49309 Quality Planning and Analysis
Warning: The information on this page is indicative. The subject outline for a
particular session, location and mode of offering is the authoritative source
of all information about the subject for that offering. Required texts, recommended texts and references in particular are likely to change. Students will be provided with a subject outline once they enrol in the subject.
Subject handbook information prior to 2020 is available in the Archives.
Credit points: 6 cp
Subject level:
Postgraduate
Result type: Grade and marksThere are course requisites for this subject. See access conditions.
Description
Quality is one of the main success factors for organisations, whether they operate in manufacturing or service and transactional sectors. A sound quality management system, based on modern and up-to-date quality planning and analysis tools and techniques, reduces rejects, warranty claims and the need for costly rework. It helps to preserve customer goodwill and builds a brand loyalty based on objective criteria rather than illusions.
Topics covered in this subject include:
- quality and its modern definition
- analysis of customer needs and customer satisfaction
- integrating quality into design of products and services
- managing supplier relations and quality of supplies
- monitoring and statistical analysis of process quality, and
- continuous quality improvement methods and programs.
Subject learning objectives (SLOs)
Upon successful completion of this subject students should be able to:
| 1. | Explain business process quality imperatives, values and methodologies for engineering practice and management, with particular reference to Australian enterprise. |
|---|---|
| 2. | Meet challenges of quality management and continuous improvement at individual or group level enterprise. |
Course intended learning outcomes (CILOs)
This subject also contributes specifically to the development of the following Course Intended Learning Outcomes (CILOs):
- Socially Responsible: FEIT graduates identify, engage, and influence stakeholders, and apply expert judgment establishing and managing constraints, conflicts and uncertainties within a hazards and risk framework to define system requirements and interactivity. (B.1)
- Design Oriented: FEIT graduates apply problem solving, design thinking and decision-making methodologies in new contexts or to novel problems, to explore, test, analyse and synthesise complex ideas, theories or concepts. (C.1)
- Technically Proficient: FEIT graduates apply theoretical, conceptual, software and physical tools and advanced discipline knowledge to research, evaluate and predict future performance of systems characterised by complexity. (D.1)
- Collaborative and Communicative: FEIT graduates work as an effective member or leader of diverse teams, communicating effectively and operating autonomously within cross-disciplinary and cross-cultural contexts in the workplace. (E.1)
- Reflective: FEIT graduates critically self-review their own and others' performance with a high level of responsibility to improve and practice competently for the benefit of professional practice and society. (F.1)
Contribution to the development of graduate attributes
Engineers Australia Stage 1 competencies
Students enrolled in the Master of Professional Engineering should note that this subject contributes to the assurance of Engineers Australia Stage 1 competencies: 1.3, 1.5, 1.6, 2.4.
Teaching and learning strategies
This subject has two main teaching components: Lectures and Tutorials. The lectures (including guest lectures) provide you the opportunity to listen to the lecturer(s), ask questions, meet fellow students, participate in the class discussions, etc.
During the tutorials, students have the opportunity to deepen their understanding of the topics covered in this subject by discussing the assignment tasks, applying various tools and techniques used in the subject to real case examples.
Although attendance of tutorials and lectures is not compulsory, it is however highly recommended that you take this opportunity as they provide the platform for class interactions including discussions, Q&A, team work, etc.
Assessment
Assessment task 1: Assignment (all exercises)
| Objective(s): | This assessment task addresses the following subject learning objectives (SLOs): 1 and 2 This assessment task contributes to the development of the following Course Intended Learning Outcomes (CILOs): B.1, C.1, D.1, E.1 and F.1 |
|---|---|
| Type: | Report |
| Groupwork: | Group, group assessed |
| Weight: | 30% |
| Length: | Page size requirements are specified in each task (part) of the actual assignment document. Page size difference i.e. slightly under or over is acceptable. |
Assessment task 2: Mid-session test
| Intent: | The mid-session test will assess students' knowledge of the topics from the first 5 weeks of class. Prepare by reading the relevant lecture notes and articles (see subject outline weeks 1-5 for the assigned readings). |
|---|---|
| Objective(s): | This assessment task addresses the following subject learning objectives (SLOs): 1 and 2 This assessment task contributes to the development of the following Course Intended Learning Outcomes (CILOs): B.1, C.1, D.1 and E.1 |
| Type: | Quiz/test |
| Groupwork: | Individual |
| Weight: | 20% |
| Length: | Further details about the test length, format and venue will be announced on UTSOnline. |
Assessment task 3: Final exam (open book)
| Objective(s): | This assessment task addresses the following subject learning objectives (SLOs): 1 and 2 This assessment task contributes to the development of the following Course Intended Learning Outcomes (CILOs): B.1, C.1, D.1 and E.1 |
|---|---|
| Type: | Examination |
| Groupwork: | Individual |
| Weight: | 50% |
Assessment task 4: Online Quizzes - No marks /informative only
| Type: | Quiz/test |
|---|---|
| Groupwork: | Individual |
| Weight: | Mandatory task that does not contribute to subject mark |
Minimum requirements
In order to pass the subject, a student must achieve an overall mark of 50% or more.
Recommended texts
All relevant subject materials and texts will be made available to enrolled students via subject webpage at Canvas.
References
Selected References:
- Akpolat, H.: Six Sigma in Transactional and Service Environments, Gower, Publishing, UK, 2004
- Barra, R.: Putting Quality Circles To Work, McGraw-Hill, Inc., NY, 1989
- Blakemore, J.: Quality Solution, The Business Library, Melbourne, 1989
- Bound, G.: Beyond Total Quality Management, McGraw-Hill, NY, 1990.
- Dale, B.G.: Managing Quality, Philip Alan, NY, 1990
- Fox, M.: Quality Assurance Management, Chapman & Hall, UK, 1990
- George, S. and Weimerskirch, A.: Total Quality Management, John Wiley & Sons, Inc., NY, 1994
- Gevirtz, Ch.: Developing New Products With TQM, McGraw-Hill, Inc., NY, 1994
- Goetsch, D.: Introduction to Total Quality, Maxwell Macmillan International, NY, 1994
- Juran, J.M. and Gyrna, F.M.: Quality Planning and Analysis, 3rd Edition,
- McGraw-Hill Book Company, NY, 1993
- Ross, J.E.: Total Quality Management, St. Lucie Press, FL, 1993
- Shecter, E.: Managing for World-class Quality, Marcel Dekker, Inc., NY, 1992
Note: No textbook is required for this subject.