15360 Community Project Planning
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
Result type: Grade and marks
Requisite(s): ((15312 Project Communication, HR and Stakeholders AND 15319 Project Risk, Procurement and Quality Management AND 15316 Project Scope, Time and Cost Management AND 15310 Project Integration Management) OR 15315 Project Management Principles )
These requisites may not apply to students in certain courses.
There are course requisites for this subject. See access conditions.
Anti-requisite(s): 94680 Entering Professional Life (6cp) AND 94681 Entering Professional Life (8cp)
Description
This subject enables students to work in teams to plan a project for a community or non-profit organisation in a project consultancy capacity that is relevant to their academic studies. The students work on a brief provided by the client and develop a statement of work to be agreed upon and delivered to the client during the session. The students negotiate the scope of the work to be carried out with the academic staff to ensure that it also meets the learning objectives of the subject. Students are expected to attend face-to-face classes, for a maximum duration of 36 hours at UTS, for lectures, activities related to their project, and for mentoring by practitioners.
Subject learning objectives (SLOs)
On successful completion of this subject, students should be able to:
| 1. | Demonstrate appropriate professional competence, conduct and attitudes to work in a community environment. |
|---|---|
| 2. | Use systemic thinking and make ethical judgments in a community environment. |
| 3. | Apply work-ready disciplinary knowledge in a community environment. |
| 4. | Critically reflect on the learning and developmental outcomes of an internship experience to improve practice. |
Course intended learning outcomes (CILOs)
This subject also contributes to the following Course Intended Learning Outcomes:
- Ability to make ethical judgments in project contexts (Ethical Judgments) (A.1)
- Ability to effectively use oral communication in projects at a professional level (Oral Communication) (C.1)
- Ability to effectively use written communication in projects at a professional level (Written Communication) (C.2)
- Ability to source and apply tools and techniques to meet contextual demands (Technique Application) (I.1)
- Ability to develop and adapt project management knowledge to meet contextual demands (Knowledge Adaptation) (I.2)
- Ability to lead and manage project teams, and work as a project team member at a professional level (Teams and Leadership) (P.6)
- Ability to think critically and synthesise complex data (Critical Engagement) (R.1)
Contribution to the development of graduate attributes
The term CAPRI is used for the five Design, Architecture and Building faculty graduate attribute categories where:
C = communication and groupwork
A = attitudes and values
P = practical and professional
R = research and critique
I = innovation and creativity.
Course intended learning outcomes (CILOs) are linked to these categories using codes (e.g. C-1, A-3, P-4, etc.).
Teaching and learning strategies
Preparation for Learning: Students will complete an on-line learning module on social impact at https://www.openlearning.com/uts/courses/measuring-social-impact to appreciate the social benefits derived from a community project.
Industry links and engagement: Students engage with community organizations to clarify the scope of the project that they have to deliver within a semester based on an presentation made by the client. During the workshops, input from ilecturers introduce and consolidate important concepts related to stakeholder management, teamwork, management of human resources and communication. Industry presentations are a key learning resource and are designed to be interactive and to encourage questioning, discussion and sharing of experiences.
Collaborative learning activities: During the block workshop, students work together and learn collaboratively in small groups through applying techniques and solving problems using a problem-based learning approach where students take responsibility for their learning. Students also develop a team protocol on how the team will work together after viewing a video on high performance teams from Linkedin Learning. Students are also asked to reflect on their learning after the semester. Students demonstrate their learning through assessed group activities. Debriefing and sharing learnings between groups is an important part of the collaborative learning sessions. Assessment tasks undertaken during the block workshops involve practical exercises, discussion, critical thinking, feedback and reflection.
Online learning: UTS Online is used to enable students to access material for self-directed learning and engage in online discussions. Presentation slides and other resources are available for review on UTS Online.
Feedback: Structured feedback is provided in several ways from individual and group feedback on assessments to on-the-spot feedback, summarizing and debriefing for workshop activities and student presentations. Students also get feedback during final presentations using which they will submit a final report to the community client. Detailed information about the assessment criteria and the provision of timely feedback forms an important part of the learning process. It is the student’s responsibility to record any feedback given during each session. Formal assessment is provided via ReView.
Note: Students are expected to attend face-to-face classes, for a maximum duration of 36 hours at UTS, for lectures, activities related to their project, and for mentoring by practitioners.
Content (topics)
- Understanding working in a community environment
- Managing a project in the real world
- Role of a project expert
- Consultancy skills
- Legal, ethical and social issues in working in community projects
- Stakeholder analysis and communication planning
- Risk assessment
- Value mapping
- Preparing a consultant's report
Assessment
Assessment task 1: Preparatory work
| Intent: | Preparatory work for the subject. | ||||||||
|---|---|---|---|---|---|---|---|---|---|
| Objective(s): | This task addresses the following subject learning objectives: 3 This task also addresses the following course intended learning outcomes that are linked with a code to indicate one of the five CAPRI graduate attribute categories (e.g. C.1, A.3, P.4, etc.): I.1 | ||||||||
| Type: | Exercises | ||||||||
| Groupwork: | Group, individually assessed | ||||||||
| Weight: | 10% | ||||||||
| Criteria linkages: |
SLOs: subject learning objectives CILOs: course intended learning outcomes |
Assessment task 2: Internship Presentation and Report
| Intent: | Internship Report and Presentation | ||||||||||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Objective(s): | This task addresses the following subject learning objectives: 1, 2 and 3 This task also addresses the following course intended learning outcomes that are linked with a code to indicate one of the five CAPRI graduate attribute categories (e.g. C.1, A.3, P.4, etc.): A.1, C.1, C.2 and I.2 | ||||||||||||||||||||
| Type: | Report | ||||||||||||||||||||
| Groupwork: | Group, individually assessed | ||||||||||||||||||||
| Weight: | 60% | ||||||||||||||||||||
| Criteria linkages: |
SLOs: subject learning objectives CILOs: course intended learning outcomes |
Assessment task 3: Reflective Journal
| Intent: | Post-project Evaluation | ||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Objective(s): | This task addresses the following subject learning objectives: 1 and 4 This task also addresses the following course intended learning outcomes that are linked with a code to indicate one of the five CAPRI graduate attribute categories (e.g. C.1, A.3, P.4, etc.): P.6 and R.1 | ||||||||||||
| Type: | Journal | ||||||||||||
| Groupwork: | Individual | ||||||||||||
| Weight: | 30% | ||||||||||||
| Criteria linkages: |
SLOs: subject learning objectives CILOs: course intended learning outcomes |
Minimum requirements
The DAB attendance policy requires students to attend no less than 80% of formal teaching sessions (lectures and tutorials) for each class they are enrolled in to remain eligible for assessment.
Required texts
None required
Recommended texts
Boud, D. & Garrick, J. (eds) (1999) Understanding Learning at Work, Routledge, London.
Fanthome, C (2004) Work Placements: a Survival Guide for Students. Palgrave Macmillan, Basingstoke.
References
Anheier, H.K. (2005). Non-profit Organizations: Theory, Management, Policy, Routledge, Milton Park.
Bennett, R., Eagle, L., Mousley, W. & Ali-Choudhury, R. (2008) Re-assessing the value of work-experience placements in the context of widening participation in higher education. Journal of Vocational Education and Training, 60(2), 105-122.
Boud, D. & Middleton, H. (2003) Learning from others at work: communities of practice and infromal learning. Journal of Workplace Learning, 15(5), 194-202.
Bratton, J., Mills, J.H., Pyrch, T. & Sawchuk, P. (2004) Workplace Learning: a Critical Introduction, Garamond Press, Aurora, Ont.
Carson, L. & Fisher, K. (2006) Raising the bar on criticality: students’ critical reflection in an internship program. Journal of Management Education, 30(5), 700-723.
Clark, S.C. (2003) Enhancing the educational value of business internships. Journal of Management Education, 27(4), 472-484.
Hummelbrunner, R. (2010), Beyond logframe: Critique, variations and alternatives, in Fujita, N. (Ed.), Beyond logframe: Using systems concepts in evaluation, Foundation of Advanced Studies on International Development, Tokyo, 1-35.
Lawrie, A. (2002). The Complete Guide to Creating and Managing New Projects for Voluntary Organisations, 2nd, edn. London: Directory of Social Change.
Lyons, M. (2001). Third Sector: The Contribution of Non-profit and Cooperative Enterprises in Australia, Crows Nest: Allen and Unwin.
McCormick, D.W. (1993) Critical thinking, experiential learning, and internships. Journal of Management Education, 17(2), 260-262.
PCI (1979). The logical framework: A manager’s guide to a scientific approach and evaluation, Practical Concepts Incorporated, Washington DC.
PMI (2005) Project management methodology for post-disaster rebuild methodology, Project Management Institute, Newtown Square.
Prahalad, C.K. and Hart, S.L. (2002). The fortune at the bottom of the pyramid, Strategy and Business, Jan 26, 2002, 1-14.
Renz, P. (2007) Project Governance: Implementing Corporate Governance and Business Ethics in Nonprofit Organisations, Physica-Verlag, Luzern.
RI (2009). Communities in Action: Guide to Effective Projects, Rotary International, [Online], Accessed 22-Oct-09. http://www.rotary.org/RIdocuments/en_pdf/605a_en.pdf
Salamon L. (1994). ‘The rise of the non-profit sector’, Foreign Affairs, 73 (4): 109-122.
Sankaran, S. (2010), The project as a socio-cultural system: Investigating humanitarian projects managed by volunteers in not-for-profit organizations, Asia Pacific Research Conference on Project Management, Melbourne, February 25-16, 9 pages Basic Books
Schon, D. (1983) The Reflective Practitioner: How Professionals Think in Action, Temple Smith, London.
Shah, I (2013). A Practical Guide to NGO’s and Project Management, Kindle Book, Amazon Digital Service
Walmsley, A., Thomas, R. & Jameson, S. (2012) Internships in SMEs and career intentions. Journal of Education and Work, 25(2), 185-204.
Walters, D. & Zafira, D. (2008) Earnings and employment outcomes for male and female postsecondary graduates of coop and non-coop programmes. Journal of Vocational Education and Training, 60(4), 377-399.
Other resources
http://www.uts.edu.au/current-students/opportunities/community-and-leadership-programs/work-local-community/uts-soul-award