MBA691 - Research Project for Analytic Professionals

Credit Points: 20 credit points

Workload: 60 hours

Prerequisite: MBA512 Business Data Analysis, MDA513 ICT Practices

Co-requisite: MBA520 Digital Supply Chain Management

Aims & Objectives

This is a core unit out of a total of 12 units in the Master of Business Analytics (MBAnalytics). This unit addresses the course learning outcomes and complements other units in a related field by developing students’ specialised knowledge of project management, research methods and project design. For further course information refer to: https://www.mit.edu.au/study-with-us/programs/master-business-analytics. This unit is part of the AQF level 9 course.

This unit provides students with research methods and the knowledge and skills to plan and effectively manage projects. It covers professional practice and ethics in the context of projects design and management. The unit employs industry-based projects and follows projects from conception through to completion. It covers the key knowledge areas identified by the project management body of knowledge (PMBOK) developed by the Project Management Institute. The unit enhances knowledge and uses in-depth analysis of common issues/risks that project team members often face and introduces strategies to mitigate these issues/risks. This unit helps students to learn about how project characteristics, planning and management differ in the context of current enterprise case studies.

This unit, together with MBA692, constitutes a capstone final-year project. Each project will be co-supervised by an industry supervisor and an MIT supervisor who has expertise in the field of the project. Together, the supervisors will assist the students in the selection of the project topic. Students spend substantial time on researching, analysing, and developing the requirements, project plan and preliminary design for the capstone project. There will be a set of lectures and workshops on topics including project planning and industrial project issues. Students will apply what they have learned during their course to planning and designing their capstone project. Students will analyse requirements relevant to the formulation of the approach to their project.

This unit gives students the experience of putting into practice the concepts, methods, and principles of core units of their master’s course, employing the appropriate use of project planning methods as well as an ability to utilise communication and technical skills to convey information on their projects in realistic situation.

This unit will cover the following topics:

  • Research skills in project design and methodologies
  • System modelling, simulation and experimental redesign
  • Project design and management processes
  • Initiation and planning of projects
  • Scheduling, resourcing, and budgeting projects
  • Project quality, risk management and ethics
  • Project management integration and closure.

Learning Outcomes

Course Learning Outcomes

The Course learning outcomes applicable to this unit in respect of the course being studied are listed on the Melbourne Institute of Technology website: www.mit.edu.au

Unit Learning Outcomes

 At the completion of this unit students should be able to:

  • Develop and apply analytical research, technical, managerial and time-management skills to the analysis and design of a capstone project.
  • Critically research, review and analyse current literature in response to capstone project requirements.
  • Identify and evaluate project management concepts and apply them to a realistic business problem.
  • Demonstrate effective communication skills and ethical and professional behaviour in relation to client interaction.
  • Work effectively and efficiently in a team, and write group reports.

This unit will cover the content below:

Week Topic
1 Capstone Project Process and Research Basics
2 Research Question Formulation and Referencing Guidelines
3 Project Management (PM) Overview – PM basics, PM selection and prioritization, organizational structure, organizational culture, project life cycle, and project management roles of the parent organization, chartering projects
4 Project Initiation and Planning – Project initiation, stakeholders’ analysis, and communication planning
5 Project Scoping – Project scope planning, constraints, priorities, developing work breakdown structure and communication planning
6 Scheduling Projects – Purpose of a project schedule, define and sequence activities, estimate activity duration and develop project schedules
7 Resourcing Projects – Estimate resource needs, create staffing management plan, assign resource to each activity, and project crushing, budgeting and cost control
8 Project Risk Planning – Plan risk management, risk management process, organisational risks in data analytics predictions and decisions, risk identification, risk assessment, risk response development, risk response control and ethics in project management
9 Quantitative Research Methods
10 Qualitative Research Methods
11 Modelling and Simulation
12 Prototyping

Assessment

Assessment Task Due Date Weight % ULO Mapping
Assignment 1A Individual Literature Review (each member)
Assignment 1B Group report: Project Requirements Analysis and Specification*, and Individual Report (each member)		 Week 3
Week 5		 5%
15%		 a-b
Assignment 2 Group report: Project plan and preliminary design*, and Individual Report (each member) Week 9 30% a-b
Assignment 3 Group report: A report on research undertaken for project planning, and project prototype*, and Individual Report (each member) Week 11 40% a, c, e
Assignment 4 Group presentations Week 8 & 12 10% d
TOTAL   100%  

Textbook and Reference Materials

Text Book: None

Recommended Readings:

  • S. K. Aityan, Business Research Methodology: Research Process and Methods, Springers, 2022
  • D. Hirsch, T. Bartley, A. Chandrasekaran, Data Ethics Management: Emerging Models for the Governance of Advanced Analytics and AI (SpringerBriefs in Law), Springers, 2023
  • T. Schmidt, Strategic Project Management Made Simple: Solution Tools for Leaders and Teams, Wiley; Second edition, 2021
  • A Guide to the Project Management Body of Knowledge (PMBOK® Guide), Project Management Institute; Seventh edition, 2021
  • R. et al. Vidgen, Business Analytics; A Management Approach, Palgrave UK Print, 2st ed., 2019.
  • S. Christian Albright and Wayne L. Winston, Business Analytics: Data Analysis & Decision Making, Cengage, 2020.
  • Jeff Prince, Predictive Analytics for Business Strategy, McGraw-Hill, 2019.
  • T. J. Kloppenborg, Contemporary Project Management: Organize, Plan and Perform. 3rd ed., South-Western Cengage Learning, 2014.
  • C. Gray and E. Larson, Project management – The managerial process. 6th ed., New York: McGraw-Hill, 2013.

Internet References:

  • Project Management Institute. (Undated). [Online]. Viewed July 2017. Available:  http://www.pmi.org/
  • The Australian Institute of Project Management. (Undated). [Online]. Viewed July 2017. Available: http://www.aipm.com.au/
  • The Australian Computer Society. (Undated). [Online]. Viewed July 2017. Available: http://www.acs.org.au/

Adopted Reference Style: AMA 7th Edition

Journals:

  • Journal of Business Analytics
  • Business Intelligence Journal
  • Big Data Analytics
  • International Journal of Business and Data Analytics
  • Business Analyst Journal
  • Intelligent Data Analysis

Graduate Attributes

MIT is committed to ensure the course is current, practical and relevant so that graduates are “work ready” and equipped for life-long learning. In order to accomplish this, the MIT Graduate Attributes identify the required knowledge, skills and attributes that prepare students for the industry.
The level to which Graduate Attributes covered in this unit are as follows:

Ability to communicate Independent and Lifelong Learning Ethics Analytical and Problem Solving Cultural and Global Awareness Team work Specialist knowledge of a field of study

Legend

Levels of attainment Extent covered
The attribute is covered by theory and practice, and addressed by assessed activities in which the students always play an active role, e.g. workshops, lab submissions, assignments, demonstrations, tests, examinations.
The attribute is covered by theory or practice, and addressed by assessed activities in which the students mostly play an active role, e.g. discussions, reading, intepreting documents, tests, examinations.
The attribute is discussed in theory or practice; it is addressed by assessed activities in which the students may play an active role, e.g. lectures and discussions, reading, interpretation, workshops, presentations.
The attribute is presented as a side issue in theory or practice; it is not specifically assessed, but it is addressed by activities such as lectures or tutorials.
The attribute is not considered, there is no theory or practice or activities associated with this attribute.