CQUniversity Unit Profile.

From week 2 onwards, you will open and progressively complete a personal learning journal for the duration of this Unit. 

The journal is to document your progressive learning during the term in the following areas as aligned with the unit LO's:

• The importance of project management in various organisational contexts.
• The project components and processes essential to successful project implementation.
• The use of an appropriate project management strategy in a given organisational context and stakeholders' expectations.

This assessment task has 72‑hour submission grace period.

Re-attempt of this assessment will not be allowed.

GUIDELINES FOR AI TOOL USAGE FOR STUDENTS 

Al may be used for pre-task activities such as brainstorming, outlining and initial research. You may use AI tools to convert notes into outlines, to brainstorm or suggest improvements to already created work. You must then use the AI-generated ideas as the starting point and apply your skills and knowledge to refine and improve the initial ideas to the final submission. No GenAI-created content without changes should be included in the final submissions.

You do not need to cite the AI-generated content, as it has been substantially changed in the final submission. However, you need to briefly describe how AI tools were used during the planning, research and initial idea-generation stage of the assessment.

The journal will be assessed on authenticity as established during the weekly workshops. It is therefore important that students participate in the weekly Q&A sessions. Two students will be selected per week to give verbal feedback on their learning of that week.

• Completed authentic learning journal: 20% of term marks (Detailed rubric will be published on Moodle with the assessment)
• Student active participation during workshops: 10% of term marks.

The online quiz will be held during week 8 of term in the scheduled class under supervision of the unit coordinator.

The quiz will consist of 20 multiple choice or true/false questions randomly drawn from a question bank and will remain open for 24 hours to allow working students to complete.

Quiz duration is 30 mins, with automatic submission of questions answered if not completed within this time.

This task is exempt from the 72‑hour submission grace period.

Re-attempt of this assessment will not be allowed.

Each question will earn 1 mark. There is no negative marking for incorrect answers.

This assessment is a team assessment and consists of 2 parts: 3A: A written report (35%) and 3B: a live virtual presentation (15%). Teams may consist of 3 or 4 students.

3A:

• The team will select a project case study (to be approved by the UC), and identify one Model, one Method and one Artefact as defined in PMBOK 7th Ed. (2021) that were applied in it.
• The team will then perform a critical analysis of how these were used and what the impact was on the project.
• The team will also include an additional brief critical reflection (about 500 words) of how the team performed using the Bruce Tuckman model of team development.
• A detailed specification is issued on Moodle with the assessment.
• Deliverable:
  • An referenced academic report of minimum 1000 words per team member excluding table of contents, references and appendices.

3B:

• Deliverable:
  • A virtual live presentation of 15 mins covering the work accomplished.
  • Max 15 PowerPoint slides excluding title slide, contents and references.

Group Work Rules
To ensure fairness, transparency, and effective collaboration, the following group work rules apply to this assessment. Detailed guidance and templates are available on Moodle.

• Expected Contribution
  All group members are expected to contribute actively and equitably to the planning, development, and completion of the assessment. This includes participating in group discussions, completing agreed tasks on time, and engaging constructively with feedback. Passive or minimal participation is not acceptable.
• Meeting Logs and Records
  Groups are required to maintain brief records of meetings and collaboration activities (e.g., meeting dates, attendance, key decisions, and task allocations). These records may be requested by the teaching team to support moderation or resolve group-related issues.
• Managing Conflict and Escalation Pathway
  Groups should first attempt to resolve any issues internally through open and respectful discussion. If challenges persist, the group should raise the matter promptly with the Unit Coordinator or teaching team, providing relevant evidence (e.g., meeting records or communication logs). Early communication is strongly encouraged.
• Individual Mark Moderation
  While this is a team-based assessment, individual marks may be moderated where there is clear evidence of unequal contribution. Moderation may be informed by peer feedback, meeting records, communication logs, and discussions with the teaching team. Students who do not contribute adequately may receive a reduced mark relative to the group outcome.

This assessment task has 72‑hour submission grace period.

Re-attempt of this assessment will not be allowed.

GUIDELINES FOR AI TOOL USAGE FOR STUDENTS 

Al may be used for pre-task activities such as brainstorming, outlining and initial research. You may use AI tools to convert notes into outlines, to brainstorm or suggest improvements to already created work. You must then use the AI-generated ideas as the starting point and apply your skills and knowledge to refine and improve the initial ideas to the final submission. No GenAI-created content without changes should be included in the final submissions.

You do not need to cite the AI-generated content, as it has been substantially changed in the final submission. However, you need to briefly describe how AI tools were used during the planning, research and initial idea-generation stage of the assessment.

3A: Marks will be allocated on the following criteria:

• The structure and content of the introduction, including clarity of purpose, context-setting, and a clear overview of the case study and report structure.
• Accuracy and depth in identifying the Model, Method, and Artefact used in the case study, demonstrating a sound understanding of their relevance and application within the project context.
• The quality, depth, and authenticity of the critical reflection on how the identified Model, Method, and Artefact influenced the project outcomes, decisions, and overall performance.
• The team’s collective self-reflection, demonstrating insight into team dynamics, collaboration, learning outcomes, and areas for improvement, supported by evidence from the project experience.
• The conclusion, including synthesis of key insights, reflection on lessons learned, and implications for future projects or professional practice.
• The overall quality of the report, including coherence, academic writing style, logical flow, use of evidence and references (where applicable), and presentation (formatting, clarity, and professionalism).

3B: Marks will be allocated on the following criteria:

• How effectively the presentation demonstrates the group’s critical analysis and synthesis of the case study within the given context.
• The coherence, integration, and overall quality of the group work, including alignment between problem definition, analysis, and conclusions.
• The quality, structure, and professionalism of the PowerPoint slides as a group submission.
• The individual presentation skills of each team member, including clarity, engagement, and contribution to the group narrative.
• How well each team member’s contribution reflects critical reflection and understanding of the case study.

The detailed assessment rubrics for both Assessment 3A and Assessment 3B will be released on Moodle as part of the assessment instructions.