Details
Source: https://study.auckland.ac.nz/ords/r/uoa/catalogue/course?p6_code=ENGGEN%20730 Parent: https://www.auckland.ac.nz/en/study/study-options/find-a-study-option/master-of-engineering-project-management.html
Content
Course Tabs
- Overview
- Teaching and Learning
- Assessment and Learning Outcomes
- Student Feedback, Support and Charter
Overview
Course Prescription
Explores leadership and professional development as an internal process, emphasising the necessity of self-leadership as a prerequisite for effectively leading others. Develops self-leadership and self-development skills, providing a foundational framework upon which students can further refine their leadership and interpersonal competencies.
Course Overview
This course embraces the concept of the well-rounded engineering professional who functions at a higher level in a sustainable way, considering societal and environmental outcomes as well as their well-being and that of others.
The course focusses on the development of students’ non-technical skills and recognises that this development is first and foremost mostly an “inside job”. The course focuses strongly on students’ personal development and teamwork ability, developing their capacity for self-reflection and self-leadership.
One of the central themes in this course is Flourishing, which encompasses feeling satisfied with your life, experiencing and sustaining a high degree of well-being, functioning, continuously learning and growing, and positively influencing others and contributing to society.
It is also recognised that students enter the course with a wide range of backgrounds, capabilities, and work experience levels and have different desired outcomes.
Workload Expectations
This course is a standard 15 point course and students are expected to spend 150 hours in total over the semester. Note that there are no exams, so the workload will be spread over the 12 teaching weeks.
For this course, you can expect 3 - 4 hours of reading and thinking about each module's contents, 1 - 2 hours of lecture / tutorial, and 7.5 hours of work on assignments and contributing to discussions each week. The workload is 12.5 hours per week over 12 weeks, or 150 hours in total.\
Locations and Semesters Offered
| Location | Semester |
|---|---|
| City | Semester One |
| UoA Online | Semester One |
| UoA Online | - |
| City | Semester Two |
| UoA Online | Semester Two |
Teaching and Learning
Campus Experience or Online
This course is offered in two delivery modes:
Campus Experience
Attendance is expected at scheduled activities including tutorials to complete components of the course. Lectures will be available as recordings. Other learning activities including tutorials will be available as recordings. The course will not include live online events. Attendance on campus is not required for the test. The activities for the course are scheduled as a standard weekly timetable.
Online
Attendance is expected at scheduled online activities including tutorials to complete components of the course. The course will include live online events, including group discussions and tutorials. These will be recorded. Attendance on campus is not required for the test. Where possible, study material will be available at course commencement throughout the course. This course runs to the University semester/quarter timetable and all the associated completion dates and deadlines will apply.
Learning Resources
Taught courses use a learning and collaboration tool called Canvas to provide students with learning materials including reading lists and lecture recordings (where available). Please remember that the recording of any class on a personal device requires the permission of the instructor.
Copyright
The content and delivery of content in this course are protected by copyright. Material belonging to others may have been used in this course and copied by and solely for the educational purposes of the University under license.
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You may copy the course content for the purposes of private study or research, but you may not upload onto any third-party site, make a further copy or sell, alter or further reproduce or distribute any part of the course content to another person.
Health and Safety
Students must ensure they are familiar with their Health and Safety responsibilities, as described in the university’s Health and Safety policy.
Learning Continuity
In the event of an unexpected disruption, we undertake to maintain the continuity and standard of teaching and learning in all your courses throughout the year. If there are unexpected disruptions the University has contingency plans to ensure that access to your course continues and course assessment continues to meet the principles of the University’s assessment policy. Some adjustments may need to be made in emergencies. You will be kept fully informed by your course co-ordinator/director, and if disruption occurs you should refer to the university website for information about how to proceed.
Academic Integrity
The University of Auckland will not tolerate cheating, or assisting others to cheat, and views cheating in coursework as a serious academic offence. The work that a student submits for grading must be the student's own work, reflecting their learning. Where work from other sources is used, it must be properly acknowledged and referenced. This requirement also applies to sources on the internet. A student's assessed work may be reviewed for potential plagiarism or other forms of academic misconduct, using computerised detection mechanisms.
Similarly, research students must meet the University’s expectations of good research practice. This requires:
- Honesty - in all aspects of research work
- Accountability - in the conduct of research
- Professional courtesy and fairness – in working with others
- Good stewardship – on behalf of others
- Transparency – of research process and presentation of results
- Clarity - communication to be understandable, explainable and accessible
For more information on the University’s expectations of academic integrity, please see the Academic Conduct section of the University policy hub.
Disclaimer
Elements of this outline may be subject to change. The latest information about taught courses is made available to enrolled students in Canvas.
Students may be asked to submit assessments digitally. The University reserves the right to conduct scheduled tests and examinations online or through the use of computers or other electronic devices. Where tests or examinations are conducted online remote invigilation arrangements may be used. In exceptional circumstances changes to elements of this course may be necessary at short notice. Students enrolled in this course will be informed of any such changes and the reasons for them, as soon as possible, through Canvas.
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Assessment and Learning Outcomes
Course Learning Outcomes
| CLO # | Outcome | Programme Capability Link |
|---|---|---|
| 1 | Demonstrate an understanding of the dynamics and implications of VUCA environments and what it takes to excel as a leader or professional in those environments. | MEPM - Master of Engineering Project Management - Programme Capabilities Design creative solutions for complex engineering problems and design systems, components or processes to meet identified needs with appropriate consideration for public health and safety, whole-life cost, net zero carbon, as well as resource, cultural, societal, and environmental considerations as required (WA3) Communicate effectively, respectfully and inclusively on complex engineering activities with the engineering community and with society at large, such as being able to comprehend and write effective reports and design documentation, make effective presentations, taking into account cultural, language, and learning differences using a range of technologies and formats (WA10) Collaborate effectively as an individual, and as a member or leader in diverse and inclusive multi-disciplinary teams in face-to-face, remote and distributed settings, influencing work and in the service of others (WA9) Apply ethical principles and commit to professional ethics and norms of engineering practice, adhering to relevant national and international laws. Demonstrate an understanding of the need for diversity and inclusion (WA8) Recognize the need for, and have the preparation and ability for i) independent and life-long learning ii) adaptability to new and emerging technologies and iii) critical thinking in the broadest context of technological change (WA11) |
| 2 | Demonstrate familiarity with factors that influence optimal human functioning and are able to adapt and deploy strategies that enable themselves and others to function at their best in a team. | MEPM - Master of Engineering Project Management - Programme Capabilities Communicate effectively, respectfully and inclusively on complex engineering activities with the engineering community and with society at large, such as being able to comprehend and write effective reports and design documentation, make effective presentations, taking into account cultural, language, and learning differences using a range of technologies and formats (WA10) Collaborate effectively as an individual, and as a member or leader in diverse and inclusive multi-disciplinary teams in face-to-face, remote and distributed settings, influencing work and in the service of others (WA9) |
| 3 | Develop the capacity for self-awareness, self-reliance, self-authoring and self-management as well as for perspective taking, and reflective practice when collaborating in teams. | MEPM - Master of Engineering Project Management - Programme Capabilities Collaborate effectively as an individual, and as a member or leader in diverse and inclusive multi-disciplinary teams in face-to-face, remote and distributed settings, influencing work and in the service of others (WA9) Apply ethical principles and commit to professional ethics and norms of engineering practice, adhering to relevant national and international laws. Demonstrate an understanding of the need for diversity and inclusion (WA8) Recognize the need for, and have the preparation and ability for i) independent and life-long learning ii) adaptability to new and emerging technologies and iii) critical thinking in the broadest context of technological change (WA11) |
| 4 | Recognise when the limitations of their knowledge and skills are reached, and are able to confidently and comfortably invite and be influenced by the assistance, perspectives and ideas of others as individuals and as a team member. | MEPM - Master of Engineering Project Management - Programme Capabilities Conduct investigations of complex engineering problems using research methods, research-based knowledge, design of experiments, analysis and interpretation of data, and synthesis of information to provide valid conclusions (WA4) Design creative solutions for complex engineering problems and design systems, components or processes to meet identified needs with appropriate consideration for public health and safety, whole-life cost, net zero carbon, as well as resource, cultural, societal, and environmental considerations as required (WA3) Collaborate effectively as an individual, and as a member or leader in diverse and inclusive multi-disciplinary teams in face-to-face, remote and distributed settings, influencing work and in the service of others (WA9) Recognize the need for, and have the preparation and ability for i) independent and life-long learning ii) adaptability to new and emerging technologies and iii) critical thinking in the broadest context of technological change (WA11) |
| 5 | Enhanced their profile, capabilities and capacities holistically to function effectively at a higher level as a leader and professional and to be optimally set up to achieve their professional goals both as individuals and when collaborating in multi-disciplinary teams. | MEPM - Master of Engineering Project Management - Programme Capabilities Communicate effectively, respectfully and inclusively on complex engineering activities with the engineering community and with society at large, such as being able to comprehend and write effective reports and design documentation, make effective presentations, taking into account cultural, language, and learning differences using a range of technologies and formats (WA10) Collaborate effectively as an individual, and as a member or leader in diverse and inclusive multi-disciplinary teams in face-to-face, remote and distributed settings, influencing work and in the service of others (WA9) Recognize the need for, and have the preparation and ability for i) independent and life-long learning ii) adaptability to new and emerging technologies and iii) critical thinking in the broadest context of technological change (WA11) |
Assessments
| Assessment Type | Assessment Percentage | Assessment Classification |
|---|---|---|
| Professional Development | 30 | Individual Coursework |
| Case Study and Reflection | 30 | Individual Coursework |
| Presentation Planning | 10 | Group Coursework |
| Presentation | 30 | Group Coursework |
Additional Information on Assessment
A passing mark is 50% or higher, according to University policy.
Late submissions will not be accepted/allowed for the exams, tests, and online quizzes. It is possible to submit late for assignments and projects, and the late submission penalty schedule will be included in the assignment and project handouts.
Assessment to CLO Mapping
| Assessment Type | 1 | 2 | 3 | 4 | 5 |
|---|---|---|---|---|---|
| Professional Development | |||||
| Case Study and Reflection | |||||
| Presentation Planning | |||||
| Presentation |
Student Feedback, Support and Charter
Student Feedback
Feedback on taught courses is gathered from students at the end of each semester through a tool called SET or Qualtrics. The lecturers and course co-ordinators will consider all feedback and respond with summaries and actions. Your feedback helps teachers to improve the course and its delivery for future students. In addition, class Representatives in each class can take feedback to the department and faculty staff-student consultative committees.
Additional Information on Student Feedback
Overall, the student feedback for semester 2, 2024, has been positive, with a course score of 4.68. Several changes have been initiated after receiving specific feedback. The course for 2025 will focus more on leadership and have a more collaborative element by having a group assignment.
Class representatives
Class representatives are students tasked with representing student issues to departments, faculties, and the wider university. If you have a complaint about this course, please contact your class rep who will know how to raise it in the right channels. See your departmental noticeboard for contact details for your class reps.
Tuākana
Tuākana is a multi-faceted programme for Māori and Pacific students providing topic specific tutorials, one-on-one sessions, test and exam preparation and more. Explore your options at Tuakana Learning Communities.
Inclusive Learning
All students are asked to discuss any impairment related requirements privately, face to face and/or in written form with the course coordinator, lecturer or tutor.
Student Disability Services also provides support for students with a wide range of impairments, both visible and invisible, to succeed and excel at the University. For more information and contact details, please visit the Student Disability Services’ website.
Wellbeing
We all go through tough times during the semester, or see our friends struggling. There is lots of help out there - please see the Support Services page for information on support services in the University and the wider community.
Special Circumstances
If your ability to complete assessed work is affected by illness or other personal circumstances outside of your control, contact a member of teaching staff as soon as possible before the assessment is due. If your personal circumstances significantly affect your performance, or preparation, for an exam or eligible written test, refer to the University’s aegrotat or compassionate consideration page. This should be done as soon as possible and no later than seven days after the affected test or exam date.
Student Charter and Responsibilities
The Student Charter assumes and acknowledges that students are active participants in the learning process and that they have responsibilities to the institution and the international community of scholars. The University expects that students will act at all times in a way that demonstrates respect for the rights of other students and staff so that the learning environment is both safe and productive. For further information visit Student Charter.
Student Academic Complaints and Disputes
Students with concerns about teaching including how a course is delivered, the resources provided, or supervision arrangements, have the right to express their concerns and seek resolution. The university encourages informal resolution where possible, as this is quicker and less stressful. For information on the informal and formal complaints processes, please refer to the Student Academic Complaints Statute in the Student Policies and Guidelines section of the Policy Hub.
Course - V7
ENGGEN 730 - Leadership and Professional Development - V3.3 - Effective From: Summer Semester 2026 (Published: 2026-02-10)