PPMP20010 - Executing and Closing Projects

General Information

Unit Synopsis

This unit will equip you with the knowledge and skills necessary to effectively manage project execution and closure, ensuring that projects are completed on time, within budget, and to the satisfaction of stakeholders. You will learn about various activities involved in executing a project plan, such as managing project resources, monitoring project progress, and controlling project risks. You will learn about the importance of communication and collaboration among team members and stakeholders during the project execution phase. You will be able to identify the practical application of project monitoring, control systems, and the management of issues, such as scope creep, risk, quality, and baseline changes, arising during the execution. You will also learn about the importance of proper project closure, including finalizing deliverables, conducting post-project evaluations, and documenting project outcomes.

Details

Level Postgraduate
Unit Level 8
Credit Points 6
Student Contribution Band SCA Band 4
Fraction of Full-Time Student Load 0.125
Pre-requisites or Co-requisites There are no pre-requisites for the 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).

Class Timetable View Unit Timetable
Residential School No Residential School

Unit Availabilities from Term 3 - 2026

Term 3 - 2026 Profile
Brisbane
Melbourne
Online
Sydney

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).

Assessment Overview

Recommended Student Time Commitment

Each 6-credit Postgraduate 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.

Assessment Tasks

This information will not be available until 8 weeks before term.
To see assessment details from an earlier availability, please search via a previous term.

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

Past Exams

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Previous Feedback

Term 1 - 2025 : The overall satisfaction for students in the last offering of this course was 91.49% (`Agree` and `Strongly Agree` responses), based on a 39.17% response rate.

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.

Source: Student Feedback.
Feedback
Some misalignments between case studies and learning material in class.
Recommendation
Review learning material and case studies to ensure the topics are aligned.
Action Taken
The learning and assessment materials were reviewed during the preparation of Moodle before the term started to ensure consistency in the content. Any feedback from students and the teaching team was promptly addressed during the term.
Source: Student Feedback.
Feedback
Great use of a variety of learning approaches, such as lectures, case studies, group discussion and in-class activities to engage students.
Recommendation
Maintain the high level of teaching and learning and provide support to academic staff where they may need assistance to provide prompt feedback to students and engage students in class.
Action Taken
High teaching quality is maintained, reflected in positive course evaluations. Weekly on Teams, students receive additional readings, case studies, templates, and review questions, and are encouraged to exchange knowledge and opinions through discussion threads.
Source: Student Feedback.
Feedback
Provide pre-recorded lectures and tutorials for DST students and to those students that potentially miss classes.
Recommendation
Recorded lectures are no longer a requirement (post-COVID); however, DST students need additional support. It is worthwhile considering developing a series of videos for lectures and tutorials for DST students. Recording live lectures is not advisable due to logistical challenges and student privacy (for subsequent terms), so this will require a budget in order to develop professional video collateral (which will need updating with the PMBOK guide or unit material changes).
Action Taken
This matter has been discussed with the Head of the Course and the academic staff. The proposed change involves resourcing, budgeting, and scheduling considerations that require higher-level decisions beyond the scope of a unit coordinator within a single term.
Source: Student Feedback.
Feedback
Provide formal and structured Zoom or MS Teams drop-in sessions to DST Students.
Recommendation
Currently, there are no formal drop-in sessions, and while many DST students do not seek this level of support, there are times when such support is required. This level of support will require drop-on sessions to be organised in the evenings (as most DST students work during the day). Implementing such a recommendation will improve the DST learning experience; however, implementing this recommendation will have resource implications. Another option could be to livestream lectures on each campus and allow DST students to join if possible. However, this will require that lectures be delivered in spaces with such technical capabilities.
Action Taken
Drop-in sessions were held in Weeks 8–10, after 5 pm, to support key assignments and enable distance students to participate.
Source: SUTE qualitative feedback
Feedback
Students valued the use of short quizzes during lectures, noting that they kept the class engaged, encouraged active thinking, and made the sessions more interactive and enjoyable, while also reinforcing the material learned.
Recommendation
Continue to maintain short in-class quizzes as a regular engagement tool to reinforce learning. Could introduce gamified activities to engage students engagement
Action Taken
In Progress
Source: SUTE qualitative feedback
Feedback
Students expressed concern that uneven team contributions can unfairly affect individual grades and highlighted the importance of academic results for their long-term outcomes.
Recommendation
Use peer evaluation or individual reflection reports to recognize different levels of contribution within group projects. Schedule progress checkpoints or brief updates to help identify and address issues of non-participation early in the group assessment.
Action Taken
In Progress
Unit learning Outcomes
This information will not be available until 8 weeks before term.
To see Learning Outcomes from an earlier availability, please search via a previous term.