Credit Points: 15
Workload: 48 contact hours
Campus: Melbourne, Sydney
Aims & Objectives
This is a core unit out of a total of 24 units in the Bachelor of Networking [BNet] and Bachelor of Engineering Technology (Telecommunications) [BEngTech(Tel)]. This unit addresses the BNet and BEngTech(Tel) course learning outcomes and complements other courses in a related field by developing students’ knowledge and skills in project management. For further course information refer to: http://www.mit.edu.au/study-with-us/programs/bachelor-networking and http://www.mit.edu.au/study-with-us/programs/bachelor-engineering-technology-telecommunications. This unit is part of the AQF Level 7 (BNet and BEngTech(Tel)) courses.
This unit provides students with the knowledge and skills to effectively manage networking projects. The unit employs case studies and follows projects from conception through to completion. This unit will cover the key knowledge areas identified by the project management body of knowledge (PMBOK) developed by the Project Management Institute.
The unit will enhance students understanding of the most common concepts, processes, techniques, and theories that are essential in managing IT projects. The unit will help students to know and analyse the common issues/risks that project team members will often face and how to mitigate them.
This unit will cover the following topics:
- Project management process
- Initiation and planning projects
- Scheduling, resourcing, budgeting projects
- Project quality, risk management and ethics
- Project management integration and closure.
On successful completion of this unit, students should be able to:
- apply project management skills as a strategic tool, framework, or methodology for business development;
- demonstrate project leadership skills; identify and assess risk in designing, executing a major project;
- reflect on current project management ethics, research, theory and practice;
- explain projects effectively through planning, leadership, monitoring, teamwork, global awareness;
- understand various ICT services management systems.
Tutorial/Workshop: 2 hours
Learning Outcomes Assessed
|Individual case study assignment (1000 words)||b,c*||20%|
|Major Group Project assignment (1800 words and presentation)||b-d*||25%|
|Laboratory participation & submission||a-e*||10%|
|Final Examination (2 hours)||a-e*||35%|
*refer to learning outcomes above.
- T. J. Kloppenborg, Contemporary Project Management: Organize, Plan and Perform. 3rd ed. South-Western Cengage Learning, 2014
- C. Gray and E. Larson, Project management – The managerial process. 6th ed. New York: McGraw-Hill, 2013
- K. Schwalbe, Information technology project management 7th ed. Course Technology, 2014
- M. H. Gregory, Absolute Beginner’s Guide to Project Management 3rd ed. Que Publishing, 2012
MIT is committed to ensure the course is current, practical and relevant so that graduates are “work ready” and equipped for life-long learning. In order to accomplish this, the MIT Graduate Attributes identify the required knowledge, skills and attributes that prepare students for the industry.
The level to which Graduate Attributes covered in this unit are as follows:
|Ability to communicate||Independent and Lifelong Learning||Ethics||Analytical and Problem Solving||Cultural and Global Awareness||Teamwork Cooperation, Participation and Leadership||Specialist knowledge of a field of study|
|The standard is covered by theory and practice, and addressed by assessed activities in which the students always play an active role, e.g. workshops, lab submissions, assignments, demonstrations, tests, examinations|
|The standard is covered by theory or practice, and addressed by assessed activities in which the students mostly play an active role, e.g. discussions, reading, intepreting documents, tests, examinations|
|The standard is discussed in theory or practice; it is addressed by assessed activities in which the students may play an active role, e.g. lectures and discussions, reading, interpretation, workshops, presentations|
|The standard is presented as a side issue in theory or practice; it is not specifically assessed, but it is addressed by activities such as lectures or tutorials|
|The standard is not considered, there is no theory or practice or activities associated with this standard|