In Progress
Please note that this Unit Profile is still in progress. The content below is subject to change.Overview
This unit comprises seven key topics covering the development of Australia's design and construction industry, Government and private sector roles in managing Australian construction industry and emerging trends applied to the construction industry.
Details
Pre-requisites or Co-requisites
There are no requisites for this unit.
Important note: Students enrolled in a subsequent unit who failed their pre-requisite unit, should drop the subsequent unit before the census date or within 10 working days of Fail grade notification. Students who do not drop the unit in this timeframe cannot later drop the unit without academic and financial liability. See details in the Assessment Policy and Procedure (Higher Education Coursework).
Offerings For Term 3 - 2025
Attendance Requirements
All on-campus students are expected to attend scheduled classes - in some units, these classes are identified as a mandatory (pass/fail) component and attendance is compulsory. International students, on a student visa, must maintain a full time study load and meet both attendance and academic progress requirements in each study period (satisfactory attendance for International students is defined as maintaining at least an 80% attendance record).
Recommended Student Time Commitment
Each 6-credit Undergraduate unit at CQUniversity requires an overall time commitment of an average of 12.5 hours of study per week, making a total of 150 hours for the unit.
Class Timetable
Assessment Overview
Assessment Grading
This is a graded unit: your overall grade will be calculated from the marks or grades for each assessment task, based on the relative weightings shown in the table above. You must obtain an overall mark for the unit of at least 50%, or an overall grade of 'pass' in order to pass the unit. If any 'pass/fail' tasks are shown in the table above they must also be completed successfully ('pass' grade). You must also meet any minimum mark requirements specified for a particular assessment task, as detailed in the 'assessment task' section (note that in some instances, the minimum mark for a task may be greater than 50%). Consult the University's Grades and Results Policy for more details of interim results and final grades.
All University policies are available on the CQUniversity Policy site.
You may wish to view these policies:
- Grades and Results Policy
- Assessment Policy and Procedure (Higher Education Coursework)
- Review of Grade Procedure
- Student Academic Integrity Policy and Procedure
- Monitoring Academic Progress (MAP) Policy and Procedure - Domestic Students
- Monitoring Academic Progress (MAP) Policy and Procedure - International Students
- Student Refund and Credit Balance Policy and Procedure
- Student Feedback - Compliments and Complaints Policy and Procedure
- Information and Communications Technology Acceptable Use Policy and Procedure
This list is not an exhaustive list of all University policies. The full list of University policies are available on the CQUniversity Policy site.
Feedback, Recommendations and Responses
Every unit is reviewed for enhancement each year. At the most recent review, the following staff and student feedback items were identified and recommendations were made.
Feedback from Student Feedback
Students noted that there is an opportunity to better align the unit content and assessments with current technological trends in the construction industry. To support students' learning and ensure relevance to their enrolled course, future offerings of the unit will consider incorporating more content and assessment tasks that reflect these industry developments.
Incorporate opportunities for students to explore research topics relevant to their specific fields and recent technological trends in the construction industry, highlighting how research can be a valuable tool in solving industry problems and advancing their careers.
Feedback from Student Feedback
While the unit provided valuable foundational knowledge, they found it challenging to directly relate some of the content to the specific responsibilities of a building surveyor. This highlights an opportunity to further contextualise content for different professional pathways.
It is recommended to provide specific real-world examples of how the content of this unit can be useful for the purposes of the student courses.
Feedback from Student Feedback
Students responded positively to the unit’s reading resources, lectures, and tutorials, noting that these elements supported their learning effectively. The unit coordinator was consistently praised for providing exceptional support, being responsive to student inquiries, and offering valuable feedback on draft assignments. This level of dedication was greatly appreciated and contributed significantly to students' overall satisfaction with the unit.
It is recommended that the same approach be used in the next offering of the unit to maintain and build on this positive learning experience.
- Evaluate the development of Australia's Design and Construction industry
- Review and analyze the importance of Australian government and private sector roles to manage Australian construction industry
- Analyze and discuss emerging trends in areas of best industry practices, including innovation/ cutting edge technology, information technology, business improvement, networks and alliances, procurement, asset management, the environment, regulatory reform and intellectual improvement
- Research critical industry problems and find solutions to fix them.
Alignment of Assessment Tasks to Learning Outcomes
| Assessment Tasks | Learning Outcomes | |||
|---|---|---|---|---|
| 1 | 2 | 3 | 4 | |
| 1 - Research Proposal - 5% | ||||
| 2 - Written Assessment - 45% | ||||
| 3 - Report - 35% | ||||
| 4 - Presentation - 15% | ||||
Alignment of Graduate Attributes to Learning Outcomes
| Graduate Attributes | Learning Outcomes | |||
|---|---|---|---|---|
| 1 | 2 | 3 | 4 | |
| 1 - Communication | ||||
| 2 - Problem Solving | ||||
| 3 - Critical Thinking | ||||
| 4 - Information Literacy | ||||
| 5 - Team Work | ||||
| 6 - Information Technology Competence | ||||
| 7 - Cross Cultural Competence | ||||
| 8 - Ethical practice | ||||
| 9 - Social Innovation | ||||
| 10 - Aboriginal and Torres Strait Islander Cultures | ||||