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Unit outline_

PMGT5811: Critical and Systems Thinking

Semester 2, 2023 [Online] - Camperdown/Darlington, Sydney

Analytical thinking abilities are essential in building and communicating management strategy for all projects, from the most simple to the most complex. This unit develops critical judgment skills, applicable to complex problem situations involving uncertainty, incomplete information and dynamically interacting systems and contexts. Students will develop their ability to articulate a critical, reflected and well-reasoned response at a level that contributes to project strategy discussions. In addition the unit also equips students with knowledge and communication competencies that will be valuable in all aspects of their academic study. Students engage with theoretical frameworks and concepts in order to practice robust methods of questioning and argument. A central element of content is linking theory to practice with students' experience as the focal point. The unit will help students to clearly define the main problem at hand, organise and filter relevant evidence and issues, identify and evaluate logical connections, recognise critical assumptions and uncertainties, reach well-reasoned conclusions, develop and reflect on your own personal views, and present critical arguments in a constructive manner to colleagues and supervisors. These abilities are essential for an understanding of the relevance of epistemological and ontological considerations in relation to the broader, more thoroughgoing analysis of complex system dynamics to be developed in other advanced Project Management units. 

Unit details and rules

Academic unit Project Management
Credit points 6
Prerequisites
? 
None
Corequisites
? 
None
Prohibitions
? 
ENGG5811
Assumed knowledge
? 

None

Available to study abroad and exchange students

Yes

Teaching staff

Coordinator Julien Pollack, julien.pollack@sydney.edu.au
Lecturer(s) Sabine Ludewig, sabine.ludewig@sydney.edu.au
Type Description Weight Due Length
Small continuous assessment Reflective Learning Journal
Choice of submission in week 3 OR week12
20% Week -03
Due date: 18 Aug 2023 at 09:00
four weeks
Outcomes assessed: LO1 LO5 LO3 LO2
Assignment Critical Analysis
Critical analysis with analytical framework
30% Week 07
Due date: 11 Sep 2023 at 09:00
1500 words plus framework
Outcomes assessed: LO1 LO2 LO3 LO4
Presentation group assignment Poster presentation
Presentation, peer review & defense
30% Week 10
Due date: 12 Oct 2023 at 09:00
2 hours
Outcomes assessed: LO1 LO2 LO3 LO4 LO5 LO6 LO7
Participation Participation
Contributions in class. quizzes & responses to focus and DB questions
20% Weekly continuing
Outcomes assessed: LO1 LO7 LO6 LO5 LO4 LO3 LO2
group assignment = group assignment ?

Assessment summary

Assessment criteria

The University awards common result grades, set out in the Coursework Policy 2014 (Schedule 1).

As a general guide, a high distinction indicates work of an exceptional standard, a distinction a very high standard, a credit a good standard, and a pass an acceptable standard.

Result name

Mark range

Description

High distinction

85 - 100

Work demonstrates initiative and ingenuity in research and reading, pointed and critical analysis of material, innovative interpretation of evidence, makes an insightful contribution to relevant debates, engages in the values, assumptions and contested meanings contained within sources, develops abstract or theoretical arguments on the strength of detailed research and interpretation. Properly documented; writing characterised by creativity, style, and precision.

Distinction

75 - 84

Work demonstrates initiative in research and reading, complex understanding and original analysis of subject matter and its context, both empirical and theoretical; makes good attempt to ‘get behind’ the issues and evidence and engage with its underlying assumptions, takes a critical, interrogative stance in relation to argument and interpretation, shows critical understanding of the concepts and practices covered in the unit of study. Properly documented; writing characterised by style, clarity, and some creativity.

Credit

65 - 74

Evidence of extensive reading and initiative in research, sound grasp of subject matter and appreciation of key issues and context. Engages critically and creatively with the topic or question, and attempts an analytical evaluation of material. Makes a good attempt to critique various interpretations, and offers a pointed and thoughtful contribution to relevant debates. Evidence of ability to think theoretically as well as empirically, to conceptualise and problematise issues.

Pass

50 - 64

Work demonstrates a reasonable understanding of subject matter, shows a genuine effort to avoid paraphrasing, has a logical structure and acceptable documentation, and attempts to mount a credible argument. May have weaknesses of clarity or structure.

Fail

0 - 49

Work may fail for any or all of the following reasons: irrelevance of content; inadequate level of research; poor presentation or grammar, structure so loose that it cannot be understood; unacceptable levels of paraphrasing; plagiarism or other acts of academic dishonesty; inadequate or misleading acknowledgement of information sources.

 

For more information see guide to grades.

Late submission

In accordance with University policy, these penalties apply when written work is submitted after 11:59pm on the due date:

  • Deduction of 5% of the maximum mark for each calendar day after the due date.
  • After ten calendar days late, a mark of zero will be awarded.

Academic integrity

The Current Student website provides information on academic integrity and the resources available to all students. The University expects students and staff to act ethically and honestly and will treat all allegations of academic integrity breaches seriously.

We use similarity detection software to detect potential instances of plagiarism or other forms of academic integrity breach. If such matches indicate evidence of plagiarism or other forms of academic integrity breaches, your teacher is required to report your work for further investigation.

Use of generative artificial intelligence (AI) and automated writing tools

You may only use generative AI and automated writing tools in assessment tasks if you are permitted to by your unit coordinator. If you do use these tools, you must acknowledge this in your work, either in a footnote or an acknowledgement section. The assessment instructions or unit outline will give guidance of the types of tools that are permitted and how the tools should be used.

Your final submitted work must be your own, original work. You must acknowledge any use of generative AI tools that have been used in the assessment, and any material that forms part of your submission must be appropriately referenced. For guidance on how to acknowledge the use of AI, please refer to the AI in Education Canvas site.

The unapproved use of these tools or unacknowledged use will be considered a breach of the Academic Integrity Policy and penalties may apply.

Studiosity is permitted unless otherwise indicated by the unit coordinator. The use of this service must be acknowledged in your submission as detailed on the Learning Hub’s Canvas page.

Outside assessment tasks, generative AI tools may be used to support your learning. The AI in Education Canvas site contains a number of productive ways that students are using AI to improve their learning.

Simple extensions

If you encounter a problem submitting your work on time, you may be able to apply for an extension of five calendar days through a simple extension.  The application process will be different depending on the type of assessment and extensions cannot be granted for some assessment types like exams.

Special consideration

If exceptional circumstances mean you can’t complete an assessment, you need consideration for a longer period of time, or if you have essential commitments which impact your performance in an assessment, you may be eligible for special consideration or special arrangements.

Special consideration applications will not be affected by a simple extension application.

Using AI responsibly

Co-created with students, AI in Education includes lots of helpful examples of how students use generative AI tools to support their learning. It explains how generative AI works, the different tools available and how to use them responsibly and productively.

WK Topic Learning activity Learning outcomes
Progressive No Description Independent study (91 hr) LO1 LO2 LO3 LO4 LO5 LO6 LO7
Week 01 Course introduction and overview Online class (2 hr) LO2 LO5
Week 02 Why do projects fail? Online class (2 hr) LO2 LO5 LO6
Week 03 Becoming a reflective practitioner - journaling for professional success Online class (2 hr) LO2 LO3 LO4
Week 04 Critical thinking in PM (self) reflection, logic, reasoning and volition- (part 1 Online class (2 hr) LO3 LO4 LO5
Week 05 Critical thinking in PM (self) reflection, logic, reasoning and volition- (part 2) Online class (2 hr) LO3 LO4 LO5
Week 06 PM - Soft Skills Online class (2 hr) LO2 LO3 LO4
Week 07 PM - Hard Skills Online class (2 hr) LO1 LO2 LO3 LO4 LO5
Week 08 Communicating effectively in PM Online class (2 hr) LO2 LO3 LO4 LO5
Week 09 Guest lecture Online class (2 hr) LO2 LO3 LO6
Week 10 Presentation preparation - feedback on drafts Online class (2 hr) LO1 LO2 LO3 LO4 LO5 LO6 LO7
Week 11 Presentation, peer review & defense Online class (2 hr) LO1 LO2 LO3 LO4 LO5 LO6 LO7
Week 12 Presentation, peer review & defense Online class (2 hr) LO1 LO2 LO3 LO4 LO5 LO6 LO7
Week 13 Course review Lecture and tutorial (2 hr) LO2 LO5 LO6

Attendance and class requirements

Attendance  Requirements:

Students are expected to attend a minimum of 90 percent of timetabled activities for a unit of study unless granted exception by the Dean or Head of School most concerned. A student may be determined to fail a unit of study because of inadequate attendance. Alternatively, at their discretion, they may set additional assessment items where attendance is lower than 90 percent.  Please see the Resolutions of the Faculty - Faculty of Engineering - The University of Sydney for further details.

 

 

Study commitment

Typically, there is a minimum expectation of 1.5-2 hours of student effort per week per credit point for units of study offered over a full semester. For a 6 credit point unit, this equates to roughly 120-150 hours of student effort in total.

Required readings

There are prescribed and recommended readings in this unit.

The prescribed readings are required and students are expected to prepare them BEFORE the online session each week. 

The recommended readings are offered as extensions of knowledge for those students who hold a particular interest in a specific topic. They are not mandoatory. 

All readings are made available in the e-Reserve section in CANVAS or inside the weekly modules. 

Learning outcomes are what students know, understand and are able to do on completion of a unit of study. They are aligned with the University's graduate qualities and are assessed as part of the curriculum.

At the completion of this unit, you should be able to:

  • LO1. Analyse complex problems by building an explanation
  • LO2. Critically evaluate the assumptions, conclusions and evidence used in given arguments
  • LO3. Synthesise ideas from diverse sources clearly, succinctly and accurately
  • LO4. Construct logical, perrsuasive arguments in spoken and written form to a high professional standard
  • LO5. Contribute constructively to team discussions and decision-making
  • LO6. Identify and exercise appropriate personal values, standards and judgment consistent with the requirements of professional practice
  • LO7. Apply a range of quantitative and qualitative research skills to identify and diagnose complex and unfamiliar problems

Graduate qualities

The graduate qualities are the qualities and skills that all University of Sydney graduates must demonstrate on successful completion of an award course. As a future Sydney graduate, the set of qualities have been designed to equip you for the contemporary world.

GQ1 Depth of disciplinary expertise

Deep disciplinary expertise is the ability to integrate and rigorously apply knowledge, understanding and skills of a recognised discipline defined by scholarly activity, as well as familiarity with evolving practice of the discipline.

GQ2 Critical thinking and problem solving

Critical thinking and problem solving are the questioning of ideas, evidence and assumptions in order to propose and evaluate hypotheses or alternative arguments before formulating a conclusion or a solution to an identified problem.

GQ3 Oral and written communication

Effective communication, in both oral and written form, is the clear exchange of meaning in a manner that is appropriate to audience and context.

GQ4 Information and digital literacy

Information and digital literacy is the ability to locate, interpret, evaluate, manage, adapt, integrate, create and convey information using appropriate resources, tools and strategies.

GQ5 Inventiveness

Generating novel ideas and solutions.

GQ6 Cultural competence

Cultural Competence is the ability to actively, ethically, respectfully, and successfully engage across and between cultures. In the Australian context, this includes and celebrates Aboriginal and Torres Strait Islander cultures, knowledge systems, and a mature understanding of contemporary issues.

GQ7 Interdisciplinary effectiveness

Interdisciplinary effectiveness is the integration and synthesis of multiple viewpoints and practices, working effectively across disciplinary boundaries.

GQ8 Integrated professional, ethical, and personal identity

An integrated professional, ethical and personal identity is understanding the interaction between one’s personal and professional selves in an ethical context.

GQ9 Influence

Engaging others in a process, idea or vision.

Outcome map

Learning outcomes Graduate qualities
GQ1 GQ2 GQ3 GQ4 GQ5 GQ6 GQ7 GQ8 GQ9

This section outlines changes made to this unit following staff and student reviews.

The student satisfaction score has been consistently above average over previous semesters. Based on student feedback the following adaptions have been implemented: 1. Mandatory use of cameras in online sessions reflected participation assessment 2. Extension of focus question submissions from week 6 to week 10 3. Maintain current reading load

In this unit of study, it is mandatory to turn orn the cameras during online workshops. Failure to do so, will result in the deduction of points and effect the participation mark. 

It is every student's responsibility to:

  • know and follow the rules of this course, outlined in the Faculty Handbook.
  • act in accordance with the values and principles of mutual ­responsibility and expectations between staff, students and the University as set out in the University of Sydney Student Charter (pdf, 221KB)

Racism, sexism, ageism, dishonesty or defamation will never be tolerated and reported for follow up. 

 

 

Work, health and safety

Disability support

We offer a range of services and adjustments to help you achieve your academic goals and minimise the impact a disability can have on your experience at university.

Overview

The University is dedicated to ensuring that all students have equal access to learning.

By registering with Disability Services students who have a disability can gain access to the adjustments and services they need to succeed in their studies.

Types of adjustment might include:

  • assessment and exam adjustments
  • alternative formatting
  • timetable adjustments
  • access to assistive technology
  • lecture support
  • library services.

Eligibility for these services is determined on an individual needs basis, upon review of the recommendations made in your supporting documentation and your consultation with a Disability Services Officer.

Help and support

As a student with a disability, Disability Services Officers are your main point of contact. They can liaise with your faculty or school to make sure you are provided reasonable adjustments and support.

Each faculty or school also has at least one Faculty Disability Liaison Officer (FDLO) who can provide quick advice and support specific to your learning environment.

Definition of disability

The Disability Discrimination Act 1992 recognises that disability may be permanent, intermittent or temporary; acquired or lifelong; visible or invisible. The Act defines disability to include:

  • deafness/hearing impairment
  • blindness/vision impairment
  • physical disability
  • specific learning disability
  • psychiatric/psychological disability
  • acquired brain injury
  • chronic medical conditions
  • temporary disability.

Disclaimer

The University reserves the right to amend units of study or no longer offer certain units, including where there are low enrolment numbers.

To help you understand common terms that we use at the University, we offer an online glossary.