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Industry and community projects
4000 level projects
COVID-19 update: 2021 projects will be delivered online
Student safety is our priority and due to the impacts of COVID-19, our intensives and semester-long ICPUs will be delivered in an online format, primarily through Zoom video conferencing.
As with face-to-face, you will still work collaboratively in interdisciplinary groups to solve a complex problem set by an industry partner. The partner will virtually engage and provide guidance throughout the project.
There will be some face-to-face learning options for Semester 1 and 2 projects for those students able to attend campus.
Overview
4000 level Industry and Community Project Units (ICPUs) are available for students enrolled in a Bachelor of Advanced Studies. These are 12 credit point projects that students will need to access through two co-requisite 6 credit point faculty-based shell units (Projects A and B).
The projects will run across two consecutive teaching sessions - the February intensive period (Project A) followed by semester 1 (Project B), or the July intensive period (Project A) followed by semester 2 (Project B) students must commit to and be able to attend the two consecutive teaching session.
These projects will be designed around broad themes and students will interact with multiple industry and community partners who will set the project scope, as well as provide students with advice and resources. Within the context of the project, students will develop a range of personal and professional skills and strategies for effective collaboration and complex problem solving.
How it works
Project teams, comprised of around five 4000 level students from multiple disciplines, will develop and submit a full research proposal at the end of Project A identifying the problem or opportunity they wish to explore, aims, objectives, approach and expected outcomes.
The teams will then complete their research projects in Project B and the outcome will be presented in a final report to a panel of external partners.
These outputs will be assessed and contribute to a total group-based mark of 60%. The remaining 40% of the mark will be based on individual performance, participation in project teams and communities of practice and two individual statements. This collaborative framework is designed to allow students to graduate from the University with a personal and professional network.
Session project is held |
Delivery Mode | Project registration opens |
Project registration closes |
Project dates |
Attendance |
|
|---|---|---|---|---|---|---|
| Project part A: February intensive | Intensive February (S1CIFE) |
Online |
16 December 2020 |
17 January 2021 |
25 January – 19 February 2021 |
Full time Monday – Friday |
Project part B: Semester one |
Semester 1 (S1C) |
Online, with some optional face-to-face sessions | 18 January 2021 |
28 February 2021 |
1 March – 4 June 2021 |
3 hours of class a week |
| Project part A: July intensive | Intensive July (S2CIJL) |
Online | 10 May 2021 |
20 June 2021 |
28 June – 23 July 2021 | Full time, Monday - Friday |
| Project part B: Semester Two | Semester 2 (S2C) |
Online, with some optional face-to-face sessions | 28 June 2021 |
8 August 2021 |
9 August – 13 November 2021 |
3 hours of class a week |
2021 project and partners
KPMG, GS1 Australia and Harris Farm Markets - Rethinking food systems for better health and sustainability
Food is central to family, cultural and community identity. It is essential to sustain life and food-related activities provide income and livelihoods for billions of people on earth. With the continuing rise in global food production and manufacturing to meet increasing demand, there is a pressing need to rethink food systems. In this project, student teams representing unique mixes of disciplines will explore questions such as, how can we influence mass consumer food behaviours? What will be the role of growers, manufacturers, retailers and regulators? Which technologies and innovations (eg. smart foods, alternative proteins, and personalised nutrition) will be required to transform the food industry? What role can the health and allied professions play? Through research into these areas students will provide solutions on how we can rethink food for better health and sustainability. Students will be exposed to the Australian food industry through visits to farms, food processors and manufacturers and markets.
DXC Technology, BUPA Insurance Australia and Westmead Health Precinct - Democratising healthcare through technology
Access to healthcare is a basic human requirement, however, truly affordable and universal healthcare is yet to emerge. Democratisation of healthcare will be driven through innovative adaptation of disruptive technologies, data sharing and consumerism. If prevention is the best medicine, healthcare systems need to evolve to become more predictive and personalised. In this project, students will explore topics such as, what opportunities are there for big data, AI, machine learning, IoT, wearable devices and robotics to allow predictive, preventive and personalised healthcare. How can digital technologies help to prepare and respond to health crises, such as pandemics and chronic non-communicable diseases? Can digital technologies improve accessibility to high quality healthcare in regional and remote communities or in developing countries? Is there scope for business models of the sharing economy to redistribute excess capacity in healthcare systems?
Accenture Hong Kong, Adobe and Jacobs Engineering Group - Embracing smart cities
How can the elusive “smart city” concept of seamlessly interconnected data and interactive technologies come together to create economic efficiencies and facilitate the transition to knowledge-based industries? Our cities are evolving quickly as new technologies emerge at an unprecedented scale and pace. At the same time, they are not greenfield sites, able to be built from scratch. Infrastructures and systems need to be re-designed to enable our cities to identify key opportunities within the three broad Smart Cities pillars: Smart Economy, Smart Environment, and Smart Society. How can cities around the world move from ideas about how they should look and operate, to actually working, while leveraging smart technologies and innovation? How responsive are the citizens, the businesses, the governments? and do we have the capabilities to adapt and embrace this change? This project challenges you to be creative and build the future of existing cities while maintaining the link to their histories.
CBHS Health Fund and WPP AUNZ - Looking forward to ageing
What do you want your life to be like when you are older? Should you be able to move between aged care resorts like ‘Airbnb for oldies’? Where do our images of being old come from? Who should pay for what and how? How can older people benefit from technology, and not be left behind? How can the spaces you love now remain accessible to you in your future? What needs to change? Australians are among those countries with the highest average life expectancy and highest average incomes. However, an ageing population puts standards of living at risk and threatens to exacerbate existing inequities. Current generations can make ageing something to look forward to. This is your opportunity for plotting and imagining the world you want to be in, as you get older.
Deloitte and Westmead Health Precinct - Democratising healthcare through innovation
Access to healthcare is a basic human requirement, however, truly affordable and universal healthcare is yet to emerge. Democratisation of healthcare will be driven through innovative adaptation of disruptive technologies, data sharing and consumerism. If prevention is the best medicine, healthcare systems need to evolve to become more predictive and personalised. In this project, students will explore topics such as, what opportunities are there for big data, AI, machine learning, IoT, wearable devices and robotics to allow predictive, preventive and personalised healthcare. How can digital technologies help to prepare and respond to health crises, such as pandemics and chronic non-communicable diseases? Can digital technologies improve accessibility to high quality healthcare in regional and remote communities or in developing countries? Is there scope for business models of the sharing economy to redistribute excess capacity in healthcare systems?
KPMG, the Matilda Centre and ARE Media - Social media and the future of truth, democracy, power and enterprise
With big data sets and new knowledge being created at an exponential rate, our attention has become highly sought-after and a limited precious resource. Multiple entities vie for our attention on digital platforms using sophisticated means to tailor information to meld with our personalised interests. While aggregation and matching of relevant information to our interests provides a level of convenience, social media can promote social isolation and distort perspectives. According to a recent study less than half of adult Australians know how to identify misinformation online. This incapacity exposes vulnerabilities that can, in turn, lead to deficient decision-making. At the same time, social media has the power to identify consumer sentiment and redesign products and services to better suit consumer needs. Well-targeted social media campaigns can also bring people together around a cause to advocate positive change. With successful data companies listed globally among the most wealthy and with little regulation of online media platforms, there is a perception that the motivation for profits overwhelms the potential for social good. Should social media be more tightly regulated? If so, how and by whom? In this project, you will work in interdisciplinary groups to explore how we can reshape the landscape around this powerful technology to realise the enormous benefits of an interconnected world?
How to enrol
1. Select a shell unit in Sydney Student
This project is accessed through two co-requisite 6 credit point facility based shell units. You will need to select the two shell units for the project through Sydney Student. If you've already enrolled you can do this by changing your units of study (go to ‘My studies’, ‘Units of study’, then ‘Change your units of study’)
Shell units for BUSI, SCIE, FASS and ADP are available in Table A and/or Table S. Units as follows:
Faculty of Arts and Social Sciences - FASS4901, FASS4902
Faculty of Science - SCPU4001, SCPU4002
Sydney Business School - BUSS4905, BUSS4906
Sydney School of Architecture - ARCH4108, ARCH4109
2. Register for a project
Once you've successfully enrolled in both shell units, we will email you with instructions on how to register for a project.
Before registering for a semester-long project, check the timetable and make sure you're available for the allocated class times. For intensive projects, you need to be available Monday to Friday on a full-time basis.
You will finalise your enrolment in the unit and select your project in Sydney Student (go to 'My studies', 'Enrolment', then 'Project registration'. Places in each project are limited so we encourage you to register early to avoid missing out. You will only see projects that are available for your enrolled shell unit and still have places available. If you cannot see a project when you register, you will need to select a different project. Project availability is subject to change.
Once you enrolled into the two shell units, you will need to upload a signed and witnessed Deed Poll to Canvas. This is a compulsory requirement of your enrolment in this unit. Make sure you consider the acknowledgments in the deed carefully before submission. You will be granted access to Canvas the week before teaching starts for your enrolled session and you will need to submit your Deed Poll before the first day of class for Part A of your chosen project.
If you have any questions about the projects, you can email pvceducation.enquiries@sydney.edu.au.
Last updated: 18 May 2021
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