CURRICULUM for Diploma of Technology in Project Management

Transcription

1 CURRICULUM for Diploma of Technology in Project Management Revised 1 April 2011

2 Table of contents 1. Introduction 2. The purpose of the programme 3. Programme duration 4. Programme title 5. Admission requirements 6. The objectives of the programme in relation to the learning achieved, structure and contents 6.1. The objectives of the programme in relation to learning achieved 6.2. Programme structure and contents 7. Final project 7.1. of the final project 7.2. Producing the final project 8. The pedagogical structure of the programme 8.1. Ways of teaching and working 8.2. Evaluation 9. Testing and assessment 10. Credits 11. External examiners appointed by the Ministry of Education 12. Study handbook 13. Complaints and exemptions 14. Transitional arrangements 15. Legal basis

3 Appendices Appendix 1. Compulsory modules (Co) Overview and review of learning objectives, contents and scope of the compulsory modules. Appendix 2. Elective modules within the academic scope of the programme (El) Overview and review of learning objectives, contents and scope of the elective modules.

4 1. Introduction The Diploma of Technology in Project Management is a vocational higher education programme which is offered in compliance with the Vocationally Oriented Adult Education and Continuing Training Act (the Adult Education System) (the Adult Education Act) and in conformity with the provisions concerning organisation of part-time programmes laid down in the Open Education Act (Vocational Adult Education and Training) etc. The provisions laid down in the Order on Diploma Programmes issued by the Ministry of Education apply to the programme. The provisions concerning the IT and Technology subject area in the Order on Diploma Programmes apply to this programme. The curriculum was developed jointly by the institutions which have been approved by the Ministry of Education to offer this programme. The curriculum applies to all approved versions of the diploma programme and changes to the curriculum can only be introduced jointly by the institutions concerned. The following educational institutions have been approved to offer the Diploma of Technology in Project Management at the time when this curriculum takes effect: - VIA University College, School of Continuing Education - Copenhagen University College of Engineering, Centre for Continuing Education For the purpose of developing the joint curriculum and in the event of major changes, the institutions are in contact with potential employers and other stakeholders and also ask the chairmen of the external examiners for a recommendation, cf. the Examination Order. The curriculum and major changes take effect at the beginning of a study year and must contain the required transitional arrangements. The curriculum takes effect on 1 July The purpose of the programme The purpose of the Diploma of Technology in Project Management is to equip the students to work as professional project managers. This involves the ability to set up, plan, manage and implement projects in accordance with the objectives of the project. Another objective of the programme is to provide the students with understanding of project conditions, from an internal and an external point of view. This will enable the students to manage projects based on one or more fundamental organisations and manage the conditions applicable to the project environment. This objective is within the objective of the subject area as laid down in the Order on Diploma Programmes. 3. Programme duration The prescribed duration of the programme is one student full-time equivalent. One student full-time equivalent is the amount of work carried out by one full-time student over a year and equivalent to 60 ECTS credits (European Credit Transfer System). 1

5 ECTS credits is a number that expresses the estimated total work load required to complete a programme or module. A student full-time equivalent includes the work load from all types of activities associated with the programme or module, including scheduled lessons, independent study, project work, production of written assignments, exercises and cases plus examinations and other forms of assessment. 4. Programme title With this programme the student earns the right to use the designation Diploma of Technology in Project Management (in Danish TD i Projektledelse) after their name, cf. the Order on Diploma Programmes, Appendix Admission requirements To be admitted to the Diploma of Technology in Project Management programme or individual modules in the programme, it is a condition that the applicant has passed a relevant qualifying programme, as a minimum at the level of a business academy degree or relevant further education for adults corresponding to an AP-degree (VVU-degree) and that the applicant has minimum 2 years of relevant professional work experience after completion of the qualifying programme. The institution may accept applicants who have not completed a relevant qualifying programme, as mentioned above, but who are deemed to possess equivalent educational qualifications based on individual assessments. Subject to individual assessments of their qualifications pursuant to section 15(a) of the Vocationally Oriented Adult Education and Continuing Training Act(the Adult Education System), the institution also accepts applications who, in general, possess qualifications that are recognised as being equivalent to the admission requirements. 6. The objectives of the programme in relation to the learning achieved, structure and contents The programme is organised as academically separate modules, cf. section 2(3) of the Open Education Act. The student is recommended to start with the module Project Management Methods and Tools, but in general the students are free to determine the order of the programme elements. 6.1 The objectives of the programme in relation to learning achieved The objectives of the programme in relation to learning achieved concerns the knowledge, skills and competences that the student is to achieve from the programme, cf. section 2 of the Order on Diploma Programmes. Obtain development-based knowledge in relation to project management about the practices of this subject area and the theory and method applied. Obtain knowledge in relation to project management about theories and methods and the ability to reflect on these from the perspective of theory of science. Acquire knowledge about social science survey methods. 2

6 Understand and reflect on project management practice and the application of theory and method. Apply technical methods and theories specific to project management in practice and master the skills associated with the work as a project manager. Assess theoretical problems and problems that relate to the practical work of a project manager. Be able to argue for the choice of relevant model solutions. Communicate problems and solutions of relevance to practical project management work to partners and users. Manage complex and development -oriented situations in work-related contexts. Independently collaborate as an active party in a technical and multidisciplinary contexts and assume the required responsibility within the framework of professional ethics. Develop a personal approach to project management. 6.2 Programme structure The programme consists of compulsory modules, elective modules and a final project which completes the programme. - Compulsory modules 30 ECTS credits - Project Management Methods and Tools, 10 ECTS - Communication and Team Relations, 10 ECTS - Project Strategy and Project Organisation, 10 ECTS Elective modules 15 ECTS credits Final project 15 ECTS credits Compulsory modules, cf. Appendix 1 Programme modules that are compulsory for all students total 30 ECTS credits. For a detailed description of learning objectives, contents and scope of the compulsory modules, please see Appendix 1. Elective modules, cf. Appendix 2 Elective programme modules that are individually chosen must total 15 ECTS credits for each student. 3

7 For a detailed description of learning objectives, contents and scope of the elective modules within the academic scope of the programme, please see Appendix 2. In addition, the student can choose modules outside the academic scope of this programme for a maximum of 15 ECTS credits. The institution offers advice on the choice of modules outside the academic scope of this programme. Students may choose elective modules from other programmes and subject areas. The following programmes are deemed to be relevant in relation to the Diploma of Technology in Project Management: Engineering Business Administration / Engineer management programme Diploma of Technology in Energy and Environment Diploma of Technology in Maintenance Diploma in Management Final project The final project counting as 15 ECTS credits completes the programme. The final project must document that the student has met the programme objective in relation to learning achieved. The final project must relate to the academic field covered by the programme, and the wording must incorporate any elective modules outside the academic field. The institution is to approve of the subject. In order to qualify for the exam in the final project, the student must have passed all compulsory and elective modules (a total of 45 ECTS credits). 7. Final project The purpose of the final project is to teach the students to identify, reflect on and analyse a practical project management problem and to offer solutions and ways of action through the application of theories, strategies and methods from the programme modules. 7.1 of the final project Objectives for learning achieved Understand the basis of recognition in the context of theory of science and in relation to the methods and theories used in the final project. Understand and reflect on the fact that applying several methods correctly will attribute a higher overall validity to surveys. Apply knowledge about project management theories and methods in a reflective manner. Select and assess one or more relevant methods for collection of empirical data. Select theories and models that will contribute valuable perspectives to the project. Collect empirical data that supports the required basis of argumentation. 4

8 Evaluate the results of analyses in relation to the chosen theories and methods chosen and reflect on the applicability of the results in own project management practice. Communicate complex problems in relation to the organisation. Formulate the purpose of a specific project briefly and concisely. Draw conclusions on the basis of the arguments presented and recommend measures capable of handling the challenges that the project seeks to address. Apply the skills learned during the programme in own company/daily life. Must be able to discuss the theories and methods applied and put them into the perspective of own practical work. 7.2 Producing the final project The final project is produced and completed individually or in groups of two or three students during a semester. Students will be taught project method in relation to the following themes: Start-up, introduction to project method and final project Initial description of problems, project phases, delimitation, problem statement, choice of theories and models Need for information, choice of method and data collection, analysis and presentation. The final project is subsequently realised under regular supervision. The supervisor must approve the problem statement. 8. The pedagogical structure of the programme 8.1 Ways of teaching and working Academic material The programme must introduce the student to academic material (theories, real-life scenarios, debates, documents and statements) as is relevant for the module concerned. The tuition will integrate national and international research findings to the widest possible extent. A problem-based approach As an important part of the programme the student learns a problem-based and analytical approach to various types of texts and not least to various types of practical applications. This module is to get the student to apply what he/she reads while at the same taking a critical and constructive stance towards literature and experience. This requires that the students experience as well as the differences and similarities between sectors etc. form part of the problem-based work in both compulsory and elective modules. Programme structure It is fundamental to the academic and pedagogic structure of the programme that theoretical as well as practice-based understanding of the role as project manager and the competences of a consultant are core elements of the programme. 5

9 This means that the programme is based on the personal understanding achieved by the individual project manager, including the students own reflections on the practices of their own organisations in the light of the theoretical content of the programme. Basically, it is assumed that reflections on actions, behaviour and decisions are created during the course of the programme with the intention of influencing the way in which the students act individually as project managers or project participants in practice. This part of the programme therefore requires that the students use their own organisations as a development laboratory in relation to behaviour, actions and decisions during the programme. The programme s aim to develop an environment where networks and experience are exchanged (between the students) should at best facilitate reflection, actions, behaviour and decisions in their own organisations. Consequently, it is a core element of the programme that it succeeds in creating a student environment in which the interaction between theory and practice is stimulated across companies and industries and the public and private sectors. 8.2 Evaluation All modules will be evaluated before the exams in accordance with the evaluation procedures of the institution offering the programme (ask the programme secretary for a copy). The evaluations are used in the ongoing quality assurance and development of the individual modules, planning, organisation and teaching and for quality assurance and development of the programme as a whole. 9. Testing and assessment Each module is individually assessed by examination in the presence of an external examiner and graded according to the 7-point grading scale, cf. the Grading Scale Order (Order no of 24 August 2010). In order to pass the exam in a module the student must attain the mark of 02 or above. When the student has passed all individual elements of the programme, a certificate is issued for the diploma as such. The compulsory modules and the final project (a total of 45 ECTS credits) are assessed by an external examiner appointed by the Ministry from among the external examiners for the IT and Technology subject area. Elective modules are assessed by an internal examiner unless the module is a compulsory module which is part of another programme, in which case the module is assessed according to the curriculum applicable to that programme. A certificate is issued once the exam has been passed. In the course of the programme the student must be subjected to various forms of assessment, all focusing on the application of theory to the student's reality as part of the focus on developing the student s ability to act. Examples are: Project report followed by oral examination, for example with an opponent Presentation of a case involving relevant project management problems in the student s own organisation Synopsis followed by oral examination Essay followed by oral examination 6

10 The type of examination and assessment must reflect the competences the individual modules aim to develop. Detailed descriptions of the types of examination that are relevant to the various modules can be found in the student handbook issued by the educational institution offering the programme. The following examination regulations apply to the final project: The final project can be produced individually or in groups of two to three students. If the final project is produced in a group, the written report and the practical product, if any, will be subjected to an individual test in which the individual performance of the students, including individual parts of a product produced by a group, will be assessed according to the 7-point grading scale. The oral test is an individual test and takes the form of an oral defence based on the project. The final project may total up to 50 pages, not including cover page, table of contents and appendices, and can be expanded progressively with up to 20 pages per student subject to a maximum of three students. The examination will be individual and subject to individual assessment. A total of 60 minutes are allocated per student for the examination (presentation plus examination and evaluation). Marks will be given according to the 7-point grading scale. The basis of assessment comprises the written final project, the presentation and the oral defence. The outcome of the assessment must reflect an overall assessment of the final project and the oral defence. 10. Credits Transfer Individual modules described in this curriculum passed by a student at one institution are not treated as credits if the student chooses to continue the programme at one of the other institutions that also offer the Diploma of Technology in Project Management. The student will be admitted to the programme without any assessment, and all of the modules passed will be recognised by the new institution. In practice this is effected by sending a letter of transfer from one institution to the other at the student's request. Credits Programme elements that the student has passed in another Danish or foreign further education programme may, at the discretion of the individual institution, replace one or perhaps several modules. This is called credits. The decision is made based on an academic assessment of the equivalence of the programme elements concerned. These credits can total no more than 15 ECTS. 11. External examiners appointed by the Ministry of Education The Diploma of Technology in Project Management programme makes use of the external examiners appointed by the Ministry of Education within the IT and Technology subject area. 7

11 12. Study handbook The study handbook issued by the institution offering the programme contains detailed information about teaching methods, types of testing etc. The study handbook can be downloaded from the website of the educational institution or ask the programme secretary for a copy. 13. Complaints and exemptions Complaints Complaints in relation to the exams are treated according to the rules laid down in the Order on Tests and Exams in Vocational Programmes under the Ministry of Education. Exams are governed by the Order on Tests and Exams in Vocational Programmes under the Ministry of Education (the Examination Order) and the Order on the Grading Scale and Other Forms of Assessment. Complaints concerning other matters are dealt with according to the rules in the Order on Diploma Programmes. All complaints must be submitted to the institution no later than two weeks from the date that the student was informed of the decision. For further information about the procedure applicable to examination complaints see the examination regulations of the educational institution concerned (cf. section 4(2) of the Order on Tests and Exams in Vocational Programmes). Exemption The institution may grant an exemption from rules in the curriculum that are exclusively laid down by the institutions, if based on special circumstances (cf. section 16(9), item 3 of the Order on Diploma Programmes). Information about the possibilities for exemptions in relation to testing and the procedures to follow when applying for an exemption can be found in the examination regulations of the educational institution in question (cf. section 4(2) of the Order on Tests and Exams in Vocational Programmes). The programme secretary hands out examination rules upon request. 14. Transitional arrangements Students who started the programme before 1 July 2011 will be transferred to the new curriculum as of this date with the number of ECTS credits they have obtained. Because of this structural change, the student may lack some ECTS credits. The student can obtain the lacking ECTS credits either by taking an extra elective module or by expanding the final project and for this purpose produce a special synopsis focusing on the theory of science and method in relation to the final project, equivalent to 1, 2, 3 or 4 ECTS credits, depending on the number of points the student is short of the required 60 ECTS credits for the programme. Some of the possible options are outlined below: Before 1 July 2011 you have passed After 1 July 2011 you are to take Total ECTS credits 3 compulsory modules of 9 ECTS credits each: - Project Management Methods and Tools - Communication and Team Elective modules for a total of 15 ECTS credits Final project 15 ECTS credits + synopsis of 3 ECTS credits 60 ECTS 8

12 Before 1 July 2011 you have passed After 1 July 2011 you are to take Total ECTS credits Relations - Project Strategy and Project Organisation 2 compulsory modules of 9 ECTS credits each, for example: - Project Management Methods and Tools - Communication and Team Relations 1 compulsory module of 9 ECTS credits, for example: - Project Management Methods and Tools 3 compulsory modules of 9 ECTS credits each: - Project Management Methods and Tools - Communication and Team Relations - Project Strategy and Project Organisation 1 elective module of 9 ECTS credits 3 compulsory modules, each of 9 ECTS credits: 2 elective modules of 9 ECTS credits each 1 compulsory module, for example Project Strategy and Project Organisation of 10 ECTS credits Elective modules for a total of 15 ECTS credits Final project 15 ECTS credits + synopsis of 2 ECTS credits 2 compulsory modules of 10 ECTS credits each, for example: - Communication and Team Relations - Project Strategy and Project Organisation Elective modules for a total of 15 ECTS credits Final project 15 ECTS credits + synopsis of 1 ECTS credit Elective module of 5 ECTS credits Final project 15 ECTS credits + synopsis of 4 ECTS credits Final project of 15 ECTS credits 60 ECTS 60 ECTS 60 ECTS 60 ECTS A synopsis produced in connection with the final project must comprise discussions in relation to theory of science and method that relate to the final project, which the student is about to embark on. The length of the synopsis is adjusted to match the 1, 2, 3 or 4 ECTS credits that the student needs. The synopsis must be approved by a supervisor and subsequently made to form an integral part of the final project. 9

13 15. Legal basis The legal basis of this curriculum is comprised of the following Orders: 1) Order on Diploma Programmes 2) Order on the Vocationally Oriented Adult Education and Continuing Training Act (the Adult Education System) 3) Order on the Open Education Act (Vocational Adult Education and Training) etc. 4) Order on Tests and Exams in Vocational Programmes 5) Order on Grading Scale and Other Forms of Assessment 6) Order on Flexible Programmes within Further Adult Education and Training The legal basis can be studied here: (in Danish only) 10

14 Appendix 1. Compulsory modules Appendix 1 describes the learning objectives, contents and scope of the compulsory modules. Module Co1: Project Management Methods and Tools ECTS credits: 10 This module is to upgrade the students project management skills and give them a degree of professionalism that will allow them as project managers to produce the desired project results. Another purpose is to give the students an overview of the methods and systematic ways of working with projects and to provide them with a theoretical platform that will allow them to work efficiently as project manager and project team members. The module aims to develop the students abilities to use the project approach as a way of working and to master relevant tools to analyse, structure, plan, manage and document projects. Know about applied theory, methods and practice in relation to project management and be able to use the correct technical terms In relation to project management know about relevant theories and methods and reflect on these from the perspective of theory of science. Understand and reflect on the use of the tools presented in practice Be able to use project management methods and tools to collect and analyse information and master the skills inherent in project management work Be able to assess theoretical and practical project management problems and argue for the actions and solutions chosen Be able to communicate theoretical and practical project management problems and solutions to project partners and management in a professional manner, both in writing and orally Be able to apply methods and tools for the purpose of analysing, structuring, planning, managing, documenting and evaluating projects Be able to argue for the choice or rejection of relevant theories, methods and tools in relation to project management Be able to manage complex and development-oriented project management situations in workrelated contexts Be able to independently collaborate as an active party in a technical and multidisciplinary context and assume the required responsibility within the framework of professional ethics Be able to develop a personal approach to project management Be able to apply the skills learned of the discipline in own organisation Be able to put into perspective and discuss the theories and methods applied in the context of own practical work, including drawing on relevant assistance Be able to discuss unpredictable and complex aspects of a project and draw the necessary conclusions 11

15 The main contents are: project organisation project management as a multidisciplinary way of working project types and project models setting up, planning, estimating, managing, evaluating and following up on projects project finance and stakeholder analysis project evaluation types and methods Module Co2: Communication and Team Relations ECTS credits: 10 This module is to improve the students understanding of their role as project managers and the resulting responsibility to ensure the best possible interaction and communication between the members of a project team. The students should also become aware of how they communicate and interact with stakeholders in the project so as to actively involve these stakeholders in the project. The module provides the students with insight into and training in the use of tools for communication, cooperation and project management purposes, and it develops the students' abilities to communicate effectively as project managers and to make use of communication and team theories as active tools in the project management process. Know enough about the various perspectives and theories to understand the mechanisms of cooperation and communication within a project group and externally in relation to stakeholders in the project and know how they can encourage the interaction and communication between project members and stakeholders using various perspectives and theories. Be able to identify, understand and reflect on theories and methods in the context of communication and cooperation from the perspective of theory of science. Be able to understand methods and tools in relation to communication, cooperation and project management; be able to reflect on their practical use and use correct technical terminology. Be able to reflect on own communication and the importance of cooperation Be able to apply methods and tools for the purpose of analysing, structuring, planning, managing, documenting and evaluating the communication and the team work Be able to assess, select and argue for the choice of theories, methods and tools that best support the development of the communication and cooperation in a specific context Be able to communicate theoretical and practical problems and solutions in relation to communication and team relationships in a professional manner, both in writing and orally 12

16 Be able to observe and collect empirical data in a relevant manner as regards a selected problem in relation to the interaction between project manager and project participants, between different project participants and between project manager/project participants and internal and external stakeholders Be able to reflect on and argue for own management practices as a project manager in relation to the above Be able to manage a project group so that it becomes an efficient team Be able to analyse the needs of others and motivation factors and actively apply communication theories and methods to create an atmosphere of involvement and motivation among the participants and partners in the project Be able to manage the work involved in developing project groups and their internal relationships, including conflict management Be able to communicate effectively about change to ensure that internal and external stakeholders become actively involved in a specific project Be able to work with the development of own personal competences as project manager, including developing a personal approach to communication and cooperation Be able to put into perspective and discuss the theories and methods applied in the context of own practical work, including drawing on relevant assistance Be able to develop and adapt theories and methods to own practical work in relation to communication and cooperation Personal behavioural profile, including identification of own strengths and potential for development in relation to the role as project manager Effective communication for project management purposes, including questioning and listening techniques From project group to project team; about the dynamics, interaction and efficiency of a project group Setting up, developing and finalising a project group Motivation Conflict management and assertion Effective meeting management Communication about change Module Co3: Project Strategy and Project Organisation ECTS credits: 10 This module is to develop the students' prerequisites and competences so as to enable them to analyse and understand the organisational structure and the organisational framework conditions that apply to projects, and based on this understanding manage a project or a portfolio of projects. As part of understanding the framework conditions, the student must achieve a general understanding of the value creation, development stages, life cycle and impact of companies and organisations in relation to strategic driving forces. Within the context of understanding the framework conditions the student 13

17 must also obtain understanding of the impact of the culture and the networks to which the company and participants in the project belong. Acquire understanding of the ways in which organisations are structured and how they operate in relation to various perspectives and how this impacts on projects Achieve insight into and be able to relate different organisational factors to each other and reflect on how organisational factors impact on behaviour at different levels and in different parts of the organisation Acquire knowledge about management methods and management concepts in the context of managing projects and portfolios of projects, and understand the difference between operation and project and the consequences this will have for the management of projects and portfolios Acquire knowledge about different decision-making processes in companies and organisations Be able to reflect on the strategic driving forces and cultures that influence the management of the company s or the organisation s portfolio of projects Acquire understanding of and be able to reflect on the theories and methods presented from the perspective of theory of science Be able to assess project conditions in relation to different organisational set-ups and changes, for example in the form of mergers or split-ups Be able to argue for a specific project management strategy and assess project conditions in relation to different types of organisational frameworks Be able to analyse and assess the advantages and disadvantages of various forms of organisations and management approaches in relation to specific situations Be able to argue for, assess, select and reject management tools and strategies for projects and portfolios of projects in view of the company s or the organisation s situation Be able to analyse networks in order to manage alliances, cooperation arrangements and development processes inside and outside the host organisation Be able to argue for proposals for managing a project or a portfolio of projects in connection with extensive organisational changes Be able to select and argue for the choice of the theory and the method that best supports the project management in a specific organisational context Be able to confidently take part in discussions in relation to the company s or the organisation s strategy, structure and processes as a prerequisite for the execution and management of projects or portfolios of projects Be able to take the company s or the organisation s strategy, structure and processes into consideration during the implementation of project plans Be able to develop own ways of managing a project or a portfolio of projects based on analyses of networks, strategic driving forces and culture Be able to take an active part in multidisciplinary work in the context of developing the portfolio of projects of a company or an organisation 14

18 Portfolio management Network theory Types of strategic thinking and their consequences Decision-making processes Structural and process-related concepts of relevance to the organisation of a company and a project The development stages of a company and the impact on management philosophy, management tools and culture The advantages and disadvantages of different types of management approaches in relation to strategy, including management as a means of controlling opinions, significance, resources etc. The company s creation of value 15

19 Appendix 2. Elective modules within the academic scope of the programme Appendix 2 describes the learning objectives, contents and scope of the elective modules. Module El1: Earned Value Management Financial Project Management ECTS credits: 5 This module is to enable the students to define the framework for the financial aspects of a project, implement these frames and follow up on the various components. Another purpose of this module is to enable the students to apply the concepts used in financial management and Earned Value Management (Cost Value Reconciliation). Understand the difference between operation and project and the impact this has on how the financing of a project is managed. Know about the contents, structure and factors of a business case Be able to understand and reflect on the terms used in financial management and Earned Value Management from the perspective of theory of science Know about the challenges posed by time management in relation to projects and correlation with the financial standing of the organisation or the company Be able to assess the demands of different projects to financial management and internal billing Be able to argue for and communicate an implementation strategy in relation to project scope, project complexity and company strategy Be able to assess the different types of financial project management processes and argue for the choice or rejection of financial management tools Be able to independently discuss the company s or the organisation s management of project finances and internal billing Be able to allow for the existing reporting and strategy procedures in connection with the implementation of the financial management of a project Be able to outline the consequences of the choice of financial management strategy for the organisation or the company Develop own practice based on analyses of different forms of project finance The student will be working with the concepts of financial management and Earned Value Management (Cost Value Reconciliation) through cases, examples and own analyses. This module focuses on the challenges posed by the implementation of financial management and addresses the following themes: 16

20 Principles of financial management Earned Value Management Methods of implementation Setting up financial management models Module El2: IT Project Management ECTS credits: 5 This module is to enable the students to plan, manage and follow up on IT projects from a comprehensive perspective. Understand different types of IT projects Acquire understanding of the special conditions that apply to IT projects in terms of conditions, tools and methods Be able to understand and reflect on the theories and methods presented from the perspective of theory of science Master IT concepts, be able to apply the correct technical terminology and apply a number of formalised descriptive tools and system development methods Be able to apply own knowledge for analytical purposes in relation to specific cases or own company Be able to communicate practical and technical problems and solutions to project partners and users in a professional manner Will be able to act in complex and development-oriented project management situations Will be able to take an active part in technical and multidisciplinary project work Will be able to develop own practice in relation to the IT project management field Role distribution and personal profiles in relation to IT projects Types of development models Formalised descriptive tools Subordinated elements of IT project execution Frameworks and conditions for IT projects Examples of different types of IT projects 17

21 Module El3: Process Management in the Construction and Civil Works Industry ECTS credits: 5 This module is to provide understanding of the process of value creation, from design stage to handover of a fully operational construction or civil works project in the private and public construction and civil works sectors, of the process management problems that arise in a value creation process where there is interaction between many different professional groups with different behavioural patterns. Acquire knowledge about and understanding of the supply chain in the construction industry Acquire knowledge about planning, management, leadership and innovation in relation to process management and be able to apply the correct technical terminology Be able to reflect on theories and models from the perspective of theory of science Be able to use the supply chain of the construction industry as a method and a tool to collect and analyse information which is relevant to the process, from design stage to fully operational project Master the skills associated with process management in the construction and civil works sector Be able to assess theoretical and practical problems relating to process management and argue for the actions and solutions chosen Be able to communicate practical and technical problems and solutions in the context of process management to project partners and users in a professional manner Be able to manage development-oriented process management situations in work relationships Be able to independently participate in multidisciplinary and organisational project cooperation and assume the required responsibility within the framework of professional ethics Be able to develop own practice in relation to process management in the context of the construction and civil works sector The tuition focuses on both process management and process leadership with main contents as follows: The supply chain in the construction and civil works industry Ways of cooperating Management tools Technical communication Process facilitation Innovation management 18

22 Module El4: Building Information Modelling ECTS credits: 10 This module is to enable the students to: Know the conventional methods involved in design and planning processes Know the statutory requirements to digital construction and the aspects of the digital construction concept Know about the BIM concept from a general theoretical point of view, including theory of science and method Apply REVIT, the most widely used 3D modelling program (design and planning program) at a technically competent level Apply the 3D modelling methodology Know about the preparation of a digital call for tenders and the preparation of digital bills of quantities and time schedules, as generated by the model Optimise the use of a project web Understand how projects are divided into levels of information (staged) and project management Understand the different needs of the construction project parties (building employers, architects, engineers, building designers and building contractors) Have technical insight into how 3D software (software for digital construction processes and BIM) is used as a tool, knowledge of related systems and network infrastructures as well as new technology Understand the responsibility of the advisor in relation to quantities, the results of calculations and defects and inconsistencies of the 3D model Have knowledge about the digital construction concept and the BIM method, including construction of new design and planning standards Have knowledge about and an ability to reflect on the theories and methods of the subject area from the perspective of theory of science Posses technical communicative skills (the oral and written word) Posses the ability to receive communication concerning the use of the digital building/bim concept within the entire organisation, including understanding all initiatives taken by the BIM manager/bim coordinator Be able to manage the design and planning process and structure the design and planning methodology Be able to manage the implementation of new digital programs, additional programmes, add-ins and scripts Be able to produce a 3D model, based on a modelling program Be able to work with visualisation during the design and planning stage 19

23 Be able to work with the virtual processing of surfaces and materials Be able to use a project web in connection with digital design and planning Be able to participate in a digital call for tenders and ensure the validity of the tender documents Be able to participate in the reception of digital tenders and in digital submissions Be able to generate model-based bills of quantities and time schedules Be able to generate digital material for submission (for the sake of the Facility Management System) Be able to prepare object structures in various combinations Be able to focus without getting lost in detail and have the ability to contribute the necessary technical information as a basis for decision-making in the event of a crisis or conflict Be able to use a project web and modelling tools at the level of a professional user Be able to work in teams and manage deadlines Know how to keep up with developments within the digital paradigm shift The module focuses on the following themes: Conventional design and planning and introduction to digital construction, basic understanding and applicable legislation in relation to digital construction The BIM theory and the BIM method, including objects in seven dimensions Using a project web as communication and working platform Using Revit Architecture as a modelling program Preparation of 3D models that meet the requirements to digital construction and the BIM method, using objects in three dimensions Take Off data for bills of quantities and time schedules Simulation and consistency control Preparation of digital calls for tenders, tenders and submission Module El5: Cross-Cultural Communication ECTS credits: 5 To enable to student to act in a competent and professional manner when meeting people from other cultures in an organisational context, from a practical and a theoretical point of view. Have knowledge about different theories and methods used to manage cultural issues and their basis in the theory of science 20

24 Be able to identify and assess the importance of cultural differences in relation to global communication and cooperation Be able to reflect on own cultural practice in an organisational context Be able to observe and collect empirical data about communication and cooperate in global and intercultural contexts Be able to assess information about cultural aspects in a specific area based on different theories Be able to apply cultural theory in order to master ordinary cultural norms when communicating with partners from other cultures Be able to establish a clear link between theory and own practice and organisational frameworks Be able to master methods of effective communication in intercultural project and management contexts Have a reasonable command of spoken English and be able to communicate in English in business-related situations Cultural theory and intercultural communication The importance of cultural differences in international cooperation, intercultural ethics and values Specific intercultural communication tools used to decode and analyse the meeting of cultures Module El6: Facilitation of Innovative Processes and Creative Troubleshooting ECTS credits: 5 This module is to develop competences in the students to enable them to facilitate innovative meetings and troubleshooting processes. The module is based on operational tools and practices and focuses on teaching the students the skills required to manage other people in creative/innovative processes. The module has as its clear goal to teach the students to independently manage conceptual development processes in a professional and systematic manner. Have general knowledge about approaches to innovation, product development and innovative processes Understand the concept of facilitation and the aspects that are specific to innovative processes and creative troubleshooting Be able to reflect on group processes and group dynamics and their importance to innovative processes and creative troubleshooting Have knowledge about selected methods for generating ideas, developing ideas, visualising ideas and assessing ideas 21

25 Be able to facilitate innovative processes and creative troubleshooting Be able to recognise and also assess, choose and apply different facilitation approaches and creative tools/methods Be able to organise and complete a creative process from start to finish Be able to take on the role as facilitator with all it entails Show understanding of processes Be able to apply the skills learned in this subject in own company/daily life. Be able to develop and adapt theories and methods within the subject facilitated to own company/daily life Be able to develop own practice and profile in relation to the role as facilitator Be able to put into perspective and discuss the theories and methods applied from the perspective of theory of science and in relation to own practice Be able to take an active part in learning networks along with other students Facilitation as an academic subject area Management of innovative processes, different approaches Process understanding/divergent and convergent processes The facilitator s toolbox The role as facilitator Group processes and group dynamics Creative methods and tools used to generate, develop, visualise and assess ideas Module El7: Innovation Methods and Tools ECTS credits: 5 This module is to enable the students to be competent innovators in their own organisations. This module will provide the students with the skills required to navigate competent ly through the various stages of an innovation process and select and apply different methods and tools for innovation purposes, according to needs, target group and context. Upon completion of this module the students will be able to make qualified choices and act in a reflective and systematic manner in innovative processes in their own organisations. Have knowledge about the difference between creativity and innovation and about the different approaches to innovation and innovative processes Have knowledge about the various stages of an innovation process, the characteristics of these stages and about project management of innovative processes 22

26 Have understanding of the typical barriers at the personal and organisational levels that arise in the course of innovation processes Have knowledge about the multitude of methods and tools that can drive the innovation process towards a desirable result Have knowledge about and an ability to reflect on the theory applied from the perspective of theory of science Be able to navigate the various stages of an innovation process Be able to assess the need and the prospects of different types of innovation in own organisation Be able to select, apply and implement the methods and tools that can promote the innovation process in own organisation Be able to identify barriers to innovation in individuals and in own organisation Be able to organise and complete an innovative process together with others Be able to manage innovation processes in own organisation/daily life Be able to systematically act in an innovative manner in own organisation/daily life Be able to qualify development processes in the organisation based on the knowledge and skills achieved within the field of innovation Be able to put in perspective and discuss the theories and methods applied in the context of own practical work. Understanding of innovation (and the difference between ideas and innovation) Different types of innovation The innovation process and its various stages Personal and organisational barriers to innovation Methods and tools for the creative stages of the innovation process Methods and tools for the commercial stages of the innovation process The innovator s toolbox Process management of innovative processes (facilitation) Module El8: Innovation from Strategy to Practice ECTS credits: 10 This module is to focus on the concept of innovation in a tangible manner and provide the students with the competences that enable them to turn creative ideas and thoughts into innovation. Another purpose is to provide the students with a number of tools that enable them to succeed with innovation in their own organisations, both public and private. The students will, for example, become able to lead other people through innovation processes and understand the difference between creativity and innovation in a development process. The students will also become able to lay down the organisational 23

27 framework that makes innovation work possible while at the same being able to act as innovation agents in a process of change and/or development. Have knowledge about the concept of innovation and understanding of how innovation can be turned into action in their own organisations Have understanding of the barriers and challenges to innovation Have knowledge about the many sides to innovation and how to handle the concept of value when working with business cases Have understanding of the innovation process, the various stages and how to manage this process Understand the difference between creative troubleshooting and an innovative process Have knowledge about selected methods for generating ideas, developing ideas, visualising ideas and assessing ideas Understand the practical and theoretical aspects of innovation from the point of view of strategy Have knowledge about and an ability to reflect on innovation theories and methods from the perspective of theory of science Be able to reflect on own professional practice and the application of innovation theory and method in that context Be able to transform creative thoughts and ideas into value-creating innovation Be able to prepare business cases in which the value of a specific idea is visualised in relation to management/decision-makers Be able to explain the various degrees of innovation and the breadth of innovation in an organisational context and be able to communicate the message of innovation to others Be able to differentiate between user-driven and employee-driven innovation, open and closed innovation, top-driven and bottom-driven innovation Be able to argue for, select and assess different solution models Be able to convert ideas to innovation in own organisation Be able to identify the potential for innovation in own organisation across the entire innovation spectrum Be able to break down the barriers to innovation in own organisation Be able to independent manage a development process in own organisation using learned processes and tools Be able to reflect on the concept of innovation and put it in the perspective of own practice, thereby further developing that practice Be able to take an active part in a technical and multidisciplinary cooperative effort focusing on the development of own organisation/practice The tuition will be structured around the innovative process, which consists of four stages, and for each of these stages the student will receive tools/processes that enable him/her to navigate the innovation process. 24

28 Innovation as a subject in its own right Understanding innovation from a strategic perspective The need for and understanding of innovation as a concept in organisations Barriers and challenges encountered when working with innovation Visualising and discussing the notion of value in connection with innovation Process understanding/divergent and convergent processes at the innovation stage Managing innovation and the culture of innovation Creative methods and tools used to generate, develop, visualise and assess ideas Module El9: Change Processes in Organisations ECTS credits: 5 This module is to provide the students with theoretical and practical knowledge enabling them to observe, analyse and reflect in order to understand, organise, manage and evaluate change processes in organisations. Have knowledge about the different theories and methods used to manage organisational change and development processes Be able to identify, understand and differentiate between the different theories and methods used to manage change and development processes in organisations from the perspective of theory of science Be able to reflect on the importance of different theories and methods in relation to the student s own practice Be able to observe and collect empirical data about roles, tasks and dilemmas in the context of organisational change and development processes and about the significance of company culture and company values and be able to relate the empirical data to own organisation and own options in a relevant manner Be able to assess different theories and methods used to manage change and development processes in relation to own organisation, to the environment in which the organisation operates and to own initiatives and challenges. Be able to assess and argue for own practice and related interventions Be able to communicate different theories and methods used to manage organisational change and development processes and communicate own practice and interventions in own organisation and in the environment in which the organisation operates Be able to manage complex problems and challenges in the handling of change and development processes within own organisation Be able to apply knowledge and skills in the handling of organisational change and development processes within the framework of own organisational partnerships and professional ethics 25

29 Be able to identify the need for developing own competences and those of others in the organisation in the handling of change and development processes The module focuses on the constituent elements of organisational change processes and the roles, dilemmas and options that the students must be able to manage in this connection. Based on a number of theoretical and methodological approaches, the module provides the students with the skills required to adapt and apply relevant approaches to different types of change processes in organisations. As an important part of the module, the students also learn to communicate about the theories and methods they use, both internally within their own organisations and to external partners, if any. Module El10: Coaching Learning and Development ECTS credits: 5 This module is to provide the students with knowledge and practical skills to enable them to use coaching as an effective tool for communication and development purposes, based on a systemic and cognitive understanding of coaching. Have knowledge about the different ways of thinking and the theories about coaching from the perspectives of theory of science and development Have knowledge about and understanding of the different ways of working with coaching in a communicative context Be able to reflect on the different meanings of the theories from the perspectives of communication and development Be able to identify and select relevant methods of working with coaching based on theory and practical experience Be able to argue for own coaching practice Be able to reflect on own learning through self-observation Be able to assess the importance of the question of power and the ethical implications of communication and coaching Be able to take a critical stance towards theories and methods in relation to own personal challenges Have acquired practical communication skills in the coaching of individuals Have learned different coaching tools focusing on acknowledgment strategies Be able to apply coaching knowledge and skills in communicative practice Be able to establish a clear link between theory and own practice in various contexts 26

30 Theoretical perspectives of coaching including ethical implications Coaching methods and tools in relation to coaching of the individual Module El11: Team Coaching ECTS credits: 5 This module is to provide the students with the knowledge and praktical skills required to use team coaching as an effective communication, learning and development tool in the context of organisations. Have knowledge about the different thoughts and theories about team coaching from the perspectives of theory of science Have knowledge about and understanding of the different ways of working with the development and coaching of teams in an organisational context Be able to reflect on the meanings of the different theories from the perspectives of communication and development Be able to identify and select relevant methods for working with team coaching based on theory and practical experience Be able to argue for own coaching practice Be able to reflect on own learning through self-observation Be able to assess the importance of the question of power and the ethical implications of team coaching Be able to take a critical stance towards theories and methods in relation to own personal challenges Have acquired practical communication skills in the coaching of teams Have learned different team coaching tools Be able to apply knowledge and skills in the development and coaching of teams in communicative practice Be able to establish a clear link between theory and own practice in various contexts Theoretical perspectives of team coaching including ethical implications and power balance Coaching methods and tools in relation to the development and coaching of teams 27

31 Module El13: Customers, Contact and Contract ECTS credits: 5 This module is to ensure that the students acquire the knowledge, skills and competences required to work with customers. To achieve this, the students work with various types of job and customer scenarios whereby they are introduced to different theoretical and methodological tools that can support them in their role as consultants. The module also aims to ensure that the students learn about personal and strategic forms of contact with customers and how to evaluate and ensure a professional background in relation to consultancy jobs. Acquire knowledge about and be able to reflect on theories, methods and concepts in relation to customer contact from the perspective of theory of science Acquire knowledge about different types of customer needs and relevant information searches Acquire knowledge about and be able to reflect on evaluation and how to ensure an effective outcome of consultancy jobs Acquire insight into the fundamental aspects of contract law and the legal implications Acquire knowledge about fundamental financial concepts and financial management in organisations Be able to argue for and in practice apply the methods and the tools presented in relation to customer contact Be able to assess theoretical and practical problems associated with customer contact Be able to produce descriptions of tasks, action plans and contracts and communicate these to the customer Develop a personal approach to customer contact Be able to independently carry out information searches and identify, formulate and present the needs of a customer Be able to assume the responsibility for the implementation, evaluation, documentation and followup on consultancy tasks The focus is on how consultancy roles and functions are displayed to external parties. Based on a number of theoretical and methodological approaches, the module provides the students with the skills required to adapt and apply these approaches to own practice. As an important part of the module, the students also learn to communicate their application of theories and methods internally within their own organisations and externally to different customer segments so as to create additional value for them as well. Finally, they learn to implement, document and evaluate the projects they carry out. 28

32 Module El14: Personal Sales Techniques ECTS credits: 5 This module is to improve the students ability to create good relationships with different types of customers through theoretical insight and hands-on methods and tools. Acquire knowledge about and be able to reflect on the theories and methods presented from the perspective of theory of science Acquire understanding of relationship-based sales techniques Be able to reflect on the methods and tools presented in the light of practical work Be able to argue for and select relevant methods and tools and apply these in practice Be able to assess problems in a practical and a theoretical perspective and argue for and select relevant solution models Be able to communicate sales strategies in own organisation and to business partners, if relevant Be able to develop own sales strategy and sales effort Be able to independently take an active part in multidisciplinary relationships in relation to the organisation s sales strategies and sales work Be able to develop own practice and assume responsibility for sales activities As part of the tuition the students will look at how to lay down strategies for personal sales work, including defining goals, insight into different customer types, follow-up etc. Module El15: Fundraising ECTS credits: 5 This module is to give the students insight into the theoretical and practical aspects of fundraising concepts, methods and techniques. Be familiar with and able to reflect on relevant theories and methods from the perspective of theory of science Be able to understand and reflect on fundraising as a practice in relation to presented theories Be able to apply fundraising methods and tools in practice 29

33 Be able to assess theoretical and actual problems from a practical point of view Be able to argue for and select relevant methods and tools Be able to communicate about issues relating to fundraising to management in own organisation or the customer s organisation Be able to contribute to the development of fundraising work in own organisation or in a customer s organisation Be able to independently participate in multidisciplinary collaboration about fundraising work Develop a personal approach to fundraising As part of the module, the students will work with the screening of project ideas, a number of specific fundraising tools, communication about projects, preparation of budgets and various funding schemes. Module El16: Project Management in Public and Politically Controlled Organisations ECTS credits: 5 This module is to teach the students a strategic and holistic approach to observation, reflection and analysis of the theories, methods and practice of project management in the public sector. The aim is to teach students the competences and knowledge required to make decisions about project management both in own organisation and in relation to the surrounding world. Acquire understanding of the relationship between the project and the management practice in the organisation Acquire knowledge and understanding of the interface between a management governed by political and not necessarily rational objectives and project management with rational objectives Acquire insights into how the knowledge of the project manager about human behaviour can be used as a management tool, for example in connection with the organisation and motivation of staff and project participants Be able to use subject-related tools to describe, analyse, assess and interpret specific problems Be able to correctly use structural, process-related and cultural concepts to argue for the organisation of projects in public and politically controlled organisations based on theory of science Be able to produce a professional report based on an analysis of a project management issue and verbally communicate the conclusions arrived at as well as the chosen assumptions and perspectives Be able to independently discuss and view the report and its conclusions in the context of public and politically controlled organisations 30

34 Be able to assess whether the different management theories and methods are consistent, mutually as well as in relation to own and other people's use of the theories and methods Be able to formulate and implement project management methods and tools to facilitate the realisation of political, administrative and financial objectives in a public or politically controlled organisation Be able to independently participate in professional and cross disciplinary collaboration, using a conscious approach to management and communication Budgeting why is the financial framework the way it is? Project management/control and the conditions under which it is carried out The organisation, its employees, their roles and prestige Employees and communication Different organisational principles in the public sector and the tools that can be used in that context Objectives and measurements Outsourcing privatisation Module El17: Dynamic Project Management ECTS credits: 10 The linking of theory and practice strengthens the ability of project managers to operate at both tactical and operational levels and create results using existing structures as well as improvisation This module is to develop the competences of the project managers to analyse, release and utilise the potentials in a project group through improvisation, communication, collaboration and coordination. Have knowledge about the frameworks and conditions for project management in a dynamic and fluid context characterised by political, strategic, tactical and operational changes Have knowledge of theories about project management and be able to apply them in practical project work Be able to identify, understand and distinguish between the importance of different communication tools, methods of improvisation and project management tools at the different stages of a project and in a practical perspective Be able to understand the consequences of different actions Be able to understand the dynamic processes in cross-hierarchical organisations Be able to understand how to describe the meaning of project structures and demarcations by using storytelling, improvisation and communication as auxiliary project management tools Be able to improvise in decision-making situations Be able to use and assess storytelling as an auxiliary project management tool 31

35 Be able to use and assess communication tools in the context of project management in own organisation as well as own management initiatives and challenges Be able to embrace errors as a source of learning in the management of projects and incorporate the approach in own management practice Be able to communicate the understanding of different communication and improvisation theories and methods relating to project management in the context of the project group's relationship with the organisation/company and own management initiatives and challenges Be able to formulate, analyse, discuss and decide different subject-related issues from the perspective of theory of science Be able to communicate theoretical and practical problems and solutions to business partners in a professional manner, both in writing and orally Be able to handle and act in situations of uncertainty and handle improvised decision processes Be able to facilitate a project in which all parties are jointly responsible for creating results Be able to cooperate with others in a less organised and more dynamic fashion within established structures Cross-hierarchical management and structured frameworks Dynamic project management methods and tools Project collaboration roles and team Improvisation techniques Communication tools and storytelling Personal flexibility Module El18: Consultancy at Individual and Group Levels ECTS credits: 10 The purpose of the module is to teach the students the knowledge and skills required for a consultant to operate at individual and group levels To achieve this, the student uses his/her knowledge about personal strengths and weaknesses to identify the competences required for the role as a consultant, primarily with regards to understanding of the processes and methods of consultation Another purpose is to teach the student how to use key theories and methods for establishing a development process at individual and group levels in practice. Acquire knowledge about and the ability to reflect on theories and methods for understanding the functions and role of a consultant Understand the principles of theory of science in consultancy practice Acquire knowledge about development processes using advice, supervision, mentoring and coaching 32

36 Understand the importance of the cultural context in relation to change and development processes Be able to plan and facilitate development processes for individuals and groups Be able to motivate participants to become involved in a specific development process and get the target group to recognise the need for consultancy methods Master the clarification and contact phase, the identification and investigation phase, the planning and handling phase as well as the evaluation and completion phase of development processes Be able to design strategies for the development of own professional competences Be able to document and evaluate learning and development processes in the target group Be able to take part in action learning, communication and reflection on own learning Clarification of a consultant's functions in relation to roles, context and processes Insight into relevant basic concepts within the theory of science Methods and process tools for development of personal competences at both individual and group levels Practical work with company-based development processes using action learning Work with personal professional development with a focus on self-management, motivation and work/life balance Module El19: Consultancy Organisation, Finances and Strategy ECTS credits: 10 This module is to teach the students knowledge and skills relating to consultancy competences, including key aspects concerning organisational structure, finances and strategy internally in own organisation and, in particular, in the customers organisations. The students therefore work with different types of customers and scenarios in which the theoretical and methodological tools are applied to different customer types. Compared with the first compulsory module, this module on organisation, finances and strategy looks at the more general aspects of consultancy tasks as an important component of the work of the entire organisation. Knowledge about different types of organisations and organisational models, including knowledge of and the ability to reflect on different organisational theories and methods from the perspective of theory of science Knowledge about innovation in public and private organisations, including the ability to apply different innovation models 33

37 Understanding of key financial concepts Knowledge about different types of networks Knowledge about and the ability to reflect on value creation in organisations, including financial as well as intangible values of chaos and chaos management Be able to assess, select and apply relevant innovation models Be able to apply and argue for the theory chosen to analyse organisational problems from different perspectives Be able to apply relevant social science methods to collect empirical data on selected organisational problems and place them in a theoretical context Be able to carry out basic financial calculations Be able to assess and analyse all aspects of an organisation's management: downwards, upwards, across the organisation and in relation to outside parties Be able to play a role in the creation of networks Be able to analyse and assess the use of project management tools in an organisation Be able to communicate the success criteria of an organisation Be able to manage development and innovation processes in organisations Be able to manage an organisation s development and innovation processes Be able to analyse and present the needs of customers Be able to take part in cross-disciplinary collaboration regarding organisational development, competence development and innovative processes Be able to analyse and present an organisation's existing knowledge, management methods and the sharing of knowledge Be able to work with action learning in practice The module focuses on describing the roles and functions of consultants in their own organisation and in relation to the customers. The students learn to apply a number of theoretical and methodological approaches to value creation, financial rationale, networks and innovation as well as organisational and project management in their consultancy practice. Emphasis is placed on the students' ability to describe and argue for their choice of theories and methods. In the course of the module, the students practise action learning by applying the above-mentioned knowledge, skills and competences to an issue originating in the organisation of one of the other participants. 34