; the importance of water in the soil and the effects of water movement; methods of predicting soil settlements, the stress-strain-strength response of soils, and earth pressures.

The objective of this unit of study is to develop an understanding of basic fluid concepts for inviscid and incompressible fluids. Topics to be covered will include: basic fluid properties, hydrostatics, buoyancy, stability, pressure distribution in a fluid with rigid body motion, fluid dynamics, conservation of mass and momentum, dimensional analysis, open channel flow, and pipe flow.
This core unit of study together with CIVL3612 forms the basis for further studies in the applied areas of ocean, coastal and wind engineering and other elective fluid mechanics units which may be offered.

Project Management is specific form of establishing, programming, and coordinating an activity having a specific start point and end point. This body of knowledge - as for example in the Project Management Book of Knowledge (PMBOK) - needs to be understood in general terms. Initially project managers must identify and define the services that are needed, (scope) and that their employers are willing to endorse. The activities requiring to be carried out need to be sorted and sequenced; the materials, labour and plant required need to be estimated and procured. Projects involve the management of information, and communications. This unit will develop the student's ability to ascertain and document the scope of a project, schedule a programme, and understand the difficulties in directing it. This unit approaches the profession of Project Management as a cooperative undertaking rather than adversarial: It promotes the adoption of soft-skills rather than that of forceful command and supervision.

This unit aims to explore the scientific concepts of heat, light and sound, and from this develops foundational principles and methods applicable to buildings. It is divided into five topics: climate and resources: thermal environment: building services: lighting; and acoustics. Students will gain an understanding of the terminology, physical values and metrics in each of these topics, and how they apply to the design and function of buildings. Theoretical models to predict key physical values in buildings are presented and used in assessments. Learning is supported by measurement exercises. This unit has a focused pedagogy intended for all graduate students in Architectural Science. It is a common core unit for all of the programs (Audio and Acoustics, High Performance Buildings, Illumination Design and Sustainable Design). Students within these programs should undertake this unit in their first semester of study if possible.

This unit of study will focus on the design, the architecture and the development of web applications using technologies currently popular in the marketplace including Java and .NET environments. There are three key themes examined in the unit: Presentation layer, Persistence layer, and Interoperability. The unit will examine practical technologies such as JSP and Servlets, the model-view-controller (MVC) architecture, database programming with ADO.NET and JDBC, advanced persistence using ORM, XML for interoperability, and XML-based SOAP services and Ajax, in support of the theoretical themes identified.
On completion the students should be able to:
- Compare Java/J2EE web application development with Microsoft .NET web application development.
- Exposure to relevant developer tools (e.g. Eclipse and VS.NET)
- Be able to develop a real application on one of those environments.
- Use XML to implement simple web services and AJAX applications.

This unit examines the essential pre-production stages of designing successful internet websites and services. It focuses on the aspects of analysis, project specification, design, and prototype that lead up to the actual build of a website or application. Topics include, B2C, B2B and B2E systems, business models, methodologies, modeling with use cases / UML and WebML, the Project Proposal and Project Specification Document, Information Architecture and User-Centred Design, legal issues, and standards-based web development. Students build a simple use-case based e-business website prototype with web standards. A final presentation of the analysis, design and prototype are presented in a role play environment where students try to win funding from a venture capitalist. An understanding of these pre-production fundamentals is critical for future IT and Software Engineering Consultants, Project Managers, Analysts and CTOs.

The ability to plan, systematically conduct and report on a major research project is an important skill for Project Managers. The most important deliverable in PMGT4850 and PMGT4851 is a formally written, academic-based research thesis. This is a major task that is to be conducted over the year in two successive units of study of 12 credit points each. Students will build on technical competencies previously obtained from years 1, 2 and 3 of the BPM course, as well as make use of the academic writing and communication skills they have developed. In PMGT4850, students are required to plan and begin work on a research project, in consultation and close supervision by an academic staff member. Some of the projects will be experimental in nature, while others may involve computer-based simulation, design or literature surveys. In this unit, through close supervision and independent research, students will learn how to examine published and experimental literature and data, write reviews of literature, set down specific and achievable research objectives, organise a program of work and devise an experimental, developmental, or exploratory program of research using specific research methods or a combination of them (e.g. qualitative interviews, surveys, statistical analysis, mixed-method, etc.). In PMGT4851, students are required to have completed most of their literature review and be in the "execution" phase of their research. This is where the bulk of the investigative work and data collection/analyses/validation takes place and much of the writing of the final thesis begins to eventuate. From both units, the skills acquired will be invaluable to students undertaking project management work as it broadens their repertoire of skills including critical thinking, ability to ask good questions, ability to think "outside the box", critical review of existing literature, research and analytical skills and written and oral presentation. Students are expected to take the initiative and learn to be independent thinkers when pursuing their research project.

The ability to plan, systematically conduct and report on a major research project is an important skill for Project Managers. The most important deliverable in PMGT4850 and PMGT4851 is a formally written, academic-based research thesis. This is a major task that is to be conducted over the year in two successive units of study of 12 credit points each. Students will build on technical competencies previously obtained from years 1, 2 and 3 of the BPM course, as well as make use of the academic writing and communication skills they have developed. In PMGT4850, students are required to plan and begin work on a research project, in consultation and close supervision by an academic staff member. Some of the projects will be experimental in nature, while others may involve computer-based simulation, design or literature surveys. In this unit, through close supervision and independent research, students will learn how to examine published and experimental literature and data, write reviews of literature, set down specific and achievable research objectives, organise a program of work and devise an experimental, developmental, or exploratory program of research using specific research methods or a combination of them (e.g. qualitative interviews, surveys, statistical analysis, mixed-method, etc.). In PMGT4851, students are required to have completed most of their literature review and be in the "execution" phase of their research. This is where the bulk of the investigative work and data collection/analyses/validation takes place and much of the writing of the final thesis begins to eventuate. From both units, the skills acquired will be invaluable to students undertaking project management work as it broadens their repertoire of skills including critical thinking, ability to ask good questions, ability to think "outside the box", critical review of existing literature, research and analytical skills and written and oral presentation. Students are expected to take the initiative and learn to be independent thinkers when pursuing their research project.

This course focus on the impact of innovation into the project management practice. Important trends in innovation in project organisation, management and delivery are identified and their implications for project management explored. Major topics include: trends, such as ``open source``model rather than protected intellectual property innovation structure; impact of the open innovation structure on organisational project management; improved understanding of the client requirements and achievement of quality goals through tools and methodologies based on an user driven approach; distribution of innovation over many independent but collaborating actors; and the importance of diverse thinking toolkits(for example: design thinking, systems thinking, integrative thinking, and hybrid thinking) that empower users to innovate for themselves.

Welcome to PMGT5876 Strategic Delivery of Change. This course is designed to foster and promote critical thinking and the application of good theory to inform good practice in the strategic delivery of organisational change. The philosophy underpinning this course is design thinking. You will learn quite a bit about this idea over the duration of the course, and why it is increasingly important to change management. The course develops capabilities that will differentiate you from the average project manager and change agent, and which are in high demand in forward thinking organisations.

This unit specifically addresses the selection and prioritisation of multiple programmes and projects which have been grouped to support an organisation's strategic portfolio. The allocation of programmes of work within a multi-project environment, governing, controlling and supporting the organisation's strategy, are considered. The aim is to formulate and manage the delivery of the portfolio of strategies using programme management. Students will learn and practice the issues to be considered in selecting an effective organisation portfolio and how to implement a Portfolio Management Framework. Also they will encounter the many conflicting issues facing Program Managers as they seek to implement organisation strategy through programs and learn how to balance these to obtain desired outcomes.

Students should achieve an understanding of the roles of statistical methods, coordinate transformations, and mathematical analysis in mapping complex, unpredictable dynamical systems. Systems Thinking is a more natural and better way to think, learn, act, and achieve desired results. Effectively implemented, it can dramatically improve a manager`s effectiveness in today`s complex and interconnected business world. This course provides managers with many practical new Systems Thinking tools and the main concepts of Systems Thinking to enhance individual, team, and organizational learning, change, and performance.

Methods studied in this unit are used in a wide range of project management tasks and problems. The unit explains why and where particular methods are used and provides examples and opportunities to apply these methods in practice. This UoS will also facilitate the understanding of the mechanics of these methods and their underlying theory.

What is concurrent engineering? What are the different components? Why do we need to get products to market fast? What really matters? Starting with a vision, creating great teams that work and creating processes that work effectively around the teams. Teams need to complement processes, and processes need to complement teams. Individuals and teams also evolve processes. In fact great systems are those that can evolve and adapt without a centralised management. The artist that creates a great system is the one that can make a sustainable design.

The concepts of sustainability and corporate responsibility are gaining importance in our globalised economy. They have been increasingly influencing business and project objectives and it is becoming imperative that they are incorporated into the practice of project management.
This unit of study embraces this new reality by providing students with an expanded understanding of value creation and how this is delivered through projects. The emphasis is on using projects to deliver value in terms of economic capital whilst also developing social capital and preserving natural capital. These will be underpinned by an appreciation of the standards, principles and frameworks that exist, both in Australia and internationally, to govern the preservation of the environment and increase the development of social capital.
Case studies will be used to create learning processes as students consider and confront the dilemmas that project managers face as they strive to deliver shareholder value via fiscal project objectives as well as face increasing pressure to deliver to reduce environmental impacts. Cases discussed in this UOS will allow students to explore both the opportunities and pitfalls companies and non-government organisations face in targeting sustainability issues and how their values and core assumptions impact their business strategies.
Concepts such as corporate responsibility, the triple bottom line, the business case for sustainability, supply chain management and responsible purchasing and knowledge management will be discussed and students will consider how these influence project delivery.

This UOS provides specific guidelines for achieving greater international project success. It addresses the need for modern techniques in project management geared and suited to international projects. It provides opportunity to students to have orientation towards lessons learned from failures and problems in international projects, and suggest alternative solutions for project issues. The critical success factors for managing international projects together with management issues related to vendors and outsourcing across national boundaries are also discussed. It further deals with managing businesses effectively address cross- cultural, social, and political issues.