Management Framework for Business Projects (MFBP) seeks to establish rigorous theoretical foundations for the initiation and management of projects (and programs) in business.  MFBP explores concepts that are intended to enhance the success of projects by guiding the way they are scoped, planned, governed and closed.

The Course introduces a set of frameworks and examines a number of contemporary issues in business project management within the public and private sectors.  While we refer to accepted project management practice, (as reflected, for example, in the Project Management Body of Knowledge), this Course is based on an exploration of rigorous management principles - it is not a training program in any particular methodology.  Indeed, armed with the theoretical principles that we will explore, it is possible to make considered judgements about the worth, strengths and weaknesses of the proprietary methodologies in common use throughout industry today.

The focus of the Course is on the project as a domain of management decision-making.  A number of important tools and techniques in project management that are covered comprehensively in other Courses are discussed only superficially in MFBP.  This is particularly the case with such areas as: work planning, task scheduling, diagramming and project resourcing.  Conventional wisdom in project management is based on a rich and fascinating collage of: analytical techniques, accepted practice, proprietary products, agreed standards, regularised procedures, anecdotal evidence, folklore, urban myths, professional ritual, assertions, strongly-held beliefs and methodological zealotry.  For some years the lecturer has been engaged in a research program (with Ofer Zwikael; also from RSM) that seeks to make project management a more rigorous discipline by underpinning all this with reliable theoretical foundations.  A Management Framework for Business Projects is work-in-progress from this endeavour. 

Learning Outcomes

Upon successful completion, students will have the knowledge and skills to:

1. define, explain and illustrate key high-level concepts in project management including the ITO Model, project scoping, planning, governance, issues and risk management, monitoring, evaluation and project closeout; and,
2. make considered judgements about the worth, strengths and weaknesses of the proprietary project management methodologies in common use throughout industry today.

Research-Led Teaching

The course provides students with a framework to investigate management theory and business projects that have been developed over many years by entrepreneurs, practitioners and academics. The course is heavily focussed on project governance and how top managers lead projects to succeed or fail. It will take a Board and CEO perspective of projects and explore how to govern projects to deliver strategic benefits. The objective of the course is to train participants to be able to engage with clients at the most senior levels and be more successful at delivering projects which result in lasting economic value for clients.

The course content is based on the 6Q Governance™ framework. This framework was developed from 19 years of academic research on how Boards and senior managers have governed projects to succeed (or fail). The content will also build on the latest competency framework produced by the International Project Management Association (IPMA ICB4.0).

Field Trips

n/a

Additional Course Costs

No additional costs expected for this course

Examination Material or equipment

There are no examinations in this course.

Required Resources

Young, R., & Zerjav, V. (2021). Project Benefit Realisation and Project Management: The 6Q Governance Approach. (Wiley)

A digital copy is available through the ANU Library.

Recommended Resources

The following resources are available online, via loan from the ANU library, or will be provided on Wattle:

• Kloppenborg, T. J., & Tesch, D. (2015). How executive sponsors influence project success. MIT Sloan Management Review, 56(3), 27.
• Koskela, L., & Howell, G. (2002, August). The theory of project management: Explanation to novel methods. In Proceedings IGLC (Vol. 10, No. 1, pp. 1-11).
• Meredith, J. R & Mantel, S. J., (2008) Project Management: A Managerial Approach 7th Edition, Wiley
• Larson, E. W., & Gray, C. F. (2020). Project Management. The Managerial Process (8. vyd.).
• Kerzner (2018) Project management a systems approach to planning, scheduling, and controlling
• Project Management Body of Knowledge (PMBoK)
• Leadership: Theory and Practice, 6th Edition [Sep 05, 2013] Peter G. Northouse 

Staff Feedback

Students will be given feedback in the following forms in this course:

• Written comments
• Verbal comments
• Feedback to the whole class, to groups, to individuals, focus groups

Student Feedback

ANU is committed to the demonstration of educational excellence and regularly seeks feedback from students. Students are encouraged to offer feedback directly to their Course Convener or through their College and Course representatives (if applicable). The feedback given in these surveys is anonymous and provides the Colleges, University Education Committee and Academic Board with opportunities to recognise excellent teaching, and opportunities for improvement. The Surveys and Evaluation website provides more information on student surveys at ANU and reports on the feedback provided on ANU courses.

Class Schedule

Week/Session	Summary of Activities	Assessment
1	Week 1: Introduction
2	Week 2: Project Success/Failure
3	Week 3: Governance
4	Week 4: Q1 Strategy & Visualisation	The group composition and the chosen project should be communicated by the team members by 8:00am Monday of Week 4 via email
5	Week 5: Q2 – Change (1)
6	Week 6: Intermediate Presentation	The intermediate presentation should be uploaded to Turnitin by 8am Monday of Week 6
7	Week 7: Q2 – Change (2)
8	Week 8: Q4 – Measurement
9	Week 9: Q6 – Monitor
10	Week 10: Q3 – Sponsor (Leadership)
11	Week 11: Q5 - Culture
12	Week 12: Final Presentation	3. The final presentation and documentation should be uploaded to Turnitin by 8am Monday of Week 12
13	Individual assessment	Individual Report Assignment is due by 5:00pm Friday of Week 13 (4th Nov) via Turnitin

Tutorial Registration

ANU utilises MyTimetable to enable students to view the timetable for their enrolled courses, browse, then self-allocate to small teaching activities / tutorials so they can better plan their time. Find out more on the Timetable webpage.

Further details about the structure and teaching activities for this course will be available on the course Wattle site by start of Week 0.

Assessment Summary

Assessment task	Value	Due Date	Return of assessment	Learning Outcomes
Assessment Deliverable 1 - Individual report assignment - 60%	60 %	04/11/2022	01/12/2022	1,2,3,4
Assessment Deliverable 2 - Group assignment - intermediate (10%) and final presentations (30%) - Total 40%	40 %	*	01/12/2022	1,2

* If the Due Date and Return of Assessment date are blank, see the Assessment Tab for specific Assessment Task details

Policies

ANU has educational policies, procedures and guidelines, which are designed to ensure that staff and students are aware of the University’s academic standards, and implement them. Students are expected to have read the Academic Misconduct Rule before the commencement of their course. Other key policies and guidelines include:

• Student Assessment (Coursework) Policy and Procedure
• Special Assessment Consideration Policy and General Information
• Student Surveys and Evaluations
• Deferred Examinations
• Student Complaint Resolution Policy and Procedure

Assessment Requirements

The ANU is using Turnitin to enhance student citation and referencing techniques, and to assess assignment submissions as a component of the University's approach to managing Academic Integrity. For additional information regarding Turnitin please visit the ANU Online website Students may choose not to submit assessment items through Turnitin. In this instance you will be required to submit, alongside the assessment item itself, hard copies of all references included in the assessment item.

Moderation of Assessment

Marks that are allocated during Semester are to be considered provisional until formalised by the College examiners meeting at the end of each Semester. If appropriate, some moderation of marks might be applied prior to final results being released.

Participation

Students are expected to attend all classes and attempt all assessments.

Examination(s)

There is no formal examination for this course.

Assessment Task 1

Assessment Deliverable 1 - Individual report assignment - 60%

The individual assignment assesses all the learning outcomes of this module, and it consists of a report of no more than 2,000 words (excluding references).

This piece of assessment counts for 60% of the overall mark.

The assignment is the following:

During the semester you will have been posting responses to the weekly online forum. Instructions for the content and timing of these posts will be available on the course Wattle site by the end of Week 1. The content of these regular discussion forum posts is not individually assessed, however, the individual assignment is to write a report by compiling your three best online forum posts. You should add explanatory text to explain to a top management audience that there is a need for better approaches to project management than current best practices. Highlight in particular the need for better project governance and leadership. Recommend practical steps that the top management team could take to implement these improvements in their organisation.

In the report, you should address the following:

• A brief description of the context
• A summary of the most relevant academic literature.
• An explanation of how project governance, portfolio management, program management, and change management could increase project success rates.
• An approach an organisation could take to improve performance.
• Identify critical competencies which cannot be addressed by formal interventions such as leadership, power, and culture and suggest how top management can address these strategic soft skills.

Analysis should be supported by theoretical references.

This assessment is an individual task.

Materials: All information required to complete the tasks will be provided on Wattle no less than 2 weeks before the due date.

Presentation requirements: The report consists of no more than 2000 words excluding the bibliography and pictures.

Submission dates: 5:00pm Friday 4th November in Week '13' (first week of exam period) via Turnitin on the course Wattle site.

Feedback: The assignment will be discussed in class the week following submission (i.e. Week 12). Reports will be marked and feedback provided with return of grades. A suggested answer will be posted online for comparison after the assignment has been returned.

Marking Criteria: Provided on Wattle no later than 2 weeks prior to submission.

Rubric

Criteria	<50%>	50% - 60% (Pass)	60% - 70% (Credit)	70% - 80% (Distinction)	= 80% (High Distinction)
Knowledge of academic literature: (60%)	Does not use relevant academic literature to illustrate depth of understanding.	Limited use of the relevant academic literature to illustrate depth of understanding. The academic literature used is restricted to the assigned course readings.	Evidence of a deeper understanding of the academic literature. Each post includes reference to at least one reading other than those assigned in the course.	Evidence of in-depth knowledge of the academic literature. Each post includes reference to at least two readings other than those assigned in the course.	Evidence of extensive knowledge and/or originality in ideas. Links different concepts to form an argument in a sophisticated manner. Each post includes reference to at least three readings other than those assigned in the course.
Application to an organisational context (30%)	Little to no evidence of critical thinking. Overall, lack of reflection and does not move beyond general descriptions.	Some evidence of critical thinking. Overall, some evidence of reflection and some application to an organisational context; however, narrow in focus and/or unclear.	Evidence of a moderate degree of critical thinking and some understanding of the strengths and weaknesses of what they have been taught. Reflection applies knowledge and learnings to a particular context in a way that is likely to lead to improved outcomes.	Evidence of a high degree of critical thinking and good understanding of the strengths and weaknesses of what they have been taught. Reflection critically applies knowledge and learnings to a particular context in a way that is likely to lead to improved outcomes.	Evidence of excellent critical thinking and insightful understanding of the strengths and weaknesses of what they have been taught. Reflections also involve questioning extant beliefs and assumptions. Reflection critically applies knowledge and learnings to a particular context in a way that is likely to lead to improved outcomes.
Written and Oral communication: (10%)	Poorly written, with lack of clarity regarding ideas and arguments Ideas and arguments either do not relate or are only loosely related to the topic	Fairly clear and concise communication of main arguments and ideas. Ideas and arguments are related to the topic, but linkages could be explained more clearly.	Consistently communicates the main argument and ideas clearly and concisely. Presents ideas in a logical manner. Ideas and arguments are related to the topic. However, there is some room for improvement to enable better clarification.	Clearly and concisely communicates all ideas and arguments. Presents all ideas in a logical and persuasive manner. The report concisely articulates the strengths and weaknesses of what you have learnt and how they can be applied to a workplace.	Extremely clear and concise communication of all ideas and arguments. Excellent presentation of all ideas, with clear logic and persuasive communication evident. The report provides an extremely clear articulation of the strengths and weaknesses of what you have learnt and how they can be applied to a workplace.

Assessment Task 2

Assessment Deliverable 2 - Group assignment - intermediate (10%) and final presentations (30%) - Total 40%

The group work assignment assesses the learning outcomes 1 & 2 of this module, and it consists of an intermediate presentation to be delivered in week 6 and a final presentation to be delivered in week 12.

This piece of assessment counts for 40% of the overall mark.

The presentation is a proposal for a new business idea and the governance needed for the business idea to be successful. The goal of the group will be to:

• (10%) Make an intermediate presentation to seek approval to develop a business idea in detail
• (30%) Make a final presentation to present the business idea along with proposed governance for the project to succeed. Supplementary documentation will be expected to explain detail that is not covered in the presentation.

It is preferable for groups to develop their own idea but it is acceptable for groups to present an idea for how a BRI project could have been governed more successfully.

The group work presentations should be around 5-10 minutes in length and allow up to 10 minutes for questioning. The presentations can be done using any media technology and may be video recorded for moderation purposes.

The rules for the students are:

1. The group composition and the chosen project should be communicated by the team members by 8:00am Monday of Week 4 (15th August) via email
2. Since the choice of the project will be unique – no two groups may have the same concept – first in, first serve rule apply
3. The intermediate presentation should be uploaded to Turnitin by 8:00am Monday of Week 6 (29th August). Initial feedback will be provided in class during Week 6, with any additional feedback to be returned within two weeks.
4. The final presentation and documentation should be uploaded to Turnitin by 8:00am Monday of Week 12 (24th October). Feedback will provided with the return of final grades.
5. The intermediate and final presentation is done in class on Week 6 and week 12 respectively.

Groups: This is a group task with individual contribution to be attributed. Groups will comprise a minimum of 3 and a maximum of 4 students dependent on final cohort numbers. Groups will be formed in week 2 in class through a facilitated self-selection process. Students who have not joined a group by the commencement of week 3 will be allocated into a group by the lecturer. These groups continue for the duration of the semester (unless lecturer arranges otherwise).

Materials: All information required to complete the tasks will be provided on Wattle no less than 2 weeks before the due date.

Presentation requirements: According to templates covered in class and no more than 800 words.

Submission dates: See rules above.

Feedback: Assessment will be discussed in class the week of the submission (i.e. Week 6 & 12). Presentations will be marked and feedback provided. A suggested answer will be posted online for comparison after the assignment has been returned.

Marking Criteria: Provided on Wattle no later than 2 weeks prior to submission.

Rubric

Criteria	<50%>	50% - 60% (Pass)	60% - 70% (Credit)	70% - 80% (Distinction)	= 80% (High Distinction)
Understand strategic goals and political realities of client environment (10%)	No understanding of background and organisation strategy	Understand background and organisation strategy	+ Sensible scope chosen (vs. world peace)	+ Understand key stakeholder perspectives	+ Understand political realities of what is (im)possible
Governance: Credible Business Case - outcomes (40%)	No defined outcomes	Outcome(s) Clear, but project not focussed on strategic goals	Outcome(s) project focussed on a strategic goal	Outcome(s) Strategically compelling, the project is definitely worth doing	Outcome(s) Very very compelling. Recommend project to Client
Governance: Credible Business Case - outputs (40%)	No defined outputs	Output(s) clear	Output(s) likely to lead to outcome	Output(s) very likely to lead to outcome	Output(s) “will” lead to outcome
Presentation Team – credible (10%)	Team dysfunctional/ low morale / not working well together Unclear presentation Time not well managed Questions not managed	Team dynamics / ok morale / working well together?	Team dynamics / good morale / working well together? Clear presentation	Team dynamics / above average morale / working well together? Clear presentation Time well managed	Team dynamics / excellent morale / working well together? Clear presentation Time well managed Questions managed

Academic Integrity

Academic integrity is a core part of our culture as a community of scholars. At its heart, academic integrity is about behaving ethically. This means that all members of the community commit to honest and responsible scholarly practice and to upholding these values with respect and fairness. The Australian National University commits to embedding the values of academic integrity in our teaching and learning. We ensure that all members of our community understand how to engage in academic work in ways that are consistent with, and actively support academic integrity. The ANU expects staff and students to uphold high standards of academic integrity and act ethically and honestly, to ensure the quality and value of the qualification that you will graduate with. The University has policies and procedures in place to promote academic integrity and manage academic misconduct. Visit the following Academic honesty & plagiarism website for more information about academic integrity and what the ANU considers academic misconduct. The ANU offers a number of services to assist students with their assignments, examinations, and other learning activities. The Academic Skills and Learning Centre offers a number of workshops and seminars that you may find useful for your studies.

Online Submission

The ANU uses Turnitin to enhance student citation and referencing techniques, and to assess assignment submissions as a component of the University's approach to managing Academic Integrity. While the use of Turnitin is not mandatory, the ANU highly recommends Turnitin is used by both teaching staff and students. For additional information regarding Turnitin please visit the ANU Online website.

Hardcopy Submission

For some forms of assessment (hand written assignments, art works, laboratory notes, etc.) hard copy submission is appropriate when approved by the Associate Dean (Education). Hard copy submissions must utilise the Assignment Cover Sheet. Please keep a copy of tasks completed for your records.

Late Submission

Late submission of assessment tasks without an extension are penalised at the rate of 5% of the possible marks available per working day or part thereof. Late submission of assessment tasks is not accepted after 10 working days after the due date, or on or after the date specified in the course outline for the return of the assessment item. Late submission is not accepted for take-home examinations.

All requests for extensions to assessment in RSM courses must be submitted to the RSM School Office with a completed application form and supporting documentation. The RSM Extension Application Form and further information on this process can be found at https://www.rsm.anu.edu.au/education/education-programs/notices-for-students/extension-application-procedure/

Referencing Requirements

Accepted academic practice for referencing sources that you use in presentations can be found via the links on the Wattle site, under the file named “ANU and College Policies, Program Information, Student Support Services and Assessment”. Alternatively, you can seek help through the Students Learning Development website.

Returning Assignments

All assignments will be marked and where appropriate feedback will be provided either: in class, or in person by appointment with the course lecturer, or via the course Wattle site.

Extensions and Penalties

Extensions and late submission of assessment pieces are covered by the Student Assessment (Coursework) Policy and Procedure The Course Convener may grant extensions for assessment pieces that are not examinations or take-home examinations. If you need an extension, you must request an extension in writing on or before the due date. If you have documented and appropriate medical evidence that demonstrates you were not able to request an extension on or before the due date, you may be able to request it after the due date.

Resubmission of Assignments

Unless specified otherwise in the assignment requirements, re-submissions are permitted up until the due date and time, but not allowed afterwards.

Privacy Notice

The ANU has made a number of third party, online, databases available for students to use. Use of each online database is conditional on student end users first agreeing to the database licensor’s terms of service and/or privacy policy. Students should read these carefully. In some cases student end users will be required to register an account with the database licensor and submit personal information, including their: first name; last name; ANU email address; and other information. In cases where student end users are asked to submit ‘content’ to a database, such as an assignment or short answers, the database licensor may only use the student’s ‘content’ in accordance with the terms of service — including any (copyright) licence the student grants to the database licensor. Any personal information or content a student submits may be stored by the licensor, potentially offshore, and will be used to process the database service in accordance with the licensors terms of service and/or privacy policy. If any student chooses not to agree to the database licensor’s terms of service or privacy policy, the student will not be able to access and use the database. In these circumstances students should contact their lecturer to enquire about alternative arrangements that are available.

Distribution of grades policy

Academic Quality Assurance Committee monitors the performance of students, including attrition, further study and employment rates and grade distribution, and College reports on quality assurance processes for assessment activities, including alignment with national and international disciplinary and interdisciplinary standards, as well as qualification type learning outcomes. Since first semester 1994, ANU uses a grading scale for all courses. This grading scale is used by all academic areas of the University.

Support for students

The University offers students support through several different services. You may contact the services listed below directly or seek advice from your Course Convener, Student Administrators, or your College and Course representatives (if applicable).

• ANU Health, safety & wellbeing for medical services, counselling, mental health and spiritual support
• ANU Diversity and inclusion for students with a disability or ongoing or chronic illness
• ANU Dean of Students for confidential, impartial advice and help to resolve problems between students and the academic or administrative areas of the University
• ANU Academic Skills and Learning Centre supports you make your own decisions about how you learn and manage your workload.
• ANU Counselling Centre promotes, supports and enhances mental health and wellbeing within the University student community.
• ANUSA supports and represents undergraduate and ANU College students
• PARSA supports and represents postgraduate and research students