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Session: 2022/23
Last modified: 21/07/2022 13:57:32
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Title of Module: Case Studies in Project Management |
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Code: QUAL11016 |
SCQF Level: 11
(Scottish Credit and Qualifications Framework) |
Credit Points: 20 |
ECTS: 10
(European Credit Transfer Scheme) |
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| School: | School of Computing, Engineering and Physical Sciences |
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| Module Co-ordinator: | Mohamed
Abdel-Wahab |
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| Summary of Module |
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Case studies is integral to all teaching in project management. Case studies enables students to learn about project management issues, and the social, financial, political and technological factors that contributes to the success/failure of projects. The interpretation of case studies gives the opportunity to collect and analyse information from multiple sources. Topics related to the Specialist Interest Groups from professional bodies are also analsysed and discussed.
Graduate attribute covered by this module include:
Universal
- Critical Thinker
- Ethically-minded
- Research-minded
Work Ready
- Problem-Solver
- Effective Communicator
- Ambitious
Successful
- Autonomous
- Resilient
- Driven
- Case study-based learning provides students with an opportunity for an in-depth and practical understanding of project management. Case studies will raise students' awareness on the complexity of managing projects in-practice, which involves managing constrained resources and balancing the requirements of multiple stakeholders. Successful project management requires innovation, team collaboration and learning to deliver the desired project outcomes safely whilst minimising the impact on the natural environment.
Students will learn about project management in-practice through a series of case studies drawing on relevant project management themes/concepts. The purpose is to ensure that students develop a holistic understanding of real-life projects.
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| Module Delivery Method |
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| Face-To-Face | Blended | Fully Online | HybridC | HybridO | Work-based Learning |
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Face-To-Face
Term used to describe the traditional classroom environment where the students and the lecturer meet synchronously in the same room for the whole provision.
Blended
A mode of delivery of a module or a programme that involves online and face-to-face delivery of learning, teaching and assessment activities, student support and feedback. A programme may be considered “blended” if it includes a combination of face-to-face, online and blended modules. If an online programme has any compulsory face-to-face and campus elements it must be described as blended with clearly articulated delivery information to manage student expectations
Fully Online
Instruction that is solely delivered by web-based or internet-based technologies. This term is used to describe the previously used terms distance learning and e learning.
HybridC
Online with mandatory face-to-face learning on Campus
HybridO
Online with optional face-to-face learning on Campus
Work-based Learning
Learning activities where the main location for the learning experience is in the workplace.
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| Term(s) for Module Delivery |
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(Provided viable student numbers permit).
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| Term 1 | | Term 2 | | Term 3 | |
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| Learning Outcomes: (maximum of 5 statements) |
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On successful completion of this module the student will be able to:
L1.
Developing a holistic understanding of projects’ case studies
L2.
Understanding critical success factors for delivering projects
L3.
Raising awareness of innovation & collaboration in project environment |
| Employability Skills and Personal Development Planning (PDP) Skills |
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| SCQF Headings |
During completion of this module, there will be an opportunity to achieve
core skills in:
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| Knowledge and Understanding (K and U) |
SCQF Level 11.
Develop a critical understanding of principles and practices of managing projects. |
| Practice: Applied Knowledge and Understanding |
SCQF Level 11.
Consolidate and integrate knowledge and develop that knowledge in applying effective strategies in project management. |
| Generic Cognitive skills |
SCQF Level 11.
Undertake skilled , competent , safe, evaluative and reflective analytical practice
Formulate and present a written technical volume of work
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| Communication, ICT and Numeracy Skills |
SCQF Level 11.
Present clear concise written reports on the outcome of the case studies
Understand the application of appropriate project management software.
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| Autonomy, Accountability and Working with others |
SCQF Level 11.
Manage time, prioritise workloads and recognise and manage personal emotions and stress |
| Pre-requisites: |
Before undertaking this module the student should have
undertaken the following:
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Module Code:
| Module Title:
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| Other: | |
| Co-requisites | Module Code:
| Module Title:
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* Indicates that module descriptor is not published.
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| Learning and Teaching |
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Teaching and Learning is in line with the university strategy.
Case studies will form a large part of this module. Research skills are enhanced through independent guided study. Distance learning and blended/hybrid learning students will be encouraged to make full use of groupwork options within the VLE.
For group work, all students will be encouraged to use Blogs, forums and video conferencing.
Lectures are pre-recorded. On-line tutorials are also available.
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Learning Activities
During completion of this module, the learning activities undertaken to
achieve the module learning outcomes are stated below:
| Student Learning Hours
(Normally totalling 200 hours):
(Note: Learning hours include both contact hours and hours spent on other learning activities) |
| Lecture/Core Content Delivery | 24 |
| Tutorial/Synchronous Support Activity | 12 |
| Independent Study | 164 |
| 200
Hours Total
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**Indicative Resources: (eg. Core text, journals, internet
access)
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The following materials form essential underpinning for the module content
and ultimately for the learning outcomes:
Lock, M.D., 2014. The essentials of project management. Ashgate Publishing, Ltd.
The International Journal of Project Management.
Other resources include:
Callaghan KR and Brooks LM, (2004, )Essentials of Strategic Project Management, London, Wiley
Pinto JK, (2007) Project Management Achieving Competitive Advantage and MS project,Pearson Education.
Lecture materials, guidance notes and assessment content templates will all be available in the Moodle Virtual Learning Environment
DVD’s of the relevant case studied will be available to the students for further viewing
Library electronic resources.
Turner, R., 2016. Gower handbook of project management. Routledge.
APM Body of Knowledge 7th Edition
Nicholas, J.M. and Steyn, H., 2017. Project management for engineering, business and technology. Routledge.
Basu, R., 2017. Managing Quality in Projects. Routledge.
Harrison, F.L. and Lock, D., 2004. Advanced project management: a structured approach. Gower Publishing, Ltd.
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(**N.B. Although reading lists should include current publications,
students are advised (particularly for material marked with an asterisk*) to
wait until the start of session for confirmation of the most up-to-date
material)
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| Engagement Requirements |
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In line with the Academic Engagement Procedure, Students are defined as academically engaged if they are regularly engaged with timetabled teaching sessions, course-related learning resources including those in the Library and on the relevant learning platform, and complete assessments and submit these on time. Please refer to the Academic Engagement Procedure at the following link: Academic engagement procedure
Where a module has Professional, Statutory or Regulatory Body requirements these will be listed here:
Students must engage in all learning activities, such as quizzes, tutorial discussions, and presentations. Engagement in learning activities is essential for students learning and development ensuring that they can achieve the module's learning outcomes. |
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Supplemental Information
| Programme Board | Engineering |
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| Assessment Results (Pass/Fail) |
No
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| Subject Panel | Civil Engineering and Quality Management |
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| Moderator | Hazhar Farris |
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| External Examiner | L Supramaniam |
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| Accreditation Details | |
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| Version Number | 2.14 |
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| Assessment: (also refer to Assessment Outcomes Grids below) |
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| Case Study Analysis - Individual Assignment |
(N.B. (i) Assessment Outcomes Grids for the module
(one for each component) can be found below which clearly demonstrate how the learning outcomes of the module
will be assessed.
(ii) An indicative schedule listing approximate times
within the academic calendar when assessment is likely to feature will be
provided within the Student Handbook.)
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Assessment Outcome Grids (Footnote A.)
Footnotes
A. Referred to within Assessment Section above
B. Identified in the Learning Outcome Section above
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Note(s):
- More than one assessment method can be used to assess individual learning outcomes.
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Schools are responsible for determining student contact hours. Please refer to University Policy on contact hours (extract contained within section 10 of the Module Descriptor guidance note).
This will normally be variable across Schools, dependent on Programmes &/or Professional requirements.
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| Equality and Diversity |
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This module is appropriate for all students.
UWS Equality and Diversity Policy |
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(N.B. Every effort
will be made by the University to accommodate any equality and diversity issues
brought to the attention of the School)
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