PROJMGNT 7024 - Complex Project Management 1
North Terrace Campus - Trimester 3 - 2017
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General Course Information
Course Details
Course Code PROJMGNT 7024 Course Complex Project Management 1 Coordinating Unit Entrepreneurship, Commercialisation & Innov Centre Term Trimester 3 Level Postgraduate Coursework Location/s North Terrace Campus Units 3 Contact Intensive: 36 to 40 hours Available for Study Abroad and Exchange Y Prerequisites PROJMGNT 5021 & PROJMGNT 7047 Assessment Assignments, reports Course Staff
Course Coordinator: Associate Professor Indra Gunawan
Program Director Contact Details:
Project Management
Name: Associate Professor Indra Gunawan
email: indra.gunawan@adelaide.edu.au
Trimester 2
Name: Dr Alex Gorod
Alex Gorod is the Founder and Managing Member at SystemicNet, LLC in New York City. He is also an Adjunct Associate Professor at Zicklin School of Business, City University of New York and the University of Adelaide. Alex is a recipient of the Fabrycky-Blanchard Award for Excellence in Systems Engineering Research and Robert Crooks Stanley Doctoral Fellowship in Engineering Management. Alex holds a PhD in Engineering Management from Stevens Institute of Technology.
Email: alex_gorod@yahoo.com
Office hours will be arranged via Skype
Semester 2
Name: Associate Professor Indra Gunawan
Indra Gunawan is Associate Professor in Complex Project Management and the Director of Project Management Program in the Entrepreneurship, Commercialisation and Innovation Centre at the University of Adelaide.
He received his PhD in Industrial Engineering and MSc in Construction Management from Northeastern University, USA. Prior to joining the University of Adelaide, he was a program coordinator for Maintenance and Reliability Engineering at Monash University. Previously he has
also taught in the Department of Mechanical and Manufacturing Engineering at Auckland University of Technology, New Zealand and worked as the Head of Systems Engineering and Management program at Malaysia University of Science and Technology (in collaboration with the MIT, USA).
His current research interests include system reliability modelling, maintenance optimisation, project management, applications of operations
research, and operations management. He is actively involved in the Asset Management Council, a technical society of Engineers Australia.
Email: indra.gunawan@adelaide.edu.au
Trimester 3
Name: Professor Frank Schultmann
Short Bio
Frank Schultmann is Professor of Complex Project Management and Director of Project Management for the University of Adelaide. He is also Chair Professor at the Karlsruhe Institute of Technology (KIT), Germany, and Director of the KIT’s Institute for Industrial Production (IIP) and the KIT’s French-German Institute for Environmental Research (DFIU).
Professor Schultmann studied Business and Industrial Engineering at the University of Karlsruhe. He completed his doctoral thesis in 1998 at the Faculty of Economics and Business Engineering and his Habilitation in 2003 receiving the venia legendi (teaching authority) in Management Science. Prior to his present positions, he was Professor of Industrial Management at the University of Koblenz-Landau and holder of the Chair of Business Administration, Construction Management and Economics at the University of Siegen.
Email: frank.schultmann@adelaide.edu.auCourse Timetable
The full timetable of all activities for this course can be accessed from Course Planner.
Opening intensive:
Tuesday 3rd and Wednesday 4th October 2017
9am to 6pm
Napier, 210, Teaching Room
Closing intensive:
Tuesday 14th and Wednesday 15th November 2017
9am to 6pm
Napier, 210, Teaching Room -
Learning Outcomes
Course Learning Outcomes
On the successful completion of this course, students will be able to:
1Identify different types of projects in project management and explain how management styles can vary depending on the type of a project employed. 2 Analyze real life complex project management case studies from multiple domains and illustrate practical application of research methods and toolsets. 3 Examine the latest interdisciplinary research in complex project management and apply lessons learned and best practices to the development of potential solutions to contemporary global challenges. 4 Compare and employ different levels of interpersonal skills as appropriate for effective teamwork and leadership in complex project management. 5 Demonstrate the importance of developing broader awareness and maintaining high ethical and socio-cultural standards to successful complex project management. University Graduate Attributes
This course will provide students with an opportunity to develop the Graduate Attribute(s) specified below:
University Graduate Attribute Course Learning Outcome(s) Deep discipline knowledge
- informed and infused by cutting edge research, scaffolded throughout their program of studies
- acquired from personal interaction with research active educators, from year 1
- accredited or validated against national or international standards (for relevant programs)
1-3 Critical thinking and problem solving
- steeped in research methods and rigor
- based on empirical evidence and the scientific approach to knowledge development
- demonstrated through appropriate and relevant assessment
1-3 Teamwork and communication skills
- developed from, with, and via the SGDE
- honed through assessment and practice throughout the program of studies
- encouraged and valued in all aspects of learning
4-5 Career and leadership readiness
- technology savvy
- professional and, where relevant, fully accredited
- forward thinking and well informed
- tested and validated by work based experiences
1-5 Intercultural and ethical competency
- adept at operating in other cultures
- comfortable with different nationalities and social contexts
- able to determine and contribute to desirable social outcomes
- demonstrated by study abroad or with an understanding of indigenous knowledges
4-5 Self-awareness and emotional intelligence
- a capacity for self-reflection and a willingness to engage in self-appraisal
- open to objective and constructive feedback from supervisors and peers
- able to negotiate difficult social situations, defuse conflict and engage positively in purposeful debate
1-5 -
Learning Resources
Required Resources
There is no required textbook.Recommended Resources
Text books:
Mo Jamshidi, (2009) System of Systems – Innovations for the 21st Century, Hoboken, John
Wiley
Gorod, A., B. White, V. Ireland, J. Gandhi, and B. Sauser. (eds.) (2014) “Case Studies in System of Systems, Enterprises, and Complex Systems Engineering” New York, NY: CRC Press, Taylor & Francis.
References
Please see list in Course Notes
Library Resources
Other Resources
The University of Adelaide’s Barr Smith Library provides a range of learning resources including texts, journals, periodicals, magazines, and access to online databases and information services. It also offers a virtual library which is accessible via the University’s website. Access to the Library's electronic resources.
If you are a member of the PMI (http://www.pmi.org/Membership.aspx) you will “gain exclusive access to PMI publications and our global standards*, networking options with our chapters and online communities of practice, and leadership and volunteer opportunities. You’ll also receive discounts on certification exams and renewals, as well as our professional development offerings.” Student membership is USD$40 to join and USD$30 to renew.
* Log in to access complimentary read-only PDFs of all of PMI's published standards or take advantage of discounts on paperback editions
http://www.pmi.org/PMBOK-Guide-and-Standards/Standards-Library-of-PMI-Global-Standards.aspxOnline Learning
MyUni is the University of Adelaide's online learning environment. It is used to support traditional face-to-face lectures, tutorials and workshops at the University. MyUni provides access to various features including announcements, course materials, discussion boards and assessments for each online course of study. -
Learning & Teaching Activities
Learning & Teaching Modes
This course is offered in blended learning mode with the face-to-face component offered as intensives.Workload
The information below is provided as a guide to assist students in engaging appropriately with the course requirements.
As a guide, a 3 unit course comprises a total of 156 hours work (this includes face-to-face contact, any online components, and self directed study).Learning Activities Summary
This is a draft schedule and session dates are a guide only. The timetable may be changed during the course delivery if necessary.
Intensive Content Readings/Activities 1 & 2 Topics 1-6 in notes Jamshidi, M. (2008). “Chapter 1 Introduction to System of Systems.” in System of Systems Engineering: Innovations for the 21st Century; M. Jamshidi (ed.) Hoboken, NJ: Wiley & Sons. pp 1-20
Azani, C. (2008). “Chapter 2 An Open Systems Approach to System of Systems Engineering.” in System of Systems Engineering: Innovations for the 21st Century; M. Jamshidi (ed.) Hoboken, NJ: Wiley & Sons. pp 1-20
Dagli, C. and N. Kilicay-Ergin. (2008). “Chapter 4 SoS Management.” in System of Systems Engineering: Innovations for the 21st Century; M. Jamshidi (ed.) Hoboken, NJ: Wiley & Sons. pp 77-100
Sauser, B., J. Boardman, and A. Gorod. (2008). “Chapter 8 SoS Management.” in System of Systems Engineering: Innovations for the 21st Century; M. Jamshidi (ed.) Hoboken, NJ: Wiley & Sons. pp191-218
DeLaurentis, D. (2008). “Chapter 20 Understanding Transportation as a System of Systems Problem.” in System of Systems Engineering: Innovations for the 21st Century; M. Jamshidi (ed.) Hoboken, NJ: Wiley & Sons. pp 520-541
Gorod, A., B. Sauser, and J. Boardman. (2008). “System of Systems Engineering Management: A Review of Modern History and a Path Forward.” IEEE Systems Journal. 2(4):484-499
Keating C., R. Rogers., R. Unal., D. Dryer., A. Sousa-Poza., R Safford., W. Peterson., and G. Rabadi. (2003). “System of Systems Engineering.” Engineering Management Journal 15(3):36-45
Boardman, J. and B. Sauser. (2006) System of Systems – the meaning of Of. IEEE International Conference on System of Systems Engineering. April 24-26, Los Angeles, CA
Bar-Yam.Y., M. Allison., R. Batdorf., H. Chen., H. Generazio., H. Singh., and S. Tucker. (2004) “The Characteristics and Emerging Behaviors of System of Systems.”NECSI: Complex Physical, Biological and Social Systems Project (www.necsi.edu/education/oneweek/winter05/NECSISoS.pdf)
D. Firesmith (2010) “Profiling Systems Using the Defining Characteristics of Systems of Systems (SoS).” Report CMU/SEI-2010-TN-001 Software Engineering Institute, Carnegie Mellon (http://www.sei.cmu.edu/reports/10tn001.pdf)
Maier M. (1998). “Architecting Principles for System-of-Systems.” Systems Engineering 1 (4), pp. 267-284
Haimes, Y., “Chapter 3 The Process of Risk Assessment and Management.” in Handbook of Systems Engineering and Management; A.P. Sage., W.B. Rouse (ed.) Hoboken, NJ: Wiley & Sons. pp. 155-205
Gandhi, J., A. Gorod, and B. Sauser.(2011). “Systemic Risk of System of Systems.” IEEE International Systems Conference. April 4-7. Montreal, Quebec, Canada
Gorod, A., B. White, V. Ireland, J. Gandhi, and B. Sauser. (eds.) (2014) “Case Studies in System of Systems,
Enterprises, and Complex Systems Engineering” New York, NY: CRC Press, Taylor & Francis.
Shenhar, A. and D. Dvir. (2007) “Reinventing Project Management: The Diamond Approach to Successful Growth & Innovation.” Harvard Business School Press, Boston
Francois. C (1999). “Systemics and Cybernetics in a Historical Perspective.” Systems Research and Behavioral Science 16(3):203-219
Sage A.P., and W.B. Rouse. “Chapter 1 An Introduction to Systems Engineering and Systems Management.” in Handbook of Systems Engineering and Management, 2nd ed.; A.P. Sage., W.B. Rouse (ed.) Hoboken, NJ: Wiley & Sons. pp. 1-64
Eisenhardt, K. (1989) “Building Theories from Case Study Research.” Academy of Management Review 14(4):532-550
Conrow, E.H. (2005). “Risk Management for Systems of Systems.” Cross Talk: The Journal of Defense Software Engineering
Gorod, A., J. Gandhi, B. Sauser, and J. Boardman. (2008). “Flexibility of System of Systems.” Global Journal of Flexible Systems Management. 9(4)
Volberda H. W. (1998) “Building the Flexible Firm: How to Remain Competitive.” New York, Oxford University Press
Mansouri, M., A. Gorod, and B. Sauser. (2010). “A Typology-based Approach to Adopting Effective Management Styles for Enterprise Systems.” IEEE International Systems Conference. April 5-8. San Diego, CA.3 & 4 Topics 7-8 in notes Keating, C.B., “Chapter 7 Emergence in System of Systems.” in System of Systems Engineering: Innovations for the 21st Century; M. Jamshidi (ed.) Hoboken, NJ: Wiley & Sons. pp191-218
Mittal, S., Zeigler, J. Risko Martin, F. Sahin, M. Jamshidi. (2008). “Chapter 5 Modeling and Simulation for Systems of Systems Engineering.” in System of Systems Engineering: Innovations for the 21st Century; M. Jamshidi (ed.) Hoboken, NJ: Wiley & Sons. pp.191-218
Sheard, S., “Chapter 30 Complex Adaptive Systems in Systems Engineering and Management.” in Handbook of Systems Engineering and Management; A.P. Sage., W.B. Rouse (ed.) Hoboken, NJ: Wiley & Sons. pp. 1283-1318
Sterman, J. (2006) “Learning from Evidence in a Complex World.” American Journal of Public Health. 96(3):505-514
Epstein, J., (2008) “Why Model?” Journal of Artificial Societies and Social Simulation. 11(412)
Gorod, A., B. White, V. Ireland, J. Gandhi, and B. Sauser. (eds.) (2014) “Case Studies in System of Systems,
Enterprises, and Complex Systems Engineering” New York, NY: CRC Press, Taylor & Francis.
Magee, C. L., and O.L. de Weck (2004) “Complex System Classification.” 14th Annual International Symposium of the International Council on Systems Engineering (INCOSE) June 20-24
Sterman, J., (2002) “All Models are wrong: reflections on becoming a systems scientist.” Systems Dynamics Review 18(4):501-531 -
Assessment
The University's policy on Assessment for Coursework Programs is based on the following four principles:
- Assessment must encourage and reinforce learning.
- Assessment must enable robust and fair judgements about student performance.
- Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
- Assessment must maintain academic standards.
Assessment Summary
An overview of the course assessment appears in the following Table. Details appear in the following section:
# Assessment Task Task Type Length Weighting Learning outcomes 1 Essay/report Individual 1500 words maximum (each) 30% 1-3 2 Case study presentation Individual 10 minutes 20% 1-3, 5 3 Reflection on case study presentation report Individual 500 words 10% 1-3, 5 4 Final report Group Minimum length:
5 people – 15,000 words30% 1-5 Class contribution Individual 10% 1-5 Total 100% Assessment Related Requirements
Students should attend all classes in order to pass the course. There is considerable experiential learning in workshops during the intensive classes that build your knowledge and thus enable you to be successful in this course.
Course results are subject to moderation by the ECIC Board of Examiners
Appropriate use of the Internet in assignments
The purpose of this document is to assist students with appropriate use of the material they have accessed on the Internet in assignments. The Internet is a wonderful source of information and sometimes students are not aware of how to use it properly. For example, a recent case had over 70% of words copied from over 20 other sources. Furthermore, many students think this is the appropriate use of the Internet.
IT IS NOT.
Due to an increasing number of students infringing the University’s Academic Dishonesty Requirements within the Master of Applied Project Management, a more rigorous method of checking assignments is used.
There is a hierarchy of penalties, the lowest of which is the loss of some assignment marks and the student’s name being placed on the Faculty’s Academic Dishonesty Register for six months. This only occurs if I believe this occurred through error. The second level penalty is more significant which is loss of all marks for the assignment and being placed on the University’s Academic Dishonesty Register for the remainder of their time at the University. Even higher penalties can involve the University deciding the student should not graduate. This has occurred in the Master of Project Management.
Appropriate use of the Internet is to include all directly copying of sections of other reports in ‘inverted comas’, as a quotation, and note the source of the quote. To include a group of words without use of inverted commas and without noting where the words came from is an example of academic dishonesty.
Students may not be aware that the University has use of an international database called Turnitin in which all direct use of other material can be traced.
On a more positive note students need to understand the points made in any paper they access on the Internet and integrate these thoughts into their argument rather than just copying large passages. Of course this takes more work but this is what tertiary education requires and, in the end, make students into better thinkers and more able to express their ideas in their assignments.Assessment Detail
Assessment 1: Essay/report (Individual)
Weighting: 30%
Task:
Question. Why are some projects complex? How do they differ from complicated projects? Provide some examples of complex projects.
Why have traditional project management models failed to provide adequate structural support for complex projects?
Scope:
The objective of these questions is for the participant to consider the theoretical material supplied and attempt to apply it to a real project example, if possible. Therefore evidence of having read and understood the material is important. Arguments and assertions should be based on the research articles listed, the important ones of which are encompassed in the notes. This assignment will assess your understanding of the course topics.
Length and Presentation:
1500 words (max) each
Given the word limit on these questions, assessment will reward content included. There will be penalties for exceeding the word limit.
Quotations do not count in the words counted. Please ensure you add page numbers to your assignment and it is advisable to add your name in the footer or header.
Criteria by which your assignment will be graded:
In completing this assignment, higher grades will be awarded for evidence of reading notes, text and papers, and integration of this theory into your answers. Direct referencing of external material in your answers is preferred.
Assessment 2: Case study presentation (Individual)
Weighting: 20%
Submission Details: In Class
Task:
Individual presentation covering the following:
· Identity a SoS;
· Use five distinguishing characteristics to describe it;
· Identify examples of and describe External Factors, which could influence the SoS;
· Identify the Governing Body;
· Describe the Feedback process between the SoS and the Governing Body;
· Identify examples of and describe Constraints affecting the Governing body’s decision making process.
Scope:
The objective of this 10 minute presentation is to demonstrate your analysis of an identified SoS case utilizing principal theories presented in class.
Length and Presentation:
10 minutes. Please be advised that references are mandatoryto show your understanding of the subject matter. No more than 10 power pointslides are permitted. Each presentationwill be followed by a Q&A session.
Criteria by which your assignment will be graded:
The criteria for grading of this assignment will be based on the depth of case analysis and understanding of the material presented.
Assessment 3: Reflection on Case Study presentation (Individual) report
Weighting: 10%
Task:
Create a brief report of 500 words as a reflection of your case study presentation as described in Assessment 2.
Scope:
The objective of this report is to show what you have learned as a result of your individual case study presentation.
Length and Presentation:
500 words
Criteria by which your assignment will be graded:
The criteria for grading of this assignment will be based on the depth and coherence of your analysis.
Assessment 4: Final report (Group)
Weighting: 30%
Send one copy for the group ensuring all group member names are clear. Preferably any documents created under Excel or Microsoft Project should be included in the Word version of the electronic copy.
Task:
Create a case study report for an approved project as instructed below, implementing the theoretical material you have covered. Groups should be of 5 people. To add additional team members, you need to seek special approval stating reasons. This assignment is intended to be the application of theory so I do not want theory reproduced, but the application of theory to a project.
As you may be using material in this report which was developed by others, it is important to note what was your contribution and what was the contribution of others.
The paper should have the following headings with the following specifications:
Abstract
· 200 words or less
Introduction
· Briefly describe the SoS under consideration
· What problem is this SoS addressing for what organization, program, or activity
· Define the perceived System of Systems Engineering process, situation or problem presented in the case
Background Information
· Context for SoS and your case
· Definitions that apply to the process, situation or problem: advanced terminology or jargon, explain what each word means in your study, concisely and clearly.
· Relevant theories/research and prior development regardingSoS and your case: What has other research or studies found to be true in SoS and your specific case.
System of Systems Description
· History and Development
· High-Level Diagram or Layout
· Sponsors/Customers, Industry Sector, Companies Involved, Country, Budget
· Mission/Purpose/Goals/Objectives
· Principles/Characteristics
· Settings/Structure/Boundaries
· External Factors and Constrains
· Constituent Systems (new/legacy, scope)
System of Systems Engineering Analysis
· Analysis and Analytical Findings
· Activities/Problems/Conflicts
· Timeframe/Sequence of events
· Methods and tools used
· Lessons Learned
· Best Practices
· Steps and conditions for replicating the SoS elsewhere
Conclusion
· Summary of the case and your findings/recommendations
Questions for Discussion
· Please provide 2-5 questions that are based on this case and could be used for a discussion in a classroom
environment
References
Please ensure you add page numbers to your assignment and it is advisable to add each team member’s last name in the footer or header.
Scope:
The SoS Case Study Paper is expected to reflect the following:
1. Describes multiple integrated complex systems working together to achieve one common objective;
2. Present a real life process, situation or problem;
3. Offer adequate and detailed information to assess the process, situation or problem by the case reader;
4. Present an objective view of the process situation or problem;
5. Offers relevant questions for further discussion;
6. Be cogent;
7. Satisfactorily explain the basis for its conclusions;
Length and Presentation:
Minimum length: 5 people – 15,000 words.
The paper should follow the style guide of the IEEE (see Template for Transactions Section at http://www.ieee.org/publications_standards/publications/authors/authors_journals.html)
Criteria by which your assignmentwill be graded:
In completing this assignment, higher grades will be awarded for evidence of reading notes, text and papers, and integration of this theory into your paper. Direct referencing of external material is preferred.
Assessment 5: Class contribution
Weighting: 10%
Task:
A class participation mark will be based on attendance and participation.
Scope:
Class attendance and active participation are expected throughout the course.
Criteria by which your assignment will be graded:
There will be brief class assignments and discussions after each topic covered. These will be graded as part of class participation.Submission
All text based assignments must be submitted via MyUni.
Please refer to step by step instructions: MyUni Learning Centre
There are a few points to note about the submission of assignments:
- Assignment Submission: Assignments should not be emailed to the instructor; they must be lodged via the MyUni Course site (unless specified to do both). Note that assignments may be processed via TURNITIN, which is an online plagiarism prevention tool.
- Cover Sheet: Please submit, separate to your assignment, the completed University of Adelaide Assessment Cover Sheet providing details of yourself and your team members (if applicable), your assignment, the course, date submitted, etc. as well as the declaration signed by you that this is your (your team’s) work. Note that the declaration on any electronically submitted assignment will be deemed to have the same authority as a signed declaration.
- Backup Copy of Assignments: You are advised to keep a copy of your assignments in case the submitted copy goes missing. Please ensure that all assignment pages are numbered. If your assignment contains confidential information, you should discuss any concerns with the Course Lecturer prior to submission.
- Extensions of Time: Any request for an extension of time for the submission of an assignment should be made well before the due date of the assignment to the Course Lecturer. Normally, extensions will only be granted for a maximum of two weeks from the original assignment submission date. Extensions will only be granted in cases of genuine extenuating circumstances and proof, such as a doctor’s certificate, may be required.
- Failure to submit: Failure to submit an assignment on time or by the agreed extension deadline may result in penalties and may incur a fail grade. Note that a late penalty of 5% of the total available marks for that assessment item will be incurred each day an assignment is handed in late (Unless otherwise stated in 'Assessment Related Requirements' or 'Assessment Detail' above). Assignments handed in after 14 days from the due submission date will fail even if a 100% mark is granted for the work.
Resubmission & Remarking
Resubmission of an assignment for remarking after reworking it to obtain a better mark will not normally be accepted. Approval for resubmission will only be granted on medical or compassionate grounds.Course Grading
Grades for your performance in this course will be awarded in accordance with the following scheme:
M10 (Coursework Mark Scheme) Grade Mark Description FNS Fail No Submission F 1-49 Fail P 50-64 Pass C 65-74 Credit D 75-84 Distinction HD 85-100 High Distinction CN Continuing NFE No Formal Examination RP Result Pending Further details of the grades/results can be obtained from Examinations.
Grade Descriptors are available which provide a general guide to the standard of work that is expected at each grade level. More information at Assessment for Coursework Programs.
Final results for this course will be made available through Access Adelaide.
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Student Feedback
The University places a high priority on approaches to learning and teaching that enhance the student experience. Feedback is sought from students in a variety of ways including on-going engagement with staff, the use of online discussion boards and the use of Student Experience of Learning and Teaching (SELT) surveys as well as GOS surveys and Program reviews.
SELTs are an important source of information to inform individual teaching practice, decisions about teaching duties, and course and program curriculum design. They enable the University to assess how effectively its learning environments and teaching practices facilitate student engagement and learning outcomes. Under the current SELT Policy (http://www.adelaide.edu.au/policies/101/) course SELTs are mandated and must be conducted at the conclusion of each term/semester/trimester for every course offering. Feedback on issues raised through course SELT surveys is made available to enrolled students through various resources (e.g. MyUni). In addition aggregated course SELT data is available.
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Student Support
- Academic Integrity for Students
- Academic Support with Maths
- Academic Support with writing and study skills
- Careers Services
- International Student Support
- Library Services for Students
- LinkedIn Learning
- Student Life Counselling Support - Personal counselling for issues affecting study
- Students with a Disability - Alternative academic arrangements
- YouX Student Care - Advocacy, confidential counselling, welfare support and advice
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Policies & Guidelines
This section contains links to relevant assessment-related policies and guidelines - all university policies.
- Academic Credit Arrangements Policy
- Academic Integrity Policy
- Academic Progress by Coursework Students Policy
- Assessment for Coursework Programs Policy
- Copyright Compliance Policy
- Coursework Academic Programs Policy
- Elder Conservatorium of Music Noise Management Plan
- Intellectual Property Policy
- IT Acceptable Use and Security Policy
- Modified Arrangements for Coursework Assessment Policy
- Reasonable Adjustments to Learning, Teaching & Assessment for Students with a Disability Policy
- Student Experience of Learning and Teaching Policy
- Student Grievance Resolution Process
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Fraud Awareness
Students are reminded that in order to maintain the academic integrity of all programs and courses, the university has a zero-tolerance approach to students offering money or significant value goods or services to any staff member who is involved in their teaching or assessment. Students offering lecturers or tutors or professional staff anything more than a small token of appreciation is totally unacceptable, in any circumstances. Staff members are obliged to report all such incidents to their supervisor/manager, who will refer them for action under the university's student’s disciplinary procedures.
The University of Adelaide is committed to regular reviews of the courses and programs it offers to students. The University of Adelaide therefore reserves the right to discontinue or vary programs and courses without notice. Please read the important information contained in the disclaimer.