DTR400 DIGITAL TRANSFORMATION

This Micro-credential will give you an understanding of the future of the work landscape. How technology has, and continues to, redefine it through the process of Digital Transformation. It will help develop your knowledge, skills and attributes appropriate to that landscape; from the perspective of employability, leadership and strategy. You will explore emerging technologies and how they converge under the umbrella of Digital Transformation.

This micro-credential explores innovative work practices and frameworks, their associated techniques and processes and will build your ability to draw on insights from multiple disciplines and articulating findings and recommendations in an impactful way. This micro-credential will also develop proficiency in business storytelling and the capacity to deliver impactful presentations.

DEST400 DESIGN THINKING AND CREATIVE INTELLIGENCE

In this Micro-credential you will explore the Design Thinking and Creative Intelligence methodology as a framework for creative problem solving within the context of Digital Transformation.

You will be guided through the iterative design process of understanding through the lens of empathy, ideation, development and delivery. It will expand your problem solving skills through the application of both creative and critical thinking skills and will explore concepts such as convergent and divergent thinking processes. You’ll develop the strategic thinking and entrepreneurial skills that are required for successful leadership and the implementation of innovative management practices. You will explore the application of methodologies, processes and tools of problem-based learning within an interdisciplinary group; demonstrating autonomy, collaboration, and well-developed judgment and responsibility in the context of Digital Transformation.

DAAI400 DATA ANALYTICS AND ARTIFICIAL INTELLIGENCE

This Micro-credential will introduce you to the areas of Data Analytics and Artificial Intelligence.

You will gain insight into basic knowledge representation, problem solving techniques and explore data science processes, data ingestion, cleansing, and transformation fundamentals that turn data analytics into insights to drive decision making. You will learn techniques and best practices in the analysis of data sets which are useful for crucial organisation decisions. You will explore how data and tools can be used to solve complex, real-world business problems through the application of machine learning, algorithms and other artificial intelligence techniques.

In addition, you will be challenged to understand the ethical and privacy issues related to machine learning and artificial intelligence.

DTCS400 CYBERSECURITY

This Micro-credential introduces the principles of cybersecurity and explores the scale of the cybersecurity challenge globally, including the social factors informing individual, organisational and international attitudes.
You will examine risk and governance frameworks and cybersecurity strategies, create a risk treatment plan and an incident response plan, and review and apply cyber prevention strategies and techniques.
The entire development lifecycle of IT systems in a secure environment will be examined, including secure design methodologies, software development models, architecture design and industry ‘secure by design’ standards.

DTUX400 USER EXPERIENCE

This Micro-credential develops conceptual knowledge and skills in User Experience Design.
Tackle the world of user experience and use industry standard software and research methods to analyse both audience and content requirements. You will examine qualitative and quantitative research methods and explore personas, mindsets, customer journeys and user touchpoints.
You will develop your knowledge and skill set in creating usable and user-centered design experiences and gain insight into the processes that lead to improved user experience and its application in both physical and online environments.

DTIT400 THE INTERNET OF THINGS

This Micro-credential introduces the concept of the Internet of Things (IoT) and the underlying connections between people, processes and platforms that can drive the digital transformation of organisations.
You will be introduced to the key technological components underpinning IoT and how their implementation can serve a business strategy by increasing organisational efficiencies, improving synergies and driving productivity.
Throughout the micro-credential, you will learn and understand how to articulate how key IoT technologies can improve organisational productivity, recommend strategies for developing the necessary foundational capabilities to support the implementation of IoT technologies within an organisation and create a road map for the implementation of IoT in a business context.

DTCC400 CLOUD COMPUTING

This micro-credential provides a fundamental understanding of cloud computing, how it has evolved from traditional IT infrastructure and the business advantages and disadvantages that it brings.
You will gain knowledge of the different cloud segments and service models, architectures/platforms and cloud deployment models and of the key players active in the market. Learn to assess how the various models can be applied to solve particular business problems and to make ‘fitness for purpose’ decisions based on a comprehensive understanding of user case needs.

DTBC400 BLOCKCHAIN

This Micro-credential examines the core concepts and principles of blockchain and its emerging importance in areas such as financial services, smart contracts, supply chain logistics and other fields where an open, distributed ledger that can record transactions between two parties efficiently and in a verifiable and permanent way may be useful.
While not offering an examination of the deeper mathematical and cryptographic principles underlying blockchain technology, you will gain an understanding of the fundamentals and potential impacts of blockchain to implement a ‘secure by design’ distributed computing system with high fault tolerance. This will provide you a deeper understanding of the capabilities and limitations of blockchain technology, enabling you to assess which business problems it can potentially solve.

DTAM400 AGILE MINDSET

This micro-credential introduces the principles of agile mindset methodologies for project management. Agile mindset uses an iterative process that breaks down projects into small pieces that are completed in work sessions that run from the design phase to testing and quality assurance (QA). Agile mindset is a project management methodology that involves securing client feedback in every step of the project development process.
You will critically evaluate a range of agile mindset methodologies and their suitability to particular types of projects and examine the processes, tools and artefacts used in agile mindset project management and discover which methods are most appropriate to the particular problems to be solved and how they can best contribute to project success.

BDA601 BIG DATA & ANALYTICS

(Prerequisite CCF501)
In this subject students learn techniques and best practices in collecting, storing, cleaning, manipulating, analysing, extracting, and visualising useful information from large, structured, semi-structured, or unstructured data sets, which are useful for crucial organisation decisions. Students will also learn applications of big data analytics across industry sectors such as segmentation and prediction, churn prediction, recommender systems and targeted marketing, sentiment analysis, operational analytics, and Big Data for social good.

DDE602 DISTRIBUTED DEVELOPMENT

(Prerequisite CCF501)
This subject provides an in-depth understanding of distributed application and systems development by training learners to aggregate resources of networked computers to construct highly versatile and scalable services. The topics cover how to implement thread pools that leverage lightweight concurrency primitives, harness concepts of distributed algorithms and discuss the role of overlays in content dissemination. Case studies of distributed systems are also covered in detail. Finally, learners design efficient data representation formats for communication between distributed components.

TWL604 TECHNOLOGY - WORK INTEGRATED LEARNING

(Prerequisite REM502 + 100 CPs)
This subject is designed to provide students an opportunity to pursue a significant project in a professional environment related to their specialisation. This enables students to develop skills that enhance their prospects of gaining meaningful employment and build their career for the future.

Work integrated learning broadens the students’ learning environment while they are studying and allows them to see first-hand how their learnings in their degree translates in practice, as well as how ‘real world’ practice relates to what they are learning at University.

Students enrolled in Masters (Advanced) have an opportunity to avail one of the three options below simultaneously for this subject and “Advanced Technology – Work Integrated Learning”. There are three options available to students:

Option 1: Industry Placement
Students are offered the opportunity to work within a technology company as an intern or volunteer at a technology non-profit organisation. It encourages students to build long-term relationships with the tech industry and provides an opportunity for them to work with and learn from people who may end up becoming colleagues, managers or mentors. It also provides a context in which to enhance their communication skills and work collaboratively in a professional arena. Students will undertake a series of industry-led tasks that are relevant to their field of study in order to understand the key concepts of working in and managing a professional technology team with emphasis placed on the operation of the environment.

Option 2: Industry Live Brief
Industry live brief, also known as an industry project engages students in an activity where the parameters of success are set by the client. Academic staff and industry provide supervision for students, while industry provides, mentorship in addition. Numerous technology firms have ideas and opportunities they would like to explore and prototype; this is where students or student teams connect with industry to achieve scale with minimal risk. An understanding of research methodologies appropriate to professional practice and the documentation of personal creative investigation is explored. Students also further investigate and examine entrepreneurial and commercial opportunities through collaborative work practice. The subject fosters a cross specialisation perspective and draws on both specialised and common software engineering practices. Students are required to work both independently and as part of a collaborative team that includes industry representatives to conduct research, analyse and define project parameters and deliver innovative solutions that expand the notion of an industry live brief.

Options 3: Capstone
Students execute, finalise and present their self-initiated project exhibiting a sophisticated understanding of software engineering, whilst addressing the university ethos. Central to the project will be evidence of critical analysis and reflexive and reflective practice, social engagement, in addition to the use of refined visual language in its execution with particular industry relevancy for which their project is intended. Students draw upon the philosophical, practical, methodological, theoretical and technical tools they have gathered over the duration of the degree to complete a successful project. Students are mentored through this research project by an industry supervisor with complementary practice-based research expertise. Projects must pertain to the field of software engineering and in particular to their specialisation. Students are required to work independently or as part of a collaborative team in order to conduct research, analyse and define project parameters and deliver innovative solutions.

ATW606 ADVANCED TECHNOLOGY - WORK INTEGRATED LEARNING

(Prerequisite TWL604)
This subject builds upon Technology – Work Integrated Learning enabling students to further develop and apply strategic processes, creative tools & research for innovation in the field of software engineering. It extends the opportunity to pursue the significant project in a professional environment in an area related to their specialisation enabling students to develop skills that enhance their prospects of gaining meaningful employment and build their career for the future.

They continue with the same option as chosen previously:

Option 1: Industry Placement
Students are offered the opportunity to work within a technology company as an intern or volunteer at a technology non-profit organisation. It encourages students to build long-term relationships with the tech industry and provides an opportunity for them to work with and learn from people who may end up becoming colleagues, managers or mentors. It also provides a context in which to enhance their communication skills and work collaboratively in a professional arena. Students will undertake a series of industry-led tasks that are relevant to their field of study in order to understand the key concepts of working in and managing a professional technology team with emphasis placed on the operation of the environment.

Option 2: Industry Live Brief
Industry live brief, also known as an industry project engages students in an activity where the parameters of success are set by the client. Academic staff and industry provide supervision for students, while industry provides, mentorship in addition. Numerous technology firms have ideas and opportunities they would like to explore and prototype; this is where students or student teams connect with industry to achieve scale with minimal risk. An understanding of research methodologies appropriate to professional practice and the documentation of personal creative investigation is explored. Students also further investigate and examine entrepreneurial and commercial opportunities through collaborative work practice. The subject fosters a cross-specialisation perspective and draws on both specialised and common software engineering practices. Students are required to work both independently and as part of a collaborative team that includes industry representatives to conduct research, analyse and define project parameters and deliver innovative solutions that expand the notion of an industry live brief.

Option 3: Capstone
Students execute, finalise and present their self-initiated project exhibiting a sophisticated understanding of software engineering, whilst addressing the university ethos. Central to the project will be evidence of critical analysis, reflexive and reflective practice and social engagement, in addition to the use of refined visual language in its execution with particular industry relevancy for which their project is intended. Students draw upon the philosophical, practical, methodological, theoretical and technical tools they have gathered over the duration of the degree to complete a successful project. Students are mentored through this research project by an industry supervisor with complementary practice-based research expertise. Projects must pertain to the field of software engineering and in particular to their specialisation. Students are required to work independently or as part of a collaborative team in order to conduct research, analyse and define project parameters and deliver innovative solutions.

MFA501 MATHEMATICAL FOUNDATIONS OF ARTIFICIAL INTELLIGENCE

DOT503 INTELLIGENT SYSTEMS

DID602A USER EXPERIENCE DESIGN

DSGN6026 DESIGN IDENTITY

DSGN6027 DESIGN CONTEXTS

DSGN6028 DESIGN FUTURES

MGT502 BUSINESS COMMUNICATIONS

MGT600 MANAGEMENT, PEOPLE & TEAMS

MGT601 DYNAMIC LEADERSHIP

MGT602 BUSINESS DECISION ANALYTICS

MGT603 SYSTEMS THINKING

PROJ6000 PRINCIPLES OF PROJECT MANAGEMENT

PROJ6002 PROJECT PLANNING & BUDGETING

PROJ6006 ORGANISATIONAL BEHAVIOUR & PEOPLE MANAGEMENT

CDC300A CULTURE OF CHANGE

This subject examines how new ideas and end-user experiences are translated into marketable products or services and how design driven innovation creates new meaning to deliver competitive advantage. It also looks at the seductive power of design thinking to match necessity to utility, constraint to possibility, and need to demand. Working in small collaborative teams students are required to embrace the multifaceted challenges we encounter every day in society, and describe and define an innovative and sustainable solution to a user experience problem.

SEN301 SOCIAL ENTERPRISE

Social Enterprise is an exciting theoretically-based subject that is driven by the desire to create positive change through entrepreneurial activities. These activities harness design thinking and problem-solving processes in the realisation of pragmatic, viable project proposals from initiation to client presentation. By providing students with a framework to understand business model generation and the skills to source, evaluate, and measure opportunities through systematic research and competitor analysis, Social Enterprise empowers students to conceptualise, develop and propose new ventures and products that focus primarily upon social change for good. In addition, this subject will help students understand and address the practical challenges of working within this environment; to analyse different entrepreneurial business strategies, to explore diverse funding strategies, as well as incorporate theoretical discussions on major trends and issues in the social economy. Social Enterprise enables students to appreciate the power of creativity in problem-solving and the importance of the designer’s role in making a difference and precipitating change.

CDM301A MAJOR PROJECT

This subject examines the effect design has on instigating social innovation and change. Students are introduced to the reality and constraints of working with a real-world client on a major live project. Students will utilise holistic, people-focused methodologies to investigate the social, ethical and human impact of design, whilst ensuring emphasis is placed on the positive effect and critical influence of design on society. By identifying an emotional and authentic core to the project they will be required to demonstrate a critical understanding of the design process so as to move beyond purely commercial and brand centered practices.

CPK301A PACKAGING AND BRANDING

This subject provides a deeper understanding of packaging design with students designing and producing a complete packaging solution for a product under any brand that delivers visual identity, exceptional in-store shelf presence and user-friendly experience. Ideal solutions will address key sustainability issues while identifying contemporary trends and current industry directions.

Where appropriate, suitable live packaging projects may form the basis for detailed briefs. Students are encouraged to create distinct holistic packaging solutions – not merely a refresh of a brand’s visual identity. The more cohesive and distinctive the solution the better. The packaging solution must be commercially viable from materials, printing and merchandising perspectives.

WIL302 WORK INTEGRATED LEARNING

This subject is designed to provide students with professional experience in an area related to their field of study or the career they are working towards. The aim of providing industry-specific opportunities is to enable students to develop skills that will enhance their prospects of gaining meaningful employment and building their career for the future. Much of the benefit of work integrated learning comes from observation, practicing under supervision and reflection. Work Integrated Learning is an excellent way to broaden the students learning environment while they are studying. It allows them to see first-hand how what they are learning in their degree translates into practice, as well as how ‘real world’ practice relates to what they are learning at University. This subject will develop work ready skills and boost students’ employability while they are studying. There are two work integrated learning options available to students:

Option 1: Internship

Students are offered the opportunity to work within a professional design environment for an extended period of time. It encourages students to build long-term relationships with the design industry and exposes them to the rigour of applied design practice while building their confidence in adapting to new environments. It also provides a context in which to enhance their communication skills and work collaboratively in a professional arena. Students will undertake a series of research tasks, conducting interviews and gathering data in order to understand the key concepts in managing a professional design practice with emphasis placed on the operation of the professional design environment.

Option 2: Industry Live Brief

This subject requires students to respond to criteria set within the context of an Industry Live Project. An understanding of research methodologies appropriate to professional practice and the documentation of personal creative investigation will be explored. Students will also further investigate and examine entrepreneurial and commercial opportunities through collaborative work practice. The subject is delivered from a cross discipline perspective and draws on both discipline specific and common design practices. Students are required to work both independently or as part of a collaborative team in order to conduct research, analyse and define project parameters and deliver innovative solutions that expand the notion of an industry live brief.

CDM303A PORTFOLIO

This subject focuses on developing a broader understanding of design portfolios and presentations within the context of current industry directions. Students will participate in self-directed research and evaluate contemporary styles and methods of presentation. Students examine target markets, identifying the specific needs and preferences of the design industry by analysing self-promotional, print and digital portfolio materials. This subject provides a framework for students to create a dialogue between themselves and the design industry. Working independently, students will explore their own design philosophy and use this to compose an effective self-promotional presentation targeting potential employers or clients. Additionally, students will create a design portfolio appropriate to their chosen field, demonstrating an understanding of effective self-branding, page-sequence and personal narrative.

CDC301A BUSINESS BY DESIGN

This subject focuses on defining the value of design in modern business. It embeds a systematic process for leveraging relationships between design and business processes and encourages students to think through design to exceed user’s needs. Students must understand and influence how people give meaning to things, by transforming ideas from conception to innovative business strategies. Students can generate unique user- centred offerings, build emotional brand engagements and gain insight into all aspects of establishing a unique and viable business. Students are required to conduct research, analyse and define an entrepreneurial and commercially viable opportunity.

CDT301A Inspiration to Implementation

This subject builds on the skill sets created in User-centered Design, encouraging students to take a holistic approach to the creation of meaningful ‘cradle to grave’ user experiences. This theoretically based subject challenges students to consider audience, purpose and context, while creating personas & stories to help deliver practical, group outcomes that fuse commercial reality with design thinking tools. It emphasises observation, collaboration, fast learning, visualisation of ideas, concept prototyping, and concurrent business analysis, which ultimately influence innovation and business strategy.  

DID301A Experience Design 2 (pre-requisite DIG105A & D3D202A)

This subject covers the scoping, planning, design and delivery of a continuous multi-platform user experience design project. As part of this project, students will develop and integrate promotional and social media strategy. The subject explores agile and iterative design and project management methodologies, and the use of scenario/story-based analysis to inform the design and development of interactive features. The subject also develops and extends students’ skillset in terms of usability testing and validation processes.  

DMD300A Motion Graphic Design 2 (pre-requisite DIG104A & DMD201A)

This subject develops further practical and conceptual skills in motion graphics, reinforcing and extending skills in idea generation, asset creation, kinetic typography, animation, compositing and sound integration for motion graphic design. The subject also focuses on the design and development of 3D assets and animation for motion graphics, and the integration of motion graphics elements with live action footage, as a means of expanding students’ motion design vocabulary.  

D3D300A 3D Visualisation, Compositing and Effects (pre-requisite DIG105A & D3D202A)

This subject develops further practical and conceptual skills in motion graphics, reinforcing and extending skills in idea generation, asset creation, kinetic typography, animation, compositing and sound integration for motion graphic design. The subject also focuses on the design and development of 3D assets and animation for motion graphics, and the integration of motion graphics elements with live action footage, as a means of expanding students’ motion design vocabulary.  

D3D301A Animation Production (pre-requisite DIG105A & D3D201A)

This subject covers the principles, methods and structures required for collaborative team-based 3D animation production. Students will develop nonlinear, team-based pipelines to coordinate the production of projects with multiple characters, sets, props and assets. Pipeline planning and scripting will be introduced as a way to optimize workflow. The subject also covers animation production and production design concepts and techniques in order to equip students with strategies for the consistent direction of visual style, staging, acting and performance across a collaborative team-based production.  

BID301A Creative Thinking Processes

This subject provides students with the opportunity to develop their understanding of relevant design history and theories and their application to change and innovation within contemporary practice. Central to this subject will be the application of contemporary design thinking in the critical reflection of their own, and their peers, creative output. Students will also gain insight into evaluating design outcomes in response to user feedback. The subject is designed and delivered from an interior designer perspective and draws on the student’s knowledge of design history and innovation. This subject also draws on the student’s own experience as a design consumer.  

FA303A Fashion Marketing & Brand Development

Through readings and case studies, students will investigate several occurrences of a fashion in a variety of products with a critical focus on responsible design and sustainability. They will investigate how a design idea moves through the population groups and subcultures of society into mainstream and what other factors govern and influence its outcome, i.e.: how an idea survives and becomes a fashion. They will explore this in the context of trend analysis, fashion marketing and brand development. Students will further expand on their acquired knowledge by developing a marketing strategy for a fashion brand.