PROGRAMME SPECIFICATION 1. Awarding Institution/Body Teesside University [TU] 2. Teaching Institution Teesside University 3. Collaborating Organisations (include type) 4. Delivery Location(s) [if different from TU] 5. Programme Externally Accredited by (e.g. PSRB) N/A Teesside University N/A 6. Award Title(s) MSc Project Management 7. Lead School SSE 8. Additional Contributing Schools 9. FHEQ Level [see guidance] 10. Bologna Cycle [see guidance] 11. JACS Code and JACS Description 12. Mode of Attendance [full-time or part-time] 13. Relevant QAA Subject Benchmarking Group(s) TUBS/SCM Level 7 Secondary Cycle H710 Project management FT and PT Modes Masters Degree Characteristics (2009) 14. Relevant Additional External Joint Board of Moderators Reference Points (e.g. National Occupational Standards, PSB Standards) 15. Date of Production/Revision September 2011 16. Criteria for Admission to the Programme (if different from standard University criteria) Students will normally have a 2.2 in any Engineering degree. Student with lower education and 7+ year experience will be considered. Students will be expected to achieve an IELTS score of 6.0 or above.
17. Educational Aims of the Programme This course is aimed at developing managers, and those with management potential, who are working in the manufacturing industries. Students following this program will gain knowledge of and expertise in engineering project management principles relevant to mechanical, manufacturing, and other engineering sectors. Students will gain knowledge and expertise of information technology tools relevant to the management of manufacturing, process and construction industry projects together with specialist knowledge of visualisation techniques, site and supply chain planning, risk management, health & safety and 4D (3D + time)-scheduling. The overall aims of the programme are to: Develop the students knowledge of Project Management and develop their intellectual ability for critical analysis Develop students who can make reasoned, critical decisions and select and implement effective decision making in solving complex Project Management problems. Enable students to acquire a range of practical, ethical, professional and transferable skills for lifelong learning and professional practice. Provide the student with lifelong learning skills, a progression route to further professional development and ensure they foster the ethos of continual professional development. 18. Learning Outcomes The programme will enable students to develop the knowledge and skills listed below. Intended learning outcomes are identified for each category, together with the key teaching and assessment methods that will be used to achieve and assess the learning outcomes. On successful completion of the programme, the students will be able to: Knowledge and Understanding K1 Demonstrate a comprehensive and critical understanding of techniques, tools and methods relevant to Project Management K2 Demonstrate a systematic and critical understanding of the breadth and depth of knowledge of current concepts, principles and theories of project management, informed by current research and professional practice in the area of Project Management K3 Demonstrate an awareness of the professional, legal and ethical framework within project management, and an ability to formulate appropriate working practices. K4 Demonstrate an understanding of, and the ability to apply, a systems approach to plan, undertake and evaluate a negotiated, self-managed major project in project management. Cognitive/Intellectual Skills C1 Integrate and synthesise diverse knowledge, evidence, concepts, theory and practice to promote understanding and/or good practice and solve foreseen and unforeseen problems in a project management context C2 Able to make argued conclusions, to challenge orthodoxy and formulate new/alternative hypotheses or solutions on the basis of incomplete and/or Page 2 of 31
contested data. C3 Challenge orthodoxy and formulate new/alternative hypotheses or solutions Practical/Professional Skills P1 Exercise initiative and autonomy in undertaking tasks within the professional and legal standards of the project management discipline. P2 Operate ethically in complex and unpredictable, possibly specialised, situations and has a critical understanding of the issues governing good practice. Key Transferable Skills T1 Identify, manage and reflect on one s own learning and development, including time management and organisational skills, for continuing professional development T2 Communicate effectively with a range of specialist and non-specialist audiences to understand or elicit requirements for, and demonstrate solutions to project management problems T3 Demonstrate competence in mathematical skills commensurate with the demands of research and scholarship in Project management. T4 Demonstrate competence in computational and IT skills commensurate with the demands of research and scholarship in Project Management and its professional context. T5 Collaborate effectively with others in ways appropriate within the professional Project Management context. 19. Key Learning & Teaching Methods The objective of the programme of study is to produce graduates who possess a detailed knowledge and understanding of particular aspects of project management and the skills necessary to allow them to analyse complex problems. Students will study the latest literature and methods in the field. The programme design is based to promoting effective student learning both in conventional classroom situations and also outside the classroom by producing self-motivated learners. Students will be taught by a combination of methods including conventional lectures, e-learning, tutorials, case based learning and design studies. Reflective practice throughout the programme is a key element to allow the student to examine their own work, identify their own learning needs and challenges whilst providing evidence of what is required to operate confidently, efficiently and ethically in the work place and thereby develop an understanding of good practice and the ability to solve foreseen and unforeseen problems. The programme employs a diversity of teaching and learning methods including: Lectures Tutorials Seminars (including oral presentations and poster sessions) Computer Laboratory-Based Sessions (M S Project, @RISK, ERP, ndccir) Group Work Research Project Practical Health and Safety Skills Each programme and module is supported by a specific VLE site (e-learning@tees site). Page 3 of 31
Lectures Lectures are used to convey substantial elements of the subject content, provide core themes and explanations of difficult concepts, and set the scene for students' independent learning. The traditional format is enhanced through the use of computer-based, or other audio-visual aids, and supported by interactive VLE based provision of lecture notes. Tutorials and seminars Tutorials and seminars provide a context for interactive learning and allow students to explore some in project management in more depth. In addition, modules such as Research and Study Skills and Project Management and Enterprise provide opportunities for the students to develop skills such as information retrieval, problem-solving and communication. The Research and Study Skills module also allows the development of the skills necessary to support the individual Research Project. Computer Laboratory-based Sessions Most modules in MSc Programme employ a range of computer based-laboratories to permit students to perform simulation and numerical analysis of complex systems (using commercial software such as @RISK, ndccir, MSc Project). The modules Advance Project Planning and visualisation/risk Management in Projects use computer based software to interact with the real world and perform online control and analysis operations. In addition, both of these modules also use computer based module assessment strategy. Group Work The primary vehicle for group work within the programme is the Project Management and Enterprise module. This module allows students the opportunity to work as a multi-discipline group. This will allow students to gain an understanding of the mechanisms for working as part of a project team as well gaining an insight into working effectively with people from different academic disciplines. These skills are vital for developing a work ready graduate for the modern working environment. Research Project Students undertake a substantial individual research project. This project is used to integrate the technical, research and employability skills gained during previous modules. The project enables students to challenge orthodoxy, demonstrate originality, plan and organise with significant autonomy and operate ethically in potentially unpredictable situations. Practical Health and Safety Skills (0 credits): This module ensures students are able to work in a safe manner during practical sessions. They will be taught about the need to adhere to health and safety regulations and good practice as well as how to maximise the safety of themselves and those around them. This module is delivered in a week block structure and involves undertaking some basic health and safety assessments. These assessments are marked as a pass or a fail and you must pass all the assessments to pass the module. If students fail the assessments on the Practical Health and Safety Skills module, they will only be allowed to undertake a literature based research project. In addition this programme has two option modules which students choose to study only one of them. This is to ensure that those students who originate from industry and have already gained Prince2 awareness have the option to explore a different Page 4 of 31
side of Project Management in The Management of Change module. The learning outcomes for the programme have been developed to ensure that whichever option the students choose does not impact on their overall programme experience. The option modules have a minimum student number of 10 for the module to run. This minimum number is not seen as an obstacle for being able to run both modules each year as they are modules that are shared by other students from other programmes. Students will choose their option module at the start of their academic year in the induction period of their programme. 20. Key Assessment Methods Assessment is noted to be the single most powerful influence on how and what the students learn. Teesside University s Teaching and Assessment Strategy emphasises that the informed use of assessment is to promote learning and the matching of assessment to learning outcomes. In this programme, students will experience a broad and balanced range of assessment methods to address the range of learning outcomes identified. In designing the programme structure care has been taken by the programme team to ensure there is equivalence of assessment(s) between modules. Students are presented have access to an Assessment schedule providing details of the submission deadlines for summative assessments. Formative assessment has been placed in each module as appropriate so that the students can benefit (i.e. enhancing learning and assisting towards summative assessments) from this within that module and throughout the programme. Example formative assessment methods will include: Provision of model solutions for tutorial questions. Tutorial/seminar feedback. Meetings with project supervisors to gain feedback on project development, direction and deliverables. Summative assessment methods will include: Case study exercises based on simulated and actual client briefs Critically selecting the content for a bibliography IT Planning and Scheduling software Presentations Reflective practice Time constraint exercises Research project The assessment methods above are considered to reflect closely many of the operations and practices that are in place in the Project Management industry. Students will receive timely feedback for summative/formative assessment to comply with Teesside University quality threshold standards. Page 5 of 31
21. Programme Modules (additional copies to be completed for each named pathway) Level Code Title Credits Status Non- Compensatable Compensatable FPL4011-N Research and Study Skill (SSE) 10 Core Y CEN4009-N Advanced Project Planning and Visualisation (SSE) 20 Core Y CEN4013-N Project Management and Enterprise (SSE) 10 Core Y CEN4018-N Procurement and Contract Strategy (SSE) 20 Core Y ACC4003-N Managing Operations and Finance (TUBS) 20 Core Y HRM4026-N Managing Change (TUBS) 20 Option Y MUL4049-N Managing Projects in Prince2 (SCM) 20 Option Y CEN4017-N Risk Management in Projects (SSE) 20 Core Y PCI4002-N Practical Health and Safety Skills (SSE) 0 Core Y PMD4002-N Research Project (SSE) 60 Core Y
22. Programme Structure Overview of structure of the modules across the Academic Year. Students commencing their studies in October will commence on Block 1. Students commencing their studies in February will commence on Block 2 and complete Block 1 before progressing to their project (project with commence week 18) Typical Full Time Programme Research and Study Skills (SSE) 10 credits Managing Projects in Prince2 (SCM) OR Managing Change (TUBS) Managing Operations and Finance (TUBS) Research Project (SSE) 60 credits Procurement and Contract Strategy (SSE) Practical Health and Safety Skills (SSE) 0 credits Risk Management in Projects (SSE) Advance Project Planning and Visualisation (SSE) Project Management and Enterprise (SSE) 10 credits Block 1 Week1-17 Block 2 Week 18-27 Week 30 onwards Typical Part Time Programme Research and Study Skills (SSE) 10 credits Risk Management in Engineering Projects (SSE) Practical Health and Safety Skills (SSE) 0 credits Managing Projects in Prince2 (SCM) OR Managing Change (TUBS) Managing Operations and Finance (TUBS) Advance Project Planning and Visualisation (SSE) Procurement and Contract Strategy (SSE) Project Management and Enterprise 10 credits Year 1 Week1-17 Year 1 Week 18-27 Year 2 Week1-17 Year 2 Week 18-27 Research Project (SSE) 60 credits Year 2 Week 30 onwards Page 7 of 31
23. Support for Students and Their Learning Students are encouraged to talk to staff and ask for help, academic or pastoral, as and when required, allowing the University mechanisms to support them. Students are provided support throughout their period of study and can access this whenever required from the various sources noted below: Programme Team Programme Leader with overall responsibility for the programme. Module Leaders with responsibility for each of the individual modules. Programme Design Programme and Module Handbooks containing comprehensive information. e-learning@tees (a Virtual Learning Environment) sites for each programme and module. Provision of assessment schedules to allow the students to manage their time more effectively and prepare for submission. Student Programme Representatives who can raise issues on behalf of individuals or the whole cohort. School Retention Support Officer to act as a point of contact and champion student issues. Student Representatives who sit on many of the School s committees. Student Mentors provide advice for students from a student perspective. Student Services provide assessment and support facilities for disabled students which are implemented in the School by the Disability Co-ordinator. Academic staff are available for pastoral and academic guidance to all students on a drop-in and appointment basis with at least two hours of surgery time, timetabled each week per member of staff. Specialised workshop facilities containing relevant equipment and supported by appropriate technical staff. School ICT helpdesk provides support for computing. University University Drop-In Study Skills Centre (DISSC) provides help with skills such as essay and report writing and presentations. University Library provides freelance computing facilities, on-line database materials and group study areas as well as books and journals. Development of student career planning is facilitated by the University Careers Service. Student Services provide a range of facilities including financial, accommodation and health advice, chaplaincy and professional counselling. Students Union staff and facilities and Advice Centre. Support for Students and Their Learning Induction Induction is seen as an important aspect of the programme and helps to prepare students for studying at Master s level and to familiarise themselves with the facilities and support mechanisms available to them. A shared induction day across the Master s programmes gives students the opportunity to meet other students on their programme and other Master s programmes. Students also have the opportunity to meet with the Programme Leader to obtain programme-specific Page 8 of 31
information. Induction (and early modules) will also provide support in the development of skills to support online learning as this will be a new method of studying for some students. Part of the induction programme for the Project Management students will involved other students from programmes within the Project Management cluster and will be an across schools event. Programme E-learning@tees Site All students on the programme will have access to the programme e-learning@tees site which will provide students with specific information about their programme; support communication between students and the programme team; and allow students to communicate with each other, thus supporting a sense of programme identity among the students. In addition, the programmes comprising the Project Management Cluster will share a joint programme support site which will unite all the programmes under one project management theme. Programme Handbook All students will be provided with a Programme Handbook at the start of the programme which will include key information for the students about their programme, the core and option modules they will be taking and the research project. The Handbook will also provide details of the support available to students. In-sessional English All international students are required to complete a diagnostic study skills test which will stream them into appropriate support with Academic English and Study Skills. The course is a free in-sessional academic study skills programme of up to 20 weeks with a maximum of 1 x 2 hour class a week. Academic Support Academic support is available throughout the programme from the Programme Leader, Module Leaders, and Module Tutors. Students will also be encouraged to access the Drop-in Study Skills Centre (DISSC) in the Library if they need additional support. In addition all Masters students have access to a drop-in support session each Thursday where the framework coordinator and other support staff from within the University are present to address any academic or personal concerns School and University Support Mechanisms University-wide support mechanisms such as student services and the Student Union are available to students on the programme. A number of mechanisms are also available within the School to provide additional support for students who are struggling to complete their programme, such as mitigating circumstances, and late submission; and students will be encouraged to access these when required, to enhance retention and progression Page 9 of 31
24. Distinctive Features Programme Structure The programme has been designed for project manager and engineering in all engineering/management industrial sector wishing to enhance their career and/or next step of their career towards project management and/or educational development. The programme will be of particular interest to graduates with a bachelor s degree and who are employed in, or have an interest in, the project management, Engineering co-ordinator or Management facilitator career. The most distinctive feature of the programme is the unique combination of the study of Engineering and management module with the equal emphasis on Project management; Engineering fields in which the Teesside University has long been internationally acknowledged. This distinctive mix enables graduates to gain employment in a wide range of industries but is particularly useful for employment in any engineering and/or management industries and/or organisation, such as those local to the University. Research informed Teaching and Learning In the last RAE for Engineering, 80% of the school s research was deemed internationally or national excellent. Research active staff fill key roles and help inform the delivery of the programme, either as course leader, subject group leader, module leaders or project supervisors. The high level of research activity within the School is embedded within the teaching. Course Resources The Project Management Engineering degree programme is supported by excellent laboratory facilities including, MS Project, ndccir 5D Technology, @RISK Tool laboratories as well as excellent library and computing facilities. External recognition The MSc programme (at level-7) has been designed to deliver industry appropriate graduates. The students are encouraged to register as APM member and use MSc programme as foundation for progression to Practitioner of the Association of Project Management. Support for Mastery Making the transition to Master s level study can be difficult for some students and support with making this transition is seen as an important element of the Project Management Programme. Support is provided during the programme induction and within the module Research and Study Skills. This support is designed to help students understand the requirements of academic study at Master s level; to develop their skills in academic writing and referencing, critical thinking and writing; the concept of ethical research and in the key IT skills such as information location. A formative assessment is carried out early within this module in order to help students develop their research and study skills, this is then built upon within the summative assessment for the module. International Student experience The Masters teaching staff is composed of academics from a variety of different countries that helps contribute to a truly international taught teaching experience for our students. A number of these academics have previously taught or worked in an international market and their experiences provide an invaluable insight into the international market place which is reflected in the development of taught modules This internationalisation of the School s programmes is further enhanced with the Page 10 of 31
industrial links nurtured within some Masters projects; where available students can undertake projects of an international nature either with an international industrial partner or a project based on an international theme. Across Schools Project Management Cluster The Project Management programme sits within a three School Project Management Cluster, this affords students a unique opportunity to experience a diverse range of staff and students throughout their studies as well as access to a wide range of teaching resources. The students within the cluster are encouraged (through a shared induction experience and shared modules) to develop their cluster identity and network within the different Project Management programmes. Page 11 of 31
PROGRAMME SPECIFICATION 1. Awarding Institution/Body Teesside University [TU] 2. Teaching Institution Teesside University 3. Collaborating Organisations (include type) 4. Delivery Location(s) [if different from TU] 5. Programme Externally Accredited by (e.g. PSRB) N/A Teesside University N/A 6. Award Title(s) PgD Project Management 7. Lead School SSE 8. Additional Contributing Schools 9. FHEQ Level [see guidance] 10. Bologna Cycle [see guidance] 11. JACS Code and JACS Description 12. Mode of Attendance [full-time or part-time] 13. Relevant QAA Subject Benchmarking Group(s) TUBS/SCM Level 7 Secondary Cycle H710 Project management FT and PT Modes Masters Degree Characteristics (2009) 14. Relevant Additional External Joint Board of Moderators Reference Points (e.g. National Occupational Standards, PSB Standards) 15. Date of Production/Revision September 2011 16. Criteria for Admission to the Programme (if different from standard University criteria) Students will normally have a 2.2 in any Engineering degree. Student with lower education and 7+ year experience will be considered. Students will be expected to achieve an IELTS score of 6.0 or above. Page 12 of 31
17. Educational Aims of the Programme This course is aimed at developing managers, and those with management potential, who are working in the manufacturing industries. Students following this program will gain knowledge of and expertise in engineering project management principles relevant to mechanical, manufacturing, and other engineering sectors. Students will gain knowledge and expertise of information technology tools relevant to the management of manufacturing, process and construction industry projects together with specialist knowledge of visualisation techniques, site and supply chain planning, risk management, health & safety and 4D (3D + time)-scheduling. The overall aims of the programme are to: Develop the students knowledge of Project Management and develop their intellectual ability for critical analysis Develop students who can make reasoned, critical decisions and select and implement effective decision making in solving complex Project Management problems. Enable students to acquire a range of practical, ethical, professional and transferable skills for lifelong learning and professional practice. Provide the student with lifelong learning skills, a progression route to further professional development and ensure they foster the ethos of continual professional development. 18. Learning Outcomes The programme will enable students to develop the knowledge and skills listed below. Intended learning outcomes are identified for each category, together with the key teaching and assessment methods that will be used to achieve and assess the learning outcomes. On successful completion of the programme, the students will be able to: Knowledge and Understanding K1 Demonstrate a comprehensive and critical understanding of techniques, tools and methods relevant to Project Management K2 Demonstrate a systematic and critical understanding of the breadth and depth of knowledge of current concepts, principles and theories of project management, informed by current research and professional practice in the area of Project Management K3 Demonstrate an awareness of the professional, legal and ethical framework within project management, and an ability to formulate appropriate working practices. Cognitive/Intellectual Skills C1 Integrate and synthesise diverse knowledge, evidence, concepts, theory and practice to promote understanding and/or good practice and solve foreseen and unforeseen problems in a project management context C2 Able to make argued conclusions, to challenge orthodoxy and formulate new/alternative hypotheses or solutions on the basis of incomplete and/or contested data. C3 Challenge orthodoxy and formulate new/alternative hypotheses or solutions Practical/Professional Skills Page 13 of 31
P1 P2 Exercise initiative and autonomy in undertaking tasks within the professional and legal standards of the project management discipline. Operate ethically in complex and unpredictable, possibly specialised, situations and has a critical understanding of the issues governing good practice. Key Transferable Skills T1 Identify, manage and reflect on one s own learning and development, including time management and organisational skills, for continuing professional development T2 Communicate effectively with a range of specialist and non-specialist audiences to understand or elicit requirements for, and demonstrate solutions to project management problems T3 Demonstrate competence in mathematical skills commensurate with the demands of research and scholarship in Project management. T4 Demonstrate competence in computational and IT skills commensurate with the demands of research and scholarship in Project Management and its professional context. T5 Collaborate effectively with others in ways appropriate within the professional Project Management context. 19. Key Learning & Teaching Methods The objective of the programme of study is to produce graduates who possess a detailed knowledge and understanding of particular aspects of project management and the skills necessary to allow them to analyse complex problems. Students will study the latest literature and methods in the field. The programme design is based to promoting effective student learning both in conventional classroom situations and also outside the classroom by producing self-motivated learners. Students will be taught by a combination of methods including conventional lectures, e-learning, tutorials, case based learning and design studies. Reflective practice throughout the programme is a key element to allow the student to examine their own work, identify their own learning needs and challenges whilst providing evidence of what is required to operate confidently, efficiently and ethically in the work place and thereby develop an understanding of good practice and the ability to solve foreseen and unforeseen problems. The programme employs a diversity of teaching and learning methods including: Lectures Tutorials Seminars (including oral presentations and poster sessions) Computer Laboratory-Based Sessions (M S Project, @RISK, ERP, ndccir) Group Work Practical Health and Safety Skills Each programme and module is supported by a specific VLE site (e-learning@tees site). Lectures Lectures are used to convey substantial elements of the subject content, provide core themes and explanations of difficult concepts, and set the scene for students' independent learning. The traditional format is enhanced through the use of computer-based, or other audio-visual aids, and supported by interactive VLE based provision of lecture notes. Page 14 of 31
Tutorials and seminars Tutorials and seminars provide a context for interactive learning and allow students to explore some in project management in more depth. In addition, modules such as Research and Study Skills and Project Management and Enterprise provide opportunities for the students to develop skills such as information retrieval, problem-solving and communication. The Research and Study Skills module also allows the development of the skills necessary to support the individual a students ability to locate information effectively. Computer Laboratory-based Sessions Most modules in MSc Programme employ a range of computer based-laboratories to permit students to perform simulation and numerical analysis of complex systems (using commercial software such as @RISK, ndccir, MSc Project). The modules Advance Project Planning and visualisation/risk Management in Projects use computer based software to interact with the real world and perform online control and analysis operations. In addition, both of these modules also use computer based module assessment strategy. Group Work The primary vehicle for group work within the programme is the Project Management and Enterprise module. This module allows students the opportunity to work as a multi-discipline group. This will allow students to gain an understanding of the mechanisms for working as part of a project team as well gaining an insight into working effectively with people from different academic disciplines. These skills are vital for developing a work ready graduate for the modern working environment. Practical Health and Safety Skills (0 credits): This module ensures students are able to work in a safe manner during practical sessions. They will be taught about the need to adhere to health and safety regulations and good practice as well as how to maximise the safety of themselves and those around them. This module is delivered in a week block structure and involves undertaking some basic health and safety assessments. These assessments are marked as a pass or a fail and you must pass all the assessments to pass the module. In addition this programme has two option modules which students choose to study only one of them. This is to ensure that those students who originate from industry and have already gained Prince2 awareness have the option to explore a different side of Project Management in The Management of Change module. The learning outcomes for the programme have been developed to ensure that whichever option the students choose does not impact on their overall programme experience. The option modules have a minimum student number of 10 for the module to run. This minimum number is not seen as an obstacle for being able to run both modules each year as they are modules that are shared by other students from other programmes. Students will choose their option module at the start of their academic year in the induction period of their programme. Page 15 of 31
20. Key Assessment Methods Assessment is noted to be the single most powerful influence on how and what the students learn. Teesside University s Teaching and Assessment Strategy emphasises that the informed use of assessment is to promote learning and the matching of assessment to learning outcomes. In this programme, students will experience a broad and balanced range of assessment methods to address the range of learning outcomes identified. In designing the programme structure care has been taken by the programme team to ensure there is equivalence of assessment(s) between modules. Students are presented have access to an Assessment schedule providing details of the submission deadlines for summative assessments. Formative assessment has been placed in each module as appropriate so that the students can benefit (i.e. enhancing learning and assisting towards summative assessments) from this within that module and throughout the programme. Example formative assessment methods will include: Provision of model solutions for tutorial questions. Tutorial/seminar feedback. Summative assessment methods will include: Case study exercises based on simulated and actual client briefs Critically selecting the content for a bibliography IT Planning and Scheduling software Presentations Reflective practice Time constraint exercises The assessment methods above are considered to reflect closely many of the operations and practices that are in place in the Project Management industry. Students will receive timely feedback for summative/formative assessment to comply with Teesside University quality threshold standards. Page 16 of 31
21. Programme Modules (additional copies to be completed for each named pathway) Level Code Title Credits Status Non- Compensatable Compensatable FPL4011-N Research and Study Skill (SSE) 10 Core Y CEN4009-N Advanced Project Planning and Visualisation (SSE) 20 Core Y CEN4013-N Project Management and Enterprise (SSE) 10 Core Y CEN4018-N Procurement and Contract Strategy (SSE) 20 Core Y ACC4003-N Managing Operations and Finance (TUBS) 20 Core Y HRM4026-N Managing Change (TUBS) 20 Option Y MUL4049-N Managing Projects in Prince2 (SCM) 20 Option Y CEN4017-N Risk Management in Projects (SSE) 20 Core Y PCI4002-N Practical Health and Safety Skills (SSE) 0 Core Y
22. Programme Structure Overview of structure of the modules across the Academic Year. Students commencing their studies in October will commence on Block 1. Students commencing their studies in February will commence on Block 2 and complete Block 1. Typical Full Time Programme Research and Study Skills (SSE) 10 credits Managing Projects in Prince2 (SCM) OR Managing Change (TUBS) Managing Operations and Finance (TUBS) Procurement and Contract Strategy (SSE) Practical Health and Safety Skills (SSE) 0 credits Risk Management in Projects (SSE) Advance Project Planning and Visualisation (SSE) Project Management and Enterprise (SSE) 10 credits Block 1 Week1-17 Block 2 Week 18-27 Typical Part Time Programme Research and Study Skills (SSE) 10 credits Risk Management in Engineering Projects (SSE) Practical Health and Safety Skills (SSE) 0 credits Managing Projects in Prince2 (SCM) OR Managing Change (TUBS) Managing Operations and Finance (TUBS) Advance Project Planning and Visualisation (SSE) Procurement and Contract Strategy (SSE) 23. Support for Students and Their Learning Project Management and Enterprise 10 credits Year 1 Week1-17 Year 1 Week 18-27 Year 2 Week1-17 Year 2 Week 18-27 Students are encouraged to talk to staff and ask for help, academic or pastoral, as and when required, allowing the University mechanisms to support them. Students are provided support throughout their period of study and can access this whenever required from the various sources noted below: Programme Team Programme Leader with overall responsibility for the programme. Module Leaders with responsibility for each of the individual modules. Programme Design Programme and Module Handbooks containing comprehensive information. e-learning@tees (a Virtual Learning Environment) sites for each programme and module. Provision of assessment schedules to allow the students to manage their time more effectively and prepare for submission.
Student Programme Representatives who can raise issues on behalf of individuals or the whole cohort. School Retention Support Officer to act as a point of contact and champion student issues. Student Representatives who sit on many of the School s committees. Student Mentors provide advice for students from a student perspective. Student Services provide assessment and support facilities for disabled students which are implemented in the School by the Disability Co-ordinator. Academic staff are available for pastoral and academic guidance to all students on a drop-in and appointment basis with at least two hours of surgery time, timetabled each week per member of staff. Specialised workshop facilities containing relevant equipment and supported by appropriate technical staff. School ICT helpdesk provides support for computing. University University Drop-In Study Skills Centre (DISSC) provides help with skills such as essay and report writing and presentations. University Library provides freelance computing facilities, on-line database materials and group study areas as well as books and journals. Development of student career planning is facilitated by the University Careers Service. Student Services provide a range of facilities including financial, accommodation and health advice, chaplaincy and professional counselling. Students Union staff and facilities and Advice Centre. Support for Students and Their Learning Induction Induction is seen as an important aspect of the programme and helps to prepare students for studying at Master s level and to familiarise themselves with the facilities and support mechanisms available to them. A shared induction day across the Master s programmes gives students the opportunity to meet other students on their programme and other Master s programmes. Students also have the opportunity to meet with the Programme Leader to obtain programme-specific information. Induction (and early modules) will also provide support in the development of skills to support online learning as this will be a new method of studying for some students. Part of the induction programme for the Project Management students will involved other students from programmes within the Project Management cluster and will be an across schools event. Programme E-learning@tees Site All students on the programme will have access to the programme e-learning@tees site which will provide students with specific information about their programme; support communication between students and the programme team; and allow students to communicate with each other, thus supporting a sense of programme identity among the students. In addition, the programmes comprising the Project Management Cluster will share a joint programme support site which will unite all the programmes under one
project management theme. Programme Handbook All students will be provided with a Programme Handbook at the start of the programme which will include key information for the students about their programme, the core and option modules they will be taking. The Handbook will also provide details of the support available to students. In-sessional English All international students are required to complete a diagnostic study skills test which will stream them into appropriate support with Academic English and Study Skills. The course is a free in-sessional academic study skills programme of up to 20 weeks with a maximum of 1 x 2 hour class a week. Academic Support Academic support is available throughout the programme from the Programme Leader, Module Leaders, and Module Tutors. Students will also be encouraged to access the Drop-in Study Skills Centre (DISSC) in the Library if they need additional support. In addition all Masters students have access to a drop-in support session each Thursday where the framework coordinator and other support staff from within the University are present to address any academic or personal concerns School and University Support Mechanisms University-wide support mechanisms such as student services and the Student Union are available to students on the programme. A number of mechanisms are also available within the School to provide additional support for students who are struggling to complete their programme, such as mitigating circumstances, and late submission; and students will be encouraged to access these when required, to enhance retention and progression 24. Distinctive Features Programme Structure The programme has been designed for project manager and engineering in all engineering/management industrial sector wishing to enhance their career and/or next step of their career towards project management and/or educational development. The programme will be of particular interest to graduates with a bachelor s degree and who are employed in, or have an interest in, the project management, Engineering co-ordinator or Management facilitator career. The most distinctive feature of the programme is the unique combination of the study of Engineering and management module with the equal emphasis on Project management; Engineering fields in which the Teesside University has long been internationally acknowledged. This distinctive mix enables graduates to gain employment in a wide range of industries but is particularly useful for employment in any engineering and/or management industries and/or organisation, such as those local to the University. Research informed Teaching and Learning In the last RAE for Engineering, 80% of the school s research was deemed internationally or national excellent. Research active staff fill key roles and help inform the delivery of the programme, either as course leader, subject group leader or module leaders. The high level of research activity within the School is embedded within the teaching.
Course Resources The Project Management Engineering degree programme is supported by excellent laboratory facilities including, MS Project, ndccir 5D Technology, @RISK Tool laboratories as well as excellent library and computing facilities. External recognition The MSc programme (at level-7) has been designed to deliver industry appropriate graduates. The students are encouraged to register as APM member and use MSc programme as foundation for progression to Practitioner of the Association of Project Management. Support for Mastery Making the transition to PgD level study can be difficult for some students and support with making this transition is seen as an important element of the Project Management Programme. Support is provided during the programme induction and within the module Research and Study Skills. This support is designed to help students understand the requirements of academic study at PgD level; to develop their skills in academic writing and referencing, critical thinking and writing; the concept of ethical research and in the key IT skills such as information location. A formative assessment is carried out early within this module in order to help students develop their research and study skills, this is then built upon within the summative assessment for the module. International Student experience The PgD teaching staff is composed of academics from a variety of different countries that helps contribute to a truly international taught teaching experience for our students. A number of these academics have previously taught or worked in an international market and their experiences provide an invaluable insight into the international market place which is reflected in the development of taught modules. Across Schools Project Management Cluster The Project Management programme sits within a three School Project Management Cluster, this affords students a unique opportunity to experience a diverse range of staff and students throughout their studies as well as access to a wide range of teaching resources. The students within the cluster are encouraged (through a shared induction experience and shared modules) to develop their cluster identity and network within the different Project Management programmes.
PROGRAMME SPECIFICATION TEMPLATE 1. Awarding Institution/Body Teesside University 2. Teaching Institution Teesside University 3. Collaborating Organisations (include type) 4. Delivery Location(s) [if different from UoT] 5. Programme Externally Accredited by (e.g. PSB) 6. Award Title(s) 7. Lead School TUBS 8. Additional Contributing Schools SSE/SCM MSc Strategic Project Management 9. FHEQ Level [see guidance] 10. Bologna Cycle [see guidance] Level 7 Second Cycle 11. JACS Code and JACS Description N100 12. Mode of Attendance [full-time or part-time] 13. Relevant QAA Subject Benchmarking Group(s) FT and PT modes Business and Management (generalist Masters) 14. Relevant Additional External Not applicable Reference Points (e.g. National Occupational Standards, PSB Standards) 15. Date of Production/Revision April 2011 16. Criteria for Admission to the Programme (if different from standard University criteria) Standard University criteria
17. Educational Aims of the Programme The overall aims of the programme are to: Provide students with an appreciation of strategic dimensions of business and management in organisations from a project management perspective Provide students with knowledge of customer/client management on projects Develop students analytical and critical thinking skills through the strategic analysis of organisations and environments Develop skills in project and operational management Provide students with a critical awareness of change, processes and practices in project management Underpin the key strategic and functional areas of business through a critical awareness of cross-cultural, inter-organisation and silo structures and the impact on project management issues Develop an awareness of the ethical and legal issues and consequences of project management from a national and International business dimension Assess the risk and financial viability (planning and resource inputs) of projects and the potential wider organisational consequence. Gain awareness of social responsibly and external organisational constraints and their impact on creating and operating projects Develop an awareness of project implementation and performance monitoring 18. Learning Outcomes The programme will enable students to develop the knowledge and skills listed below. Intended learning outcomes are identified for each category, together with the key teaching and assessment methods that will be used to achieve and assess the learning outcomes. Knowledge and Understanding K1 Demonstrate a comprehensive and critical understanding of techniques, tools and methods relevant to Strategic Project Management K2 Demonstrate a systematic and critical understanding of the breadth and depth of knowledge of current concepts, principles and theories of project management, informed by current research and professional practice in the area of Project Management K3 Demonstrate an understanding of the organisational processes of strategy formulation and project choice. Appreciate the relevance of a customer/client focus, leadership, governance, strategy decision making and business planning in the process. K4 K5 K6 Understand the risks and financing of the business projects: sources, uses and management of finance; use of project accounting for managerial and financial reporting applications Understand the strategic importance of project management and the associated issues of, performance management, leadership and people management in organisations Examine the conceptual underpinnings of cross-cultural and inter-organisational structures and understand the importance of making decisions which are organisationally sensitive and make sense of multi-participatory, personal, socio-economic and organisational values.
K7 K8 Evaluate the range of project methodologies available and have an understanding of the suitability and limitations for providing information and evaluating options in an uncertain project performance environment Possess a critical awareness of current issues in business and project management which is informed by leading edge research and practice in the field. K9 Planning and organise projects form a holistic business perspective and assess their implications for project success, especially from a resource allocation and scheduling viewpoint, include the need for contingency and continuity planning. Cognitive/Intellectual Skills (insert additional rows as necessary) C1 Intergrade and synthesise knowledge, evidence, concepts, theory and practice to promote understanding and/or god practice and solve foreseen and unforeseen problems in a project management C2 Demonstrate intellectual adaptability and questions/ changes own assumptions within the context of the strategic management of organisations. Can evaluate alternative approaches C3 C4 C5 C6 Understand, critically evaluate and use with discrimination the complex theory and concepts associated with management theory & practice, strategy and leadership in a project management context Identify, value and engage positively with the arguments of others from a cross-cultural perspective Able to integrate and synthesise diverse knowledge, evidence, concepts, theory and practice to promote understanding (and/or good practice) and solve seen/unforeseen problems in both a national and an international business context Apply intellectual skills to a topic of participants own choosing Practical/Professional Skills (insert additional rows as necessary) P1 Exercise initiative and autonomy in undertaking tasks within the professional and legal standards of the project managed discipline. P2 Reflect critically on project and strategic management theory and practice; related theory and complex knowledge to practice; and use this to evaluate and appraise approaches to the management control of operations. P3 Be able to synthesise and integrate knowledge from various domains to offer solutions to a range of general management problems P4 P5 P6 Be able to use evaluate a range of project methodologies and know and work within a professional framework Be able to demonstrate critical understanding of how culture, human and organisations influences project management performance Reflect critically on the practice of project management in authentic professional settings Key Transferable Skills (insert additional rows as necessary) T1 Identify, manage and reflect on one s own learning and development, including time management and organisational skills, for containing professional development.
T2 T3 T4 T5 Be able to gather systematically, interpret and evaluate evidence drawn from a diverse range of sources which are chosen independently or with minimal guidance. Be able to provide own interpretation on the basis of evidence and recognises strengths and weaknesses in conclusions/derivations arising from a sceptical approach to evidence/informed practice. Know and use a range of communication strategies that are matched to different audiences; able to present a structured, rational, evidenced, coherent argument. Competent in ICT/numeracy skills commensurate with the demands of the programme. T6 Able to plan, organise, solve and reflect on project and self in the fulfilment of agreed outcomes including resource allocation and contingencies. 19. Key Learning & Teaching Methods Lectures will be the primary vehicle, within contact time, for delivering the relevant subject knowledge.. Knowledge and Understanding Teaching and learning methods used are designed to offer an integrated, holistic and independently managed learning experience, with an opportunity to examine and evaluate project management and related topics, problems and issues. Through case studies and realistic work scenarios, supported by formal learning inputs and learner support activities. i.e. lectures, tutorials seminars and e- support, offer an opportunity to explore in depth and reflect on their learning and knowledge content across the modules. Students will engage in individual and group work, case studies, class debates, directed and guided reading and research. This approach will foster the use of presentations and practical applications are in support of the learning and as a vehicle for feedback and debriefings. Managing own time, working to deadlines/project plan are in-bedded into all assessments and directed team work as is independent learning, ICT workshops, group exercises, preparation for assignments and dissertation.. Cognitive / Intellectual /Practical & Professional Skills At this level students will be encouraged to develop and use a range of cognitive and intellectual skills. Many of the modules require the students to develop and apply a range of skills within a variety of learning and assessment related activities. Students will be encouraged to apply practical and professional skills, through formative and summative assessments, to explore and examine issues around theory and practice. Where appropriate assessments will be project oriented, work-related or based on a case study scenario to encourage students to bridge the gap between theory and practice. Module assessments will incorporate elements appropriate for demonstrating and developing key transferable skills such as presentations, report writing, numbers and IT. Students will develop and be able to apply a range of relevant project management skills including reflection, review, communication, business planning, leadership and mentoring and decision making.
20. Key Assessment Methods The assessments will be designed to allow the development, application and evaluation of knowledge and understanding in a project specific and general business context across the programme. Students will complete a dissertation within final stage of the programme; this has been designed to further allow students to demonstrate a holistic understanding and application of knowledge within strategic project management. During the programme a range of key formative and summative assessment methods will be used, they will be designed to motivate, stimulate and inform learning and will include such assessment strategies as: case studies; simulations; practical; essays; presentations; and, business reports and plans. Knowledge and Understanding The Assessments will include a range of assignments, case studies, simulations, practical business reports and project plans, designed to allow the development, application and evaluation of knowledge and understanding in a project planning and operational context. In addition the dissertation at the final stage is designed to ensure a holistic understanding and application of key aspects of strategic project management. Cognitive / Intellectual Skills/ Practical & Professional The assessment for many of the modules asks the students develop and apply a range of skills within the learning and assessment activities, both formative and summative. All assessments will require students to use a range of cognitive and intellectual skills which will be directly assessed. The stage 3 dissertation will be the vehicle for an in-depth study of an issue related to project management from a strategic dimension and will be undertaken as an individual piece of work which requires learners to operate independently. Timely and effective feedback and assessments are integral to the learning process. Students will receive timely and constructive formative and summative feedback. The feedback will clearly identify the strengths and those areas for further development, guidance will be provided on how to strengthen these areas. Feedback will be provided through a variety of mechanisms, as appropriate, and students will be encouraged throughout the programme to seek, reflect upon, and respond to feedback.
21. Programme Modules (additional copies to be completed for each named pathway) Level Code Title Credits Status Non- Compensatable Compensatable BIN4039-N Strategic Project Management (TUBS) 20 C Y CEN4018-N Procurement and Contract Strategy (SSE) 20 C Y CEN4017-N Risk Management in Projects (SSE) 20 C Y BIN4036-N Project Performance and Evaluation (TUBS) 20 C Y MUL4049-N Managing Project with Prince2 (SCM) 20 C Y BIN4011-N Dissertation (TUBS) 60 C Y Option (TUBS) 20 O Y Page 27 of 31
22. Programme Structure MSc Strategic Project Management (Full-time) Stage Module Module Module Block 1 Strategic Project Management Procurement & Contract Strategy (SSE) Managing Projects with Prince2 Block 2 Week 30 onwards 20 Credits Project Performance and Evaluation 20 Credits Dissertation 20 Credits Risk Management in Projects 20 Credits Option 2 x 10 Credit modules selected from: Management Research Business Ethics Entrepreneurship Managing Careers 2 x10 Credits 60 credits MSc Strategic Project Management (Part-time) Year Block 1 Week 1 to week 13 Year 1 Strategic project management () Year 2/3 Managing Project with Prince2 Project Performance and Evaluation () Block 2 Week 14 to week 28 Procurement & Contractual Strategies () () Risk Management in Projects () Option (2 x 10 credits) From the following: Management Research Business Ethics Page 28 of 31
Entrepreneurship Managing Careers Dissertation (60 credits) 23. Support for Students and Their Learning There are a number of support mechanisms in place for students. These include: One-to-one tutorial support integrated into the programme. Assignment and examination workshops integrated into the programme. Access to Learning and Development Tutors Regular sessions with module tutors supported through other forms of communication such as email. Guest speakers and projects In addition:- An induction programme helps students to make the transition into Masters and to feel part of the School and the programme. This includes a range of liaison meetings with the Programme Leader aimed at developing a relationship between staff and students and to explain relevant programme information included in Programme and Module handbooks. A Retention Support Officer (SSO) will provide generic support to students and will assist in ensuring the effective integration of students into the University and TBS. The SSO will play an active part in induction events and will supervise Student Advisors / Mentors and will act as a point of contact for students who require non-academic assistance and advice. The programme continues to enhance develop key professional, academic skills and transferable skills to a standard which will prepare the student for success in subsequent assessments and provide subsequent application in the formative and summative assessment and feedback. Students will be able to draw upon the support provided by Learning and Development Tutors who can provide advice and support on a wide range of pastoral and academic issues. DISSC provides specific support for students with basic numeracy and literacy skills. The School Disability Co-ordinator oversees the needs of students with special requirements. Page 29 of 31
The School Intranet/Blackboard is used by most staff to communicate with students, provide study material and to post notices. Students can access this information externally and is a crucial medium of support for part-time students. E-Learning@Tees is the University s online learning environment powered by Blackboard. Lecturers use this system to support learning and teaching. The system facilitates communication between staff and students and can enable structured learning (web pages, presentations, lecture notes, announcements, assessment feedback, and podcasts). E-Learning@Tees is a web based system and therefore is available both on and off-site using the following address: https://eat.tees.ac.uk, access is based upon your username and password. Further information is available via the IT help desk and Information Technology guidance material. 24. Distinctive Features MSc Strategic Project Management provides a significant grounding in management. It offers clear links between theory and practice and places discussion of relevant management techniques and themes in the context of the business environment. The programme focuses on project management from an organisational strategic perspective and how projects can be managed in a national and international context. The programme has been benchmarked against the relevant QAA benchmarking statement the 2007 QAA Benchmarking statement for Masters Degrees in Business and Management. The programme core is designed to enhance the student learning experience by focussing on the development of knowledge, skills and competencies throughout the programme and has been informed by the QAA subject benchmarks and businesses in relation to general business and project management. Students will be exposed to the interrelationships and partnerships between theory and practice, researchers and businesses, through staff and guest presentations delivered throughout the programme. The intention of the programme is to give students exposure to real world business project management situations in order to enhance their skills and employability, by providing students with the opportunities to learn from work/practical related experience is embedded throughout the programme Students will apply their knowledge and skills in the Dissertation module by undertaking a major project related to a selected area of project management. Students will be supported throughout the process by a supervising tutor who will monitor progress and provide regular formative feedback. The programme includes a stand alone option which comprises 2 x 10 credit modules selected from a list of four. The rationale behind this is to provide students with an opportunity to broaden their learning experience and enhance their employability. It is also envisaged that this option may assist in redressing any programme gaps should the programme later seek accreditation from the relevant professional body. Page 30 of 31
Included amongst the option choices is a Management Research option. Students will be strongly encouraged to participate in this particular option where they have not previously studied any similar module in the past. Page 31 of 31