This unit of study aims to introduce graduate engineering students from all disciplines to the concepts and practices of entrepreneurial thinking. Introduction to Entrepreneurship will offer the foundation for leaders of tomorrow's high-tech companies, by providing the knowledge and skills important to the creation and leadership of entrepreneurial ventures. The focus of the unit of study is on how to launch, lead and manage a viable business starting with concept validation to commercialisation and successful business formation.
The following topics are covered: Entrepreneurship: Turning Ideas into Reality, Building the Business Plan, Creating a Successful Financial Plan, Project planning and resource management, Budgeting and managing cash flow, Marketing and advertising strategies, E-Commerce and Entrepreneurship, Procurement Management Strategies, The Legal Environment: Business Law and Government Regulation, Intellectual property: inventions, patents and copyright, Workplace, workforce and employment topics, Conflict resolution and working relationships, Ethics and Social Responsibility.

The aim of this unit of study is to give students an insight and understanding of the environmental and sustainability challenges that Australia and the planet are facing and how these have given rise to the practice of Sustainable Design, Engineering and Management. The objective of this course is to provide a comprehensive overview of the nature and causes of the major environmental problems facing our planet, with a particular focus on energy and water, and how engineering is addressing these challenges.

To develop an understanding of principles of safety systems management and risk management, as applied to engineering systems. AS/NZS 4801:2001 and 4804:2001 form the foundation for teaching methods of developing, implementing, monitoring and improving a safety management system in an Engineering context.
Students will be exposed to a number of case studies related to safety systems and on completion of the course be able to develop a safety management plan for an Engineering facility that meets the requirements of NSW legislation and Australian standards for Occupational Health and Safety management systems.
Students are introduced to a variety of risk management approaches used by industry, and methods to quantify and estimate the consequences and probabilities of risks occurring, as applied to realistic industrial scenarios.

This unit of study teaches fundamental theory and practice of project planning and control. Project planning and control are the key processes in project management, which moves the project from initiation through all its phases to a successful conclusion. Project planning refers to planning of time, cost and resources adequately to estimate the work needed and to effectively manage risk in a project.

This is an advanced course on Pervasive Computing, with a focus on the "Internet of Things" (IoT). It introduces the key aspects of the IoT and explores these in terms of the new research towards creating user interfaces that disappear into the environment and are available pervasively, for example in homes, workplaces, cars and carried.

The unit introduces networking concepts beyond the best effort service of the core TCP/IP protocol suite. Understanding of the fundamental issues in building an integrated multi-service network for global Internet services, taking into account service objectives, application characteristics and needs and network mechanisms will be discussed. Enables students to understand the core issues and be aware of proposed solutions so they can actively follow and participate in the development of the Internet beyond the basic bit transport service.

Information technology (IT) has significantly contributed to the research and practice of medicine, biology and health care. The IT field is growing enormously in scope with biomedicine taking a lead role in utilising the evolving applications to its best advantage. The goal of this unit of study is to provide students with the necessary knowledge to understand the information technology in biomedicine. The major emphasis will be on the principles associated with biomedical digital imaging systems and related biomedicine data processing, analysis, visualisation, registration, modelling, retrieval and management. A broad range of practical integrated clinical applications will be also elaborated.

This unit will cover software quality planning, validation and verification methods and techniques, risk analysis, software review techniques, software standards and software process improvement and software reliability.
Students who successfully complete this unit will understand the fundamental concepts of software quality engineering and be able to define software quality requirements, assess the quality of a software design, explain specific methods of building software quality, understand software reliability models and metrics, develop a software quality plan, understand quality assurance and control activities and techniques, understand various testing techniques including being able to verify and test a unit of code and comprehend ISO standards, SPICE, CMM and CMMI.

This unit aims to introduce students to the main issues involved in producing large Internet systems by using and building application frameworks. Frameworks allow great reuse so developers do not have to design and implement applications from scratch, as students have done in ELEC3610 The unit lays down the basic concepts and hands on experience on the design and development of enterprise systems, emphasizing the development of systems using design patterns and application frameworks.
A project-based approach will introduce the problems often found when building such systems, and will require students to take control of their learning. A project-based approach will introduce the problems often found when building such systems, and will require students to take control of their learning. Several development Java frameworks will be used, including Spring, Hibernate, and others. Principles of design patterns will also be studied.

Model-Based Software Engineering focuses on modern software engineering methods, technologies, and processes used in professional development projects. It covers both the pragmatic engineering elements and the underlying theory of the model-based approach to the analysis, design, implementation, and maintenance of complex software-intensive systems.
Students will participate in a group project, which will entail developing and/or evolving a software system, following a full development cycle from requirements specification through to implementation and testing using up-to-date industrial development tools and processes. At the end of the course they will provide a presentation and demonstration of their project work to the class. There is no formal teaching of a programming language in this unit, although students will be expected to demonstrate through their project work their general software engineering and architectural skills as well as their mastery of model-based methods and technologies.
Students successfully completing this unit will have a strong practical and theoretical understanding of the modern software development cycle as applied in industrial settings. In particular, they will be familiar with the latest model-based software engineering approaches necessary for successfully dealing with today's highly complex and challenging software systems.
The pedagogic grounds for this course and its focus on model-based approaches are to arm new software engineers with skills and perspectives that extend beyond the level of basic programming. Such skills are essential to success in software development nowadays, and are in great demand but very low supply. The dearth of such expertise is one of the key reasons behind the alarmingly high failure rate of industrial software projects (currently estimated at being greater than 40%). Therefore, this unit complements SQE and strengthens a key area in the program.

This unit is related to health informatics and focuses on introducing the acquisition, processing, and analysis of medical imaging signals. It introduces multiple widely used medical imaging techniques such as MRI, diffusion MRI, X-ray, and CT, as well as both the conventional and deep learning based image processing and machine learning methods to analyse medical image data for diagnosis. During the course, some commonly used software and platforms for medical image analysis, especially for brain image analysis, will also be covered.

The capstone project requires the student to plan and execute a substantial research-based project, using their technical and communication skills to design, evaluate, implement, analyse and theorise about developments that contribute to professional practice thus demonstrating the achievement of AQF Level 9.
The Capstone Project aims to provide students with the opportunity to carry out a defined piece of independent research or design work in a setting and in a manner that fosters the development of engineering skills in research or design. These skills include the capacity to define a research or design question, showing how it relates to existing knowledge, identifying the tools needed to investigate the question, carrying out the research or design in a systematic way, analysing the results obtained and presenting the outcomes in a report that is clear, coherent and logically structured. Capstone Project is undertaken across two semesters of enrolment, in two successive Units of Study of 6 credits points each. Capstone Project A covers first steps of thesis research starting with development of research proposal. Capstone Project B covers the second of stage writing up and presenting the research results.
Students are asked to write a thesis based on a research or major design project, which is very often related to some aspect of a staff member's research interests. Some projects will be experimental in nature, others may involve computer-based simulation, feasibility studies or the design, construction and testing of equipment. Direction of thesis work may be determined by the supervisor or be of an original nature, but in either case the student is responsible for the execution of the practical work and the general layout and content of the thesis itself. The final thesis must be the student's individual work, although research is sometimes conducted in the framework of a group project shared with others. Students undertaking research on this basis will need to take care in ensuring the individual quality of their own research work and the final thesis submission. The thesis will be judged on the extent and quality of the student's original work and particularly how critical, perceptive and constructive he or she has been in assessing his/her work and that of others. Students will also be required to present the results of their findings to their peers and supervisors as part of a seminar program.
A thesis at this level will represent a contribution to professional practice or research, however the timeframe available for the thesis also needs to be considered when developing project scope. Indeed, a key aim of the thesis is to specify a research topic that arouses sufficient intellectual curiosity, and presents an appropriate range and diversity of technical and conceptual challenges, while remaining manageable and allowing achievable outcomes within the time and resources available. It is important that the topic be of sufficient scope and complexity to allow a student to learn their craft and demonstrate their research skills. Equally imperative is that the task not be so demanding as to elude completion. Finally, the ability to plan such a project to achieve results within constraints, and also the identification of promising areas and approaches for future research, are key assessment criteria.

The capstone project requires the student to plan and execute a substantial research-based project, using their technical and communication skills to design, evaluate, implement, analyse and theorise about developments that contribute to professional practice thus demonstrating the achievement of AQF Level 9.
The Capstone Project aims to provide students with the opportunity to carry out a defined piece of independent research or design work in a setting and in a manner that fosters the development of engineering skills in research or design. These skills include the capacity to define a research or design question, showing how it relates to existing knowledge, identifying the tools needed to investigate the question, carrying out the research or design in a systematic way, analysing the results obtained and presenting the outcomes in a report that is clear, coherent and logically structured. Capstone Project is undertaken across two semesters of enrolment, in two successive Units of Study of 6 credits points each. Capstone Project A covers first steps of thesis research starting with development of research proposal. Capstone Project B covers the second of stage writing up and presenting the research results.
Students are asked to write a thesis based on a research or major design project, which is very often related to some aspect of a staff member's research interests. Some projects will be experimental in nature, others may involve computer-based simulation, feasibility studies or the design, construction and testing of equipment. Direction of thesis work may be determined by the supervisor or be of an original nature, but in either case the student is responsible for the execution of the practical work and the general layout and content of the thesis itself. The final thesis must be the student's individual work, although research is sometimes conducted in the framework of a group project shared with others. Students undertaking research on this basis will need to take care in ensuring the individual quality of their own research work and the final thesis submission. The thesis will be judged on the extent and quality of the student's original work and particularly how critical, perceptive and constructive he or she has been in assessing his/her work and that of others. Students will also be required to present the results of their findings to their peers and supervisors as part of a seminar program.
A thesis at this level will represent a contribution to professional practice or research, however the timeframe available for the thesis also needs to be considered when developing project scope. Indeed, a key aim of the thesis is to specify a research topic that arouses sufficient intellectual curiosity, and presents an appropriate range and diversity of technical and conceptual challenges, while remaining manageable and allowing achievable outcomes within the time and resources available. It is important that the topic be of sufficient scope and complexity to allow a student to learn their craft and demonstrate their research skills. Equally imperative is that the task not be so demanding as to elude completion. Finally, the ability to plan such a project to achieve results within constraints, and also the identification of promising areas and approaches for future research, are key assessment criteria.

The capstone project requires the student to plan and execute a substantial research-based project, using their technical and communication skills to design, evaluate, implement, analyse and theorise about developments that contribute to professional practice thus demonstrating the achievement of AQF Level 9.
The Capstone Project aims to provide students with the opportunity to carry out a defined piece of independent research or design work in a setting and in a manner that fosters the development of engineering skills in research or design. These skills include the capacity to define a research or design question, showing how it relates to existing knowledge, identifying the tools needed to investigate the question, carrying out the research or design in a systematic way, analysing the results obtained and presenting the outcomes in a report that is clear, coherent and logically structured. Capstone Project is undertaken across two semesters of enrolment, in two successive Units of Study of 6 credits points each. Capstone Project A covers first steps of thesis research starting with development of research proposal. Capstone Project B covers the second of stage writing up and presenting the research results, and Capstone Project B extended allows the student to investigate a topic of greater depth and scope.
Students are asked to write a thesis based on a research or major design project, which is very often related to some aspect of a staff member's research interests. Some projects will be experimental in nature, others may involve computer-based simulation, feasibility studies or the design, construction and testing of equipment. Direction of thesis work may be determined by the supervisor or be of an original nature, but in either case the student is responsible for the execution of the practical work and the general layout and content of the thesis itself. The final thesis must be the student's individual work, although research is sometimes conducted in the framework of a group project shared with others. Students undertaking research on this basis will need to take care in ensuring the individual quality of their own research work and the final thesis submission. The thesis will be judged on the extent and quality of the student's original work and particularly how critical, perceptive and constructive he or she has been in assessing his/her work and that of others. Students will also be required to present the results of their findings to their peers and supervisors as part of a seminar program.
A thesis at this level will represent a contribution to professional practice or research, however the timeframe available for the thesis also needs to be considered when developing project scopes. Indeed, a key aim of the thesis is to specify a research topic that arouses sufficient intellectual curiosity, and presents an appropriate range and diversity of technical and conceptual challenges, while remaining manageable and allowing achievable outcomes within the time and resources available. It is important that the topic be of sufficient scope and complexity to allow a student to learn their craft and demonstrate their research skills. Equally imperative is that the task not be so demanding as to elude completion. Finally the ability to plan such a project to achieve results within constraints and the identification of promising areas and approaches for future research is a key assessment criterion.

To complete a substantial research project and successfully analyse a problem, devise appropriate experiments, analyse the results and produce a well-argued, in-depth thesis.

To complete a substantial research project and successfully analyse a problem, devise appropriate experiments, analyse the results and produce a well-argued, in-depth thesis.

Nowadays most client facing enterprise applications are running on web or at least with a web interface. The design and implementation of a web application require totally different set of skills to those are required for traditional desktop applications. All web applications are of client/ server architecture. Requests sent to a web application are expected to go through the public Internet, which slows the responsiveness and increases the possible security threat. A typical web application is also expected to handle large number of requests coming from every corner of the Internet and sent by all sorts of client systems. This further complicates the design of such system.
This course aims at providing both conceptual understanding and hand-on experiences for the technologies used in building web applications. We will examine how data/messages are communicated between client and server; how to improve the responsiveness using rich client technology; as well as how to build a secure web application.
At the end of this course, students are expected to have a clear understanding of the structure and technologies of web applications. Students are also expected to have practical knowledge of some major web application environments and to be able to develop and deploy simple web applications. Cloud based platform are increasingly popular as the development and deployment platform. This course will incorporate the cloud aspect of web application development as well.

This unit covers topics on software architecture for large-scale enterprises. Computer systems for large-scale enterprises handle critical business processes, interact with computer systems of other organisations, and have to be highly reliable, available and scalable. This class of systems are built up from several application components, incorporating existing "legacy" code and data stores as well as linking these through middleware technologies, such as distributed transaction processing, remote objects, message-queuing, publish-subscribe, and clustering. The choice of middleware can decide whether the system achieves essential non- functional requirements such as performance and availability. The objective of this unit of study is to educate students for their later professional career and it covers Software Architecture topics of the ACM/IEEE Software Engineering curriculum. Objective: The objective of this unit of study is to educate students for their later professional career and it covers topics of the ACM/IEEE Software Engineering curriculum.

This unit is intended to introduce and motivate the study of high performance computer systems. The student will be presented with the foundational concepts pertaining to the different types and classes of high performance computers. The student will be exposed to the description of the technological context of current high performance computer systems. Students will gain skills in evaluating, experimenting with, and optimising the performance of high performance computers. The unit also provides students with the ability to undertake more advanced topics and courses on high performance computing.

Many sustainable energy technologies including hybrid cars, photovoltaic energy systems, efficient power supplies, and energy-conserving control systems have at their heart intelligent, high-power electronics. This unit examines this technology and uses sustainable-tech examples to teach the engineering principles of modeling, optimization, analysis, simulation, and design. Topics include power converter topologies, periodic steady-state analysis, control, motors and drives, photovoltaic systems, and design of magnetic components. The unit involves a hands-on laboratory and a substantial final project.

This unit aims to give students an introduction to the planning and operation of modern electricity grids, also known as "smart" grids. Traditional power networks featured a small number of large base-load plants sending power out over transmission lines to be distributed in radial lower voltage networks to loads. In response to the need to reduce carbon impact, future networks will feature diverse generation scattered all over the network including at distribution levels. Also there will be new loads such as electric vehicles and technologies including energy storage and lower voltage power flow control devices. The operation of these new networks will be possible by much greater use of information and communication technology (ICT) and control over the information networks.
The unit will cover recent relevant developments in energy technologies as well as important components of 'smart grids' such as supervisory control and data acquisition (SCADA), substation automation, remote terminal units (RTU), sensors and intelligent electronic devices (IED). Operation of these electricity grids requires a huge amount of data gathering, communication and information processing. The unit will discuss many emerging technologies for such data, information, knowledge and decision processes including communication protocols and network layouts, networking middleware and coordinated control. Information systems and data gathering will be used to assess key performance and security indicators associated with the operation of such grids including stability, reliability and power quality.

This unit of study introduces basic and advanced concepts and methodologies in image processing and computer vision. This course mainly focuses on image processing and analysis methods as well as intelligent systems for processing and understanding multidimensional signals such as images, which include basic topics like multidimensional signal processing fundamentals and advanced topics like visual feature extraction and image classification as well as their applications for face recognition and object/scene recognition. It mainly covers the following areas: multidimensional signal processing fundamentals, image enhancement in the spatial domain and frequency domain, edge processing and region processing, imaging geometry and 3D stereo vision, object recognition and face recognition.

This unit of study introduces digital image and video compression algorithms and standards. This course mainly focuses on fundamental and advanced methods for digital video compression. It covers the following areas: digital video fundamentals, digital image and video compression standards, and video codec optimization.

This unit of study introduces deep learning for a broad range of multi-dimensional signal processing applications. It covers deep learning technologies for image super-resolution and restoration, image categorization, object localization, image segmentation, face recognition, person detection and re-identification, human pose estimation, action recognition, object tracking as well as image and video captioning.

This unit will introduce the key ideas in modern wireless telecommunications networks. It will address both physical layer issues such as propagation and modulation, plus network layer issues such as capacity, radio resource management and mobility management issues.
The following topics are covered. Wireless channel: Multipath fading, frequency selective fading, Doppler spread, statistical models, diversity, GSM, OFDM. Capacity and Interference: Cell types, coverage, frequency reuse, interference management, SIMO, MISO, multiuser diversity, CDMA, OFDMA, beamforming, superposition coding. MIMO: SVD, waterfilling, beamforming, V-BLAST, SIC, MMSE, Power Allocation. LTE/LTE-Advanced: Uplink-downlink channels, control signals, data transmission, spatial multiplexing, CoMP, spectrum reuse, heterogeneous networks, inter-cell interference coordination, carrier aggregation. Queueing theory: basic models, queueing systems, waiting time, delay, queue length, priority queues, wireless network virtualization (WNV) queues.

This unit of study serves as an introduction to communications network research. The unit relies on a solid understanding of data communications and mobile networks. It introduces some of the currently most debated research topics in mobile networking and presents an overview of different technical solutions. Students are expected to critically evaluate these solutions in their context and produce an objective analysis of the advantages/disadvantages of the different research proposals. The general areas covered are wireless Internet, mobility management, quality of service in mobile and IP networks, ad hoc networks, and cellular network architectures.
The following topics are covered. Introduction to wireless and mobile Internet. Wireless cellular data networks. Cellular mobile networks. Mobile networks of the future. Quality of service in a mobile environment. Traffic modelling for wireless Internet. Traffic management for wireless Internet. Mobility management in mobile networks. Transport protocols for mobile networks. Internet protocols for mobile networks.

Satellite communication systems provide fixed and mobile communication services over very large areas of land, sea and air. This unit presents the fundamental knowledge and skills in the analysis and design of such systems. It introduces students to the broad spectrum of satellite communications and its position in the entire telecommunications network; helps students to develop awareness of the key factors affecting a good satellite communications system and theoretical and practical skills in the design of a satellite communications link.
Topic areas include: satellite communication link design; propagation effects and their impact on satellite performance; satellite antennas; digital modem design, speech codec design; error control for digital satellite links.

This unit aim to teach the fundamentals concepts associated with: Networked Embedded Systems, wireless sensor networks; Wireless channel propagation and radio power consumption; Wireless networks, ZigBee, Bluetooth, etc. ; Sensor principle, data fusion, source detection and identification; Multiple source detection, multiple access communications; Network topology, routing, network information theory; Distributed source channel coding for sensor networks; Power-aware and energy-aware communication protocols; Distributed embedded systems problems such as time synchronization and node localisation; Exposure to several recently developed solutions to address problems in wireless sensor networks and ubiquitous computing giving them a well-rounded view of the state-of the-art in the networked embedded systems field.
Student involvement with projects will expose them to the usage of simulators and/or programming some types of networked embedded systems platforms.
Ability to identify the main issues and trade-offs in networked embedded systems; Understanding of the state-of-the-art solutions in the area; Based on the above understanding, ability to analyse requirements and devise first-order solutions for particular networked embedded systems problems; Familiarisation with a simulator platform and real hardware platforms for network embedded systems through the students involvement in projects.

This unit of study will introduce an emerging networking paradigm- Software Defined Networks (SDNs). By separating the control logics from the physical networks, the software defined networks allow an automated and programmable software program to logically control and manage the network. This unit introduces the basic principles of software defined networks, its architecture, abstraction, SDN programming, programmable control plane and data plane protocols, network update, network virtualisation, traffic management as well as its applications and implementations. Student will learn and practice SDN programming, testing and debugging on SDNs platforms through experiments and group projects. It is assumed that the students have some knowledge on data communications and networks.

This unit examines the basic cryptographic building blocks of security, working through to their applications in authentication, key exchange, secret and public key encryption, digital signatures, protocols and systems. It then considers these applications in the real world, including models for integrity, authentication, electronic cash, viruses, firewalls, electronic voting, risk assessment, secure web browsers and electronic warfare. Practical cryptosystems are analysed with regard to the assumptions with which they were designed, their limitations, failure modes and ultimately why most end up broken.

This unit of study prepares graduating students with insight and skills in how to turn a concept into a high technology startup company. The class will provide students with knowledge, practical experience and frameworks to assist in evaluating the market for a technology product or service, the design and viability of business models around it, the formulation of a funding-reading business plan and financials, capital raising options and process, venture capital, building distribution channels, intellectual property protection, putting together an A-grade management team, term sheets and funding documentation, technology sales models and going global. We will look at real world case studies of successful technology companies (and flame outs). Does Twitter have a viable business model? Will Facebook eat its lunch? Is YouTube just burning cash? Will Google rule the world?
During the period of the course, students will form teams and write a business plan around a concept they propose. Each student will assume a role in the team (CEO, CTO, CFO, VP Sales and Marketing). The plan will be judged by a panel of real world venture capitalists, entrepreneurs and angel investors to determine the final grade for the course.
Be warned that a serious commitment will be required in developing the concept into a viable business plan. The outcome, however, will be very rewarding to those students interested in starting the next Google.
This course is taught by instructors experienced in technology startups and venture capital. The course will include a number of guest lectures by industry.

This unit will cover some topic of active and cutting-edge research within IT; the content of this unit may be varied depending on special opportunities such as a distinguished researcher visiting the University.

This unit will cover some topic of active and cutting-edge research within IT; the content of this unit may be varied depending on special opportunities such as a distinguished researcher visiting the University.

This unit will explore the limitations of IT project management and the most promising techniques to overcome project failure. It will start by reviewing case study research showing we have reached the limits of traditional IT project management practice. The theoretical base will be completed by exploring the finding that senior management have more impact on success than traditional approaches.
Participants will be introduced to and learn to apply the most promising tools and techniques needed to govern IT projects. The topics reviewed will include: 1) Strategy; 2) Organisational change; 3) Project sponsorship; 4) Programme management; 5) Performance measurement; 6) Culture; 7) Portfolio management; 8) Relevant Australian and International Standards on IT/Project Governance and new industry methodologies around portfolio, programme and change management will be reviewed.

The forces that currently drive business transformation, such as globalisation, the digital revolution and environmental sustainability, require businesses to be in a constant state of change to stay competitive in turbulent markets. However, as companies need to maintain their current revenue streams, they need to progress through a series of integrated business transformation projects. In this unit students learn how to analyse an organisation within a local and global context and develop knowledge of techniques required for managing digital business transformation initiatives. Topics covered include: the drivers of digital business transformation, managing change as a process, analysing information and processes, and planning, leading, sustaining, diffusing and learning from transformational projects.