General Information
This subject addresses the importance of using BIM/Lean/IPD to optimise design quality to ensure it meets client brief standards. It also covers the management of quality during the construction phase by early identification and design rectification of potential coordination clashes and the like, thereby ensuring delivery on two fundamental Lean Construction principles - eliminating defects and eliminating waiting time on-site during construction. The subject also addresses how BIM models and Lean construction approaches in a collaborative IPD approach can significantly enhance the ability to identify and facilitate elimination/management of potential safety risks that might otherwise manifest during construction of the project. The subject is taught in a highly interactive environment dedicated to aspects of utilising BIM technology platforms to identify opportunities for design quality improvement and identification of potential construction and operation period safety concerns, and elimination of those concerns. The subject introduces students to using BIM/Lean/IPD principles to ensure project processes ensure minimisation of waste and optimum timeliness of making the necessary change concerning design adjustments and safety risk elimination.
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Details
Academic unit: Faculty of Society & Design Subject code: SSUD71-011 Subject title: Continuous Process Improvement (Quality and Safety Standards) Subject level: Postgraduate Semester/Year: September 2023 Credit points: 10.000 -
Delivery & attendance
Timetable: https://bond.edu.au/timetable Delivery mode: Intensive Workload items: - Workshop: x3 (Total hours: 18) - 3 day Workshop 1
- Workshop: x3 (Total hours: 18) - 3 day Workshop 2
- Personal Study Hours: x12 (Total hours: 84) - No Description
Attendance and learning activities: As successful completion of this subject is heavily dependent on participation during all scheduled sessions, attendance will be monitored. Most sessions build on the content of the previous one. It is difficult for a student to recover if a session is missed. It is the responsibility of the student to catch up on any content missed and to complete set work outside class. It is also necessary for students to engage proactively and contribute positively in discussions, analyses and case studies. The assessments are an important part of developing the knowledge and understanding required to fulfil the minimum requirements of this subject. In addition to ‘remote’ face-to-face contact time, students should plan to spend a minimum of 84 hours undertaking preparation/out of class work/personal study for this subject. This is intended as a general guide only for workload planning. More time may be required depending on the student's comprehension of the content delivered in class and aptitude for the subject. Please note that subsequent subjects assume the student has a full understanding of this subject - this content will not be repeated. -
Resources
Prescribed resources: Books
- ISO19650. n/a, Online SAI Global
iLearn@Bond & Email: iLearn@Bond is the Learning Management System at Bond University and is used to provide access to subject materials, class recordings and detailed subject information regarding the subject curriculum, assessment, and timing. Both iLearn and the Student Email facility are used to provide important subject notifications.
Additionally, official correspondence from the University will be forwarded to students’ Bond email account and must be monitored by the student.
To access these services, log on to the Student Portal from the Bond University website as www.bond.edu.au
| Academic unit: | Faculty of Society & Design |
|---|---|
| Subject code: | SSUD71-011 |
| Subject title: | Continuous Process Improvement (Quality and Safety Standards) |
| Subject level: | Postgraduate |
| Semester/Year: | September 2023 |
| Credit points: | 10.000 |
| Timetable: | https://bond.edu.au/timetable |
|---|---|
| Delivery mode: | Intensive |
| Workload items: |
|
| Attendance and learning activities: | As successful completion of this subject is heavily dependent on participation during all scheduled sessions, attendance will be monitored. Most sessions build on the content of the previous one. It is difficult for a student to recover if a session is missed. It is the responsibility of the student to catch up on any content missed and to complete set work outside class. It is also necessary for students to engage proactively and contribute positively in discussions, analyses and case studies. The assessments are an important part of developing the knowledge and understanding required to fulfil the minimum requirements of this subject. In addition to ‘remote’ face-to-face contact time, students should plan to spend a minimum of 84 hours undertaking preparation/out of class work/personal study for this subject. This is intended as a general guide only for workload planning. More time may be required depending on the student's comprehension of the content delivered in class and aptitude for the subject. Please note that subsequent subjects assume the student has a full understanding of this subject - this content will not be repeated. |
| Prescribed resources: | Books
|
|---|---|
| iLearn@Bond & Email: | iLearn@Bond is the Learning Management System at Bond University and is used to provide access to subject materials, class recordings and detailed subject information regarding the subject curriculum, assessment, and timing. Both iLearn and the Student Email facility are used to provide important subject notifications. Additionally, official correspondence from the University will be forwarded to students’ Bond email account and must be monitored by the student. To access these services, log on to the Student Portal from the Bond University website as www.bond.edu.au |
Enrolment requirements
| Requisites: |
Nil |
|---|---|
| Assumed knowledge: |
Assumed knowledge is the minimum level of knowledge of a subject area that students are assumed to have acquired through previous study. It is the responsibility of students to ensure they meet the assumed knowledge expectations of the subject. Students who do not possess this prior knowledge are strongly recommended against enrolling and do so at their own risk. No concessions will be made for students’ lack of prior knowledge.
|
| Restrictions: |
Nil |
Assurance of learning
Assurance of Learning means that universities take responsibility for creating, monitoring and updating curriculum, teaching and assessment so that students graduate with the knowledge, skills and attributes they need for employability and/or further study.
At Bond University, we carefully develop subject and program outcomes to ensure that student learning in each subject contributes to the whole student experience. Students are encouraged to carefully read and consider subject and program outcomes as combined elements.
Program Learning Outcomes (PLOs)
Program Learning Outcomes provide a broad and measurable set of standards that incorporate a range of knowledge and skills that will be achieved on completion of the program. If you are undertaking this subject as part of a degree program, you should refer to the relevant degree program outcomes and graduate attributes as they relate to this subject.
Subject Learning Outcomes (SLOs)
On successful completion of this subject the learner will be able to:
- Analyse BIM/Lean/IPD technology platforms to enhance design quality.
- Point out potential construction phase safety risks resulting from design approaches and initiate design adjustments to mitigate those risks.
- Distinguish between design content and quality requirements of various stakeholders via collaborative and integrated use of BIM/Lean/IPD project techniques and processes.
- Identify and estimate the risks of failure to ensure collaborative early identification and management of design content and quality standards, not only from a final design acceptance perspective, but also from the perspective of optimising safety aspects of all building operations.
Generative Artificial Intelligence in Assessment
The University acknowledges that Generative Artificial Intelligence (Gen-AI) tools are an important facet of contemporary life. Their use in assessment is considered in line with students’ development of the skills and knowledge which demonstrate learning outcomes and underpin study and career success. Instructions on the use of Gen-AI are given for each assessment task; it is your responsibility to adhere to these instructions.
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Assessment details
Type Task % Timing* Outcomes assessed Computer-aided Test (Open) Online Examination. 50.00% Second on-campus block 1,2,3,4 Problem-based Learning Contribution to class and teamwork; Knowledge demonstrated in group presentation; Contribution to problem-based projects; Personal demonstration of knowledge; 50.00% Class stream dependent 1,2,3,4 - * Assessment timing is indicative of the week that the assessment is due or begins (where conducted over multiple weeks), and is based on the standard University academic calendar
- C = Students must reach a level of competency to successfully complete this assessment.
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Assessment criteria
Assessment criteria
High Distinction 85-100 Outstanding or exemplary performance in the following areas: interpretative ability; intellectual initiative in response to questions; mastery of the skills required by the subject, general levels of knowledge and analytic ability or clear thinking. Distinction 75-84 Usually awarded to students whose performance goes well beyond the minimum requirements set for tasks required in assessment, and who perform well in most of the above areas. Credit 65-74 Usually awarded to students whose performance is considered to go beyond the minimum requirements for work set for assessment. Assessable work is typically characterised by a strong performance in some of the capacities listed above. Pass 50-64 Usually awarded to students whose performance meets the requirements set for work provided for assessment. Fail 0-49 Usually awarded to students whose performance is not considered to meet the minimum requirements set for particular tasks. The fail grade may be a result of insufficient preparation, of inattention to assignment guidelines or lack of academic ability. A frequent cause of failure is lack of attention to subject or assignment guidelines. Quality assurance
For the purposes of quality assurance, Bond University conducts an evaluation process to measure and document student assessment as evidence of the extent to which program and subject learning outcomes are achieved. Some examples of student work will be retained for potential research and quality auditing purposes only. Any student work used will be treated confidentially and no student grades will be affected.
| Type | Task | % | Timing* | Outcomes assessed |
|---|---|---|---|---|
| Computer-aided Test (Open) | Online Examination. | 50.00% | Second on-campus block | 1,2,3,4 |
| Problem-based Learning | Contribution to class and teamwork; Knowledge demonstrated in group presentation; Contribution to problem-based projects; Personal demonstration of knowledge; | 50.00% | Class stream dependent | 1,2,3,4 |
- * Assessment timing is indicative of the week that the assessment is due or begins (where conducted over multiple weeks), and is based on the standard University academic calendar
- C = Students must reach a level of competency to successfully complete this assessment.
Assessment criteria
| High Distinction | 85-100 | Outstanding or exemplary performance in the following areas: interpretative ability; intellectual initiative in response to questions; mastery of the skills required by the subject, general levels of knowledge and analytic ability or clear thinking. |
|---|---|---|
| Distinction | 75-84 | Usually awarded to students whose performance goes well beyond the minimum requirements set for tasks required in assessment, and who perform well in most of the above areas. |
| Credit | 65-74 | Usually awarded to students whose performance is considered to go beyond the minimum requirements for work set for assessment. Assessable work is typically characterised by a strong performance in some of the capacities listed above. |
| Pass | 50-64 | Usually awarded to students whose performance meets the requirements set for work provided for assessment. |
| Fail | 0-49 | Usually awarded to students whose performance is not considered to meet the minimum requirements set for particular tasks. The fail grade may be a result of insufficient preparation, of inattention to assignment guidelines or lack of academic ability. A frequent cause of failure is lack of attention to subject or assignment guidelines. |
Quality assurance
For the purposes of quality assurance, Bond University conducts an evaluation process to measure and document student assessment as evidence of the extent to which program and subject learning outcomes are achieved. Some examples of student work will be retained for potential research and quality auditing purposes only. Any student work used will be treated confidentially and no student grades will be affected.
Study Information
Submission procedures
Students must check the iLearn@Bond subject site for detailed assessment information and submission procedures.
Policy on late submission and extensions
A student who has not established a basis for an extension in compliance with University and Faculty policy either by 1) not applying before the assessment due date or 2) by having an application rejected due to failure to show a justifiable cause for an extension, will receive a penalty on assessment submitted after its due date. The penalty will be 10% of marks awarded to that assessment for every day late, with the first day counted after the required submission time has passed. No assessment will be accepted for consideration seven calendar days after the due date. Where a student has been granted an extension, the late penalty starts from the new due date and time set out in the extension.
Academic Integrity
Bond University‘s Student Code of Conduct Policy , Student Charter, Academic Integrity Policy and our Graduate Attributes guide expectations regarding student behaviour, their rights and responsibilities. Information on these topics can be found on our Academic Integrity webpage recognising that academic integrity involves demonstrating the principles of integrity (honesty, fairness, trust, professionalism, courage, responsibility, and respect) in words and actions across all aspects of academic endeavour.
Staff are required to report suspected misconduct. This includes all types of plagiarism, cheating, collusion, fabrication or falsification of data/content or other misconduct relating to assessment such as the falsification of medical certificates for assessment extensions. The longer term personal, social and financial consequences of misconduct can be severe, so please ask for help if you are unsure.
If your work is subject to an inquiry, you will be given an opportunity to respond and appropriate support will be provided. Academic work under inquiry will not be marked until the process has concluded. Penalties for misconduct include a warning, reduced grade, a requirement to repeat the assessment, suspension or expulsion from the University.
Feedback on assessment
Feedback on assessment will be provided to students according to the requirements of the Assessment Procedure Schedule A - Assessment Communication Procedure.
Whilst in most cases feedback should be provided within two weeks of the assessment submission due date, the Procedure should be checked if the assessment is linked to others or if the subject is a non-standard (e.g., intensive) subject.
Accessibility and Inclusion Support
Support is available to students where a physical, mental or neurological condition exists that would impact the student’s capacity to complete studies, exams or assessment tasks. For effective support, special requirement needs should be arranged with the University in advance of or at the start of each semester, or, for acute conditions, as soon as practicable after the condition arises. Reasonable adjustments are not guaranteed where applications are submitted late in the semester (for example, when lodged just prior to critical assessment and examination dates).
As outlined in the Accessibility and Inclusion Policy, to qualify for support, students must meet certain criteria. Students are also required to meet with the Accessibility and Inclusion Advisor who will ensure that reasonable adjustments are afforded to qualifying students.
For more information and to apply online, visit BondAbility.
Additional subject information
Subject curriculum
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Introduction to Digital Engineering Standards
Introduction to international standards for organising and digitisation of Building Information Modelling.
SLOs included
- Analyse BIM/Lean/IPD technology platforms to enhance design quality.
- Point out potential construction phase safety risks resulting from design approaches and initiate design adjustments to mitigate those risks.
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Case Studies
Detailed review of case studies in different phases of construction.
SLOs included
- Analyse BIM/Lean/IPD technology platforms to enhance design quality.
- Point out potential construction phase safety risks resulting from design approaches and initiate design adjustments to mitigate those risks.
- Distinguish between design content and quality requirements of various stakeholders via collaborative and integrated use of BIM/Lean/IPD project techniques and processes.
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Data Mining
Practical exercises in extracting data from a BIM model.
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BIM-based Construction Documents
Conceptual versus constructible. Modelling as-is conditions based on laser scanning technologies.
SLOs included
- Analyse BIM/Lean/IPD technology platforms to enhance design quality.
- Point out potential construction phase safety risks resulting from design approaches and initiate design adjustments to mitigate those risks.
- Distinguish between design content and quality requirements of various stakeholders via collaborative and integrated use of BIM/Lean/IPD project techniques and processes.
- Identify and estimate the risks of failure to ensure collaborative early identification and management of design content and quality standards, not only from a final design acceptance perspective, but also from the perspective of optimising safety aspects of all building operations.
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BIM-based Fabrication Documentation
Fabrication level documentation overview and practical application.
SLOs included
- Analyse BIM/Lean/IPD technology platforms to enhance design quality.
- Point out potential construction phase safety risks resulting from design approaches and initiate design adjustments to mitigate those risks.
- Distinguish between design content and quality requirements of various stakeholders via collaborative and integrated use of BIM/Lean/IPD project techniques and processes.
- Identify and estimate the risks of failure to ensure collaborative early identification and management of design content and quality standards, not only from a final design acceptance perspective, but also from the perspective of optimising safety aspects of all building operations.
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Resource Analysis and Optimization
Using BIM for resource analysis and resource optimisation, practical application.
SLOs included
- Distinguish between design content and quality requirements of various stakeholders via collaborative and integrated use of BIM/Lean/IPD project techniques and processes.
- Identify and estimate the risks of failure to ensure collaborative early identification and management of design content and quality standards, not only from a final design acceptance perspective, but also from the perspective of optimising safety aspects of all building operations.
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Quality Assurance
QA site validation and product control for BIM-based projects.
SLOs included
- Point out potential construction phase safety risks resulting from design approaches and initiate design adjustments to mitigate those risks.
- Distinguish between design content and quality requirements of various stakeholders via collaborative and integrated use of BIM/Lean/IPD project techniques and processes.
- Identify and estimate the risks of failure to ensure collaborative early identification and management of design content and quality standards, not only from a final design acceptance perspective, but also from the perspective of optimising safety aspects of all building operations.
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Digital Engineering Practical
Model-based advanced practical exercises for Continuous Process Improvement.
SLOs included
- Analyse BIM/Lean/IPD technology platforms to enhance design quality.
- Point out potential construction phase safety risks resulting from design approaches and initiate design adjustments to mitigate those risks.
- Distinguish between design content and quality requirements of various stakeholders via collaborative and integrated use of BIM/Lean/IPD project techniques and processes.
- Identify and estimate the risks of failure to ensure collaborative early identification and management of design content and quality standards, not only from a final design acceptance perspective, but also from the perspective of optimising safety aspects of all building operations.