CQU Educational Hubs for Indigenous Studies Project

The project aims to enhance cultural awareness and knowledge of local indigenous people through the construction of educational hubs at CQU campuses. The project plan will be released during NAIDOC week.

Title: CQU Educational Hubs for Indigenous Studies
Project
1. Project Title
CQU educational hubs for Indigenous studies project.
2. Concept
CQ University strives to enhance students’ education, understanding and awareness of local indigenous
people on their respective campuses.
3. Background
The School of Engineering and Technology (SET) Indigenisation Committee (The Committee) is
interested in projects that give visibility to the world’s oldest living culture by acknowledging the
traditional custodians of the lands the campuses are built on. The Committee has decided to establish
educational hubs which encourage and support education, understanding and awareness of local
indigenous people. Please refer to Moodle (weeks 2 and 3) regarding documentation on protocols in
dealing with Aboriginal and Torres Strait Islander People.
Further the Committee would like to include the design and build of educational hubs at five (5) CQU
campuses situated at Rockhampton, Brisbane, Perth, Sydney and Melbourne. The project scope will
include the selection of suitable venue and facilities (within existing CQU buildings) for conversion to
educational hubs. The Committee also requests opening ceremonies be organised and conducted, at
each of these new educational hubs.
The Chair of the Committee wants further information before raising this project with the relevant funding
body. The Committee agreed it would be good to have the project plan released to coincide with the
National Aborigines and Islanders Day Observance Committee (NAIDOC) week in July 2020. The
Committee has estimated that the total project should cost no more than $1 million dollars (AUD) (i.e.
approximately $200k per educational hub). The $1million includes capital cost only and excludes rent
and on-going operational costs. The Committee chair as has expressed a desire for the project team to
identify cost savings, wherever possible, and for the project to be completed by the middle of 2021.
4. Preferred Project
The Committee has requested a project to acknowledge the local indigenous people by undertaking the
following activities at selected CQ University premises. The project comprises three major stages:
(i) Source and secure suitable facility space for conversion to educational hubs (including negotiating
leasing arrangements);
(ii) Design and build educational hubs at selected CQU campuses; and
(iii) Organise and conduct opening ceremonies that acknowledge the traditional custodians of the lands
upon which educational hubs are built on.
The Committee has indicated that members of local indigenous people be one of the key stakeholders
in this project. In addition, the Committee has requested that during the project any contact with
indigenous Australians be undertaken in a respectful and culturally appropriate manner.
5. Your Task
The Chair of the Committee, Dr Shane Doyle, has tasked you with providing the project board with
further information regarding the project. The Chair will act as the Project Executive for the project
board. You are to develop a tailored project plan that reflects the project described in this document
and which aligns with PMBoK and Prince2 requirements.
6. Due Date
This submission is due Week 8 (i.e. 8am Monday 9th September, 2019).

7. Template
The Project Executive has supplied a template, which has been tailored to suit the organisational
context and incorporates elements of the project plan and charter. You must use the template supplied
for the assessment on Moodle. Please ensure you delete all blue explanatory text prior to submitting
your work.
8. Marking breakdown
The marking breakdown below for the submission is reflected in the content headings of the template
provided. To avoid losing marks ensure you understand the project topic, the content headings and
check your writing quality, including spelling, grammar, etc.
Content of project submission Marks %
Project description 4 8 %
Stakeholders 10 20 %
Requirements management 5 10 %
Scope 10 20 %
Schedule 6 12 %
Cost Baseline 6 12 %
Risks 5 10 %
Tolerances 2 4 %
Lessons learnt 2 4 %
TOTAL MARKS 50 100 %
9. Group assessment
Assessment task 2 is a group assessment. To constitute a group, there must be a minimum of three
students - and a maximum of four students (per group) AND each member of the group must be
enrolled in the same tutorial.
Note: Flex students can elect to complete this project individually or in a group.
10. Plagiarism
DO NOT PROVIDE YOUR GROUP ANSWERS TO OTHER GROUPS
Each term groups are investigated for academic misconduct, which includes the group members who
authored the original submission.
It is your responsibility to ensure you understand what constitutes academic misconduct and the
consequences. All members of your group will be found guilty regardless of who in the group provided
(or failed to secure) the submission, as well as those who copied.
NOTES:
1. Students are reminded that this project is a scenario (i.e. a hypothetical case study) only,
and therefore no actual contact is required, with any indigenous Australians, in order to
facilitate this case study.

INFORMATION PAGE
[Students to complete]
PROJECT NAME: CQU EDUCATIONAL HUBS
FOR INDIGENOUS STUDIES
PROJECT
TERM & ASSIGNMENT # TERM 2, ASSIGNMENT 2
TITLE: PROJECT PLAN
STUDENT
NAME
STUDENT
NUMBER
QUESTIONS
ANSWERED (BE
SPECIFIC)
CAMPUS: <<Insert campus or distance>>
TUTOR: <<Insert tutor name>>
TUTORIAL NUMBER: <<Insert the tutorial number>>

TABLE OF CONTENTS
1. Project Description (Total = 4 marks)
2. Stakeholders (Total = 10 marks)
3. Requirements Management (Total = 5 marks)
4. Scope (Total = 10 marks)
5. Schedule (Total = 6 marks)
6. Cost Baseline (Total = 6 marks)
7. Risks (Total = 5 marks)
8. Tolerances (Total = 2 marks)
9. Lessons Learnt (Total = 2 marks)

Instructions for Students
1. This document is a template with response tables for you to complete and has
been tailored to suit the assessment.
2. Instructions and guidance notes are provided in blue italicized to provide an
explanation of what should be included in your responses.
3. Please remove all blue text prior to using Turnitin and uploading your
complete response into Moodle.
4. Where there are two or more options for you to decide between, revert to the
option you are keeping in black and remove the other.
5. This assignment is designed for educational purposes to assess your
understanding of specific topics presented in this scenario.
6. Marks by Section:

1 PROJECT DESCRIPTION
1.1 PROJECT DESCRIPTION, BACKGROUND AND MAJOR DELIVERABLES
Response Table
1 Description The purpose of this project is to enhance cultural awareness
among living people about these old indigenous cultures.
The aim of the project is to construct 5 different educational
hubs in Melbourne, Perth, Sydney, Brisbane and
Rockhampton for increasing awareness regarding traditional
culture and also to hold up and support understanding and
knowledge of the local people. For successful discussion
about the project that would be implementing, appropriate
venue and respective facilities are also identified in this
project.
The development committee will also conduct inauguration
ceremony after successful construction of each education
hub. In additional to this, the committee also needs the plan
to be coincide with NAIDOC.
2 Background Aboriginal Australians are world’s oldest continuing cultures
who are still surviving. These people are world’s first
modern humans who have negotiated the unknown territory
in Australia as well as Asia. The school of Engineering and
Technology (SET) is concerned in those projects which
gives visibility to these types of oldest living culture through
acknowledging different traditional custodians of the domain
on which campuses are build on.
3 Major Deliverables The major deliverables of the project are as follows:
 To design and construct education hubs in five
different locations of Australia- Perth, Melbourne,
Brisbane, Rockhampton and Sydney and also
selection of an appropriate venue where the project
related discussion will be conducted
 To complete the project by end of 2021 in the budget
of $1 Million
 To conduct inauguration ceremony after the
construction of each education hub
1.2 JUSTIFICATION (3 MARKS)

Response Table
Output Outcome Benefits
After accomplishment of this
project five education hubs
will be constructed in Perth,
Melbourne, Sydney,
Brisbane and Rockhampton.
SET will be able to give
wider visibility on oldest
living cultures. The cultural
awareness among the local
indigenous people will
increase after the
development of the
educational hubs.
People will come to know
about the protocols through
which they can easily deal
with the people of Torres
strait Islands and
Aboriginals.
2 STAKEHOLDERS
2.1 KEY STAKEHOLDER LIST
Response Table
# Stakeholder Category (i.ie Sponsor /
Supplier / User)
Description of
Interest
Description of
Influence
1. William Paterson Project supervisor The project
supervisor is
interested to
complete the
educational hub
design and
building project
and increase the
cultural
awareness among
the local
indigenous
people regarding
oldest sustainable
culture
The influence of the
project supervisor is
high because he
needs to complete
the project in proper
time and budget.
2. Peter Anderson Finance head The finance head
is interested to
accomplish the
project idea in
Influence of the
finance head is also
high as he need to
complete the project

the budget of $ 1
million dollar, for
each education
hub $200K
in $ Million dollar.
3. Royal décor private
limited
Project sponsor The interest of
the project
sponsor is to
deliver successful
project to the
clients and gain
payback and
throughout
commercial profit
from the project
outcomes
Royal Décor private
limited’s interest is
high because it is
assigned to invest
capital for
implementation of
the construction
project
4. Andrew Smith Show organizer The show
organizers
responsibility is to
organize
inauguration
shows before
opening each of
the educational
hubs
5. Jessica Bond Cultural facilitator The cultural
facilitator’s
interest is to
spread needful
cultural
awareness among
the local
indigenous
people while
required.
The cultural
facilitator’s influence
is as he is
responsible to
spread cultural
awareness among
the local indigenous
people.
6. Art-Décor Private
Limited and Royal
Interio, Brisbane
Suppliers The suppliers are
interested to
supply apposite
raw materials for
building the
educational hubs
and also needed
for hosting the
opening or
inauguration
event
Influence is low
because the project
supervisor is
responsible to
identify suitable
suppliers required to
implement the
project.

2.2 STAKEHOLDERS ENGAGEMENT ASSESSMENT MATRIX
[Instructions:
Complete the Response Table below for the six Key Stakeholders identified above.
Guidance Notes:
The Project Board has asked you to complete a ‘Stakeholders Engagement Assessment
Matrix’. Indicate their current engagement levels by inserting an ‘C’ (represents current
engagement) and ‘D’ (desired engagement) in the appropriate column]. Refer to PMBoK for
further assistance. At least one reference must be cited to support your response].
Response Table
# Stakeholders Unaware Resistant Neutral Supportive Leading
1. Project
supervisor
D C
2. Finance head C D
3. Project sponsor C D
4. Show organizer D C
5. Cultural
facilitator
C D
6. Suppliers C D

2.3 STAKEHOLDER COMMUNICATION
Response Table
Communication Method Interactive, Pull or Push Justification
Face to face meeting Pull Face to face, communication
generates immediate
response from both sender
and the receiver side.
Therefore, this approach pull
the communication up and
make sure that all the project
associates are sharing their
knowledge and ideas
successfully
Email Push In this type of communication
approach immediate response
are not generate from the
receiver side
2.4 OBTAINING EXPERT JUDGEMENT
Response Table
Experts Methods / Techniques
Project management office
(PMO)
Development of project status reporting
Consultant Creating statement and question lists

3. REQUIREMENTS MANAGEMENT (TOTAL = 5 MARKS)
3.1 TRADITIONAL CUSTODIAN/S OF THE LAND ON WHICH CQ UNIVERSITY
CAMPUSES ARE LOCATED (1 MARK)
Response Table
According to the project executives it is determined that more than one stakeholder is
required to represent the traditional custodians of the land where the educational hubs will
be designed and build. Coordination of multiple numbers of stakeholders will help to reduce
work pressure from other project team associates and make sure that the project objectives,
goals and purpose are clearly understood by all. Apart from that, contribution of individual
stakeholders will also help to improve the project quality and make sure that throughout the
project development period all the needful data are professionally managed and utilized.
3.2. OPENING STATEMENT STYLE (1 MARK)
Response Table
Two different opening statements are available that can be used to welcome the campus
leaders at the educational hub opening ceremonies. Among these two, the most suitable
opening statement style, which is applicable for this project, is “Acknowledgement of
Country”. The project is aimed to improve the cultural awareness among local indigenous
people about Torres and aboriginal straits islander people. Thus, this particular welcome
note will make sure that, people are concern about the sustainability of old cultures those
may obsolete if not protected properly.
3.3 REQUIREMENTS GATHERING FOR CQU EDUCATIONAL HUBS FOR INDIGENOUS
STUDIES PROJECT (1 MARK)
Response Table
It is determined that, the project developers should gather Vietnamese community
recognition’s data for developing and implementing the project because the aim of the
association is to advance the American community in Washington metropolitan region by
offering direct education, advocacy as well as services. In addition to this, the project
associates will also be able to access all needful information from the server whenever
required.
3.4 REQUIREMENTS TRACEABILITY (0.5 MARK)
Response Table
Different types of documents are there can be used by project supervisor to initiate and
execute the educational hub design and building project. In order to track or trace the
requirements throughout the project development life cycle period the document that will be
used is project charter. Project charter is a formal short document, which demonstrates the
project details such as time, cost and project objectives etc. Therefore, if this document is
throughout followed by the supervisor then tracking and monitoring will become easier.

3.5 REQUIREMENTS PRIORITIZATION PROCESS (1 MARK)
Response Table
The process of requirement prioritization is used by the project supervisor to identify the
most effective and necessary activity. If this is done accurately then the chances of risk
occurrences also reduced. Stakeholders are the leading project level decision makers. Thus,
not only the project sponsor but also other project stakeholders are needed to be aware of
the project requirements. Even if any timely updates included then those must be shared
respectively.
3.6 MoSCoW TECHNIQUE (0.5 MARK)
Response Table
# Components Explanation
1. M Must distribute the project requirements
and goals among the team members
timely
2. S Should make sure that each data are
available to the project team associates
3. C Can utilize the document and data from
Vietnamese community recognition
4. W Will eliminate all unwanted activities with
periodic changes

4 SCOPE
4.1 INTRODUCTION TO SCOPE
Response Table
The scope of the project is to spread cultural awareness among the local indigenous people
and make sure that all people are concern about the sustainability of old cultural which are
becoming obsolete these days. SET committee is interested to design and build 5 education
hubs in Perth, Sydney, Brisbane, Melbourne and Rockhampton, where already the CQU
campuses are situated. The additional scope of the project is to pick a valid venue along with
facilities that are accurate to make conversation about the educational hubs. Apart from that,
after complete design and build of the educational hubs, opening ceremony will be
conducted for each of those.
4.2 WORK BREAKDOWN STRUCTURE (3 MARKS)
Figure 1: WBS developed for the project
(Source: created by author)
4.3 WBS DICTIONARY
CQU Educational Hubs for Indigenous Studies
WBS ID 1.0
Description of work The aim of this project is to spread cultural
awareness among the local indigenous people and
dsign and implement 5 educational hubs where the
CQU Educational Hubs
for Indigenous Studies
Project
Facility
space
selection of
venue
identification
of topic to be
dicussed
Educational
hubs
contract with
raw material
suppliers
interior and
exterios
design
Opening
ceremonies
Preparing
opening
speech
inviting guests

CQU universities are located
Cost Estimate $ I million
Start and Finish Dates 1st July, 2020 to 30th June, 2021
Facility space
WBS ID 1.1
Description of work Before initiating, the project internal meeting among
the associates are needed to be conducted. In this
phase, a suitable location will be selected and
respectively the meeting will be conducted.
Cost Estimate $ 40,000
Start and Finish Dates 2nd July,2020 to 20th July 2020
Educational hubs
WBS ID 1.2
Description of work In this phase, 5 educational hubs will be designed
and build in the CQU universities.
Cost Estimate $200k per education hub
Start and Finish Dates 22nd July,2020 to 20th January 2021
Opening ceremonies
WBS ID 1.3
Description of work Before opening the education hubs opening
ceremonies will be conducted for each hub, where
opening speech will be given by individual VIP
invited.

Cost Estimate $70,000
Start and Finish Dates 24nd May,2020 to 28th May 2021
Selection of venue
WBS ID 1.1.1
Description of work The location will be selected where the meeting for
the education hubs will be conducted.
Cost Estimate $30,000
Start and Finish Dates 2nd July,2020 to 12th July 2020
Contract with raw material suppliers
WBS ID 1.2.1
Description of work In order to design and construct the education hubs
the project supervisor contracts with the suppliers
Cost Estimate $90,000
Start and Finish Dates 22nd July,2020 to 25th October 2020

5 SCHEDULE (TOTAL = 6 MARKS)
5.1 SCHEDULE
CQU Educational Hubs for Indigenous Studies Project
ACTIVITY DESCRIPTION OF WORK START
DATE
END
DATE
DURATION
(DAYS)
Facility space In this phase the facility space for the
meeting is selected and conducted
2nd
July,2
020
20th
July
2020
18
Educational hubs The interior and exterior of the 5
education hubs are planned in this
phase
22nd
July,2
020
20th
Janu
ary
2021
212
Opening ceremonies Before opening the education hubs or
each centre opening ceremony are
arranged
24nd
May,2
020
28th
May
2021
5
Facility space
ACTIVITY DESCRIPTION OF WORK START
DATE
END
DATE
DURATION
(DAYS)
Selection of venue where the meeting will be conducted,
that specific venue is selected in this
phase
2nd
July,2
020
12th
July,
2020
10
Identification of topic to
be discussed
In this phase whatever exact topic will
be discussed among the associates
are identified
12th
July,2
020
20h
July,
2020
8
Educational hubs
ACTIVITY DESCRIPTION OF WORK START
DATE
END
DATE
DURATION
(DAYS)
Contract with raw
material suppliers
For the design and construction of the
building in this phase the sponsors and
supervisor establishes contract with
the raw material suppliers
22nd
July,2
020
22nd
Sept
emb
er,2
020
90
Interior and exteriors
design
The interior and exterior f the
education hubs are outlined in this
phase
1st
Octob
er,
20th
Janu
ary,
122

2020 2021
<INSERT WORK PACKAGE NAME>
ACTIVITY DESCRIPTION OF WORK START
DATE
END
DATE
DURATION
(DAYS)
Preparing opening
speech
In this phase, the opening speech for
the ceremony is prepared
24nd
May,2
020
24nd
May,
2020
1
Inviting guests In this phase the guest list (normal and
VIP) is selected
24nd
May,2
020
28th
May,
2021
5
6. COST BASELINE
Response Table
Timeline (months)
WB
S
id
WP /
Activity
name 1 2 3 4 5 6 7 8 9 1
0
1
1
1
2
1.0 CQU
Educati
onal
Hubs for
Indigen
ous
Studies
Project
$4,000
,00
1.1 Facility
space
$40,0
00
1.2 Educatio
nal hubs
$600,
000
1.3 Opening
ceremon
ies
$70,0
00
1.1. selection $12,0

1 of venue 00
1.1.
2
Identifica
tion of
topic to
be
discusse
d
$3,00
0
1.2.
1
Contract
with raw
material
suppliers
$2,00
0
1.2.
2
Interior
and
exterior
design
$80,0
00
1.3.
1
Preparin
g
opening
speech
$1,00
0
1.3.
2
Inviting
guests
$20,0
00
Total
monthly
costs
$40,00
0
$71,0
000
$1200
0
$5000 $8100
0
$2000
0
Cumulat
ive
costs
$4000
0
$7500
00
$7620
00
$7670
00
$8480
00
$8680
00

7 RISKS
Response Table
Project Name CQU educational hubs for Indigenous studies project
Name Description Likelihood Impact Response
Type
Mitigation
Strategy
Threat 1 Lack of
knowledge of
the trainers
regarding
different
traditional
culture
Likely High Mitigation Before
incorporating
people to
training and
development,
performance
measurement
matrix are
needed to be
used
Threat 2 Communication
gaps
Most likely Medium Avoidance open
communication
approach is
needed to be
used
Threat 3 Cultural
diversity
Rare Medium Acceptance SET committee
should arrange
cultural
awareness
program
Threat 4 Racism likely High Avoidance Must eliminate
unwanted
people from the
discussion
Opportunity 1 Improve
cultural
awareness
among the
local
indigenous
people
Most likely High Acceptance SET committee
should arrange
cultural
awareness
program

8 TOLERANCES
Response Table
Tolerance Specific Tolerance Allowance
Tolerance specified for time 6 weeks
Tolerance specified for cost $250K

9 LESSONS LEARNT
Response Table
Previous Lessons Learnt Proposed Action to
Address (In the
Current Project)
In the Work Package
which activity will be
added
Lesson 1: In the previous program, the venue
that was chosen was failed to accommodate
invited people lists.
The venue that will be
selected to conduct
the meeting about the
education hubs roles
and duties in cultural
awareness program
development should
have proper
accommodation
abilities.
Selection of the topic
that will be discussed
Lesson 2: It has been learnt that one of the raw
material supplier failed to identify the proper
differences between the various indigenous
groups
People who will give
lecture on traditional
culture must have
enough skills and
previous knowledge
Use of proper
performance
measurement
matrices

PROJECT SUBMISSION APPROVAL (TO BE COMPLETED BY THE
STUDENTS)
The undersigned acknowledge that they have reviewed the (CQU educational hubs for
Indigenous studies project) Assessment Task 2 and agree with the information
presented within this document.
Signature:
<Please Fill>
Date:
9/1/2019
Print Name:
<Please Fill>
Title:
<Please Fill>
Organisation:
[Guidance Notes:
Consider who would have the
authority to approve the start of
this project?] ……………………………………………………………..

REFERENCES:
Andersen, S. S., Hanstad, D. V., & Plejdrup-Skillestad, K. (2015). The Role of Test Events in Major
Sporting Events. Event Management, 19(2), 261-273.
de Oliveira, G. F., & Rabechini Jr, R. (2019). Stakeholder management influence on trust in a project:
a quantitative study. International Journal of Project Management, 37(1), 131-144.
Eskerod, P., Huemann, M., & Savage, G. (2015). Project stakeholder management—Past and
present. Project Management Journal, 46(6), 6-14.
Fleming, Q. W., & Koppelman, J. M. (2016, December). Earned value project management. Project
Management Institute.
Garcia‐Castro, R., & Francoeur, C. (2016). When more is not better: Complementarities, costs and
contingencies in stakeholder management. Strategic Management Journal, 37(2), 406-424.
Kendrick, T. (2015). Identifying and managing project risk: essential tools for failure-proofing your
project. Amacom.
Kerzner, H., & Kerzner, H. R. (2017). Project management: a systems approach to planning,
scheduling, and controlling. John Wiley & Sons.
Mir, F. A., & Pinnington, A. H. (2014). Exploring the value of project management: linking project
management performance and project success. International journal of project
management, 32(2), 202-217.
Mok, K. Y., Shen, G. Q., & Yang, J. (2015). Stakeholder management studies in mega construction
projects: A review and future directions. International Journal of Project Management, 33(2),
446-457.
Shnayder, L., Van Rijnsoever, F. J., & Hekkert, M. P. (2016). Motivations for Corporate Social
Responsibility in the packaged food industry: an institutional and stakeholder management
perspective. Journal of Cleaner Production, 122, 212-227.
Van der Wagen, L., & White, L. (2018). Event management: For tourism, cultural, business and
sporting events. Cengage AU.