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Session: 2022/23
Last modified: 10/01/2023 11:33:50
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Title of Module: Project Risk Management |
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Code: QUAL11019 |
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: | Sara
Hajikazemi |
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| Summary of Module |
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This module presents an advanced study of risk and the application of risk management in the workplace.with a particular focus on project risk management. The syllabus covers:
Introduction to risk, uncertainty and risk management; Risk attitudes and appetites of individuals, groups, organisations and society; Risk management in the workplace: enterprise, health & safety, finance and data; Government and legislative influences; Definitions and frameworks for strategic risk management; Qualitative risk assessment methods; Quantitative risk analysis; Modelling tools and techniques to assist in decision making under uncertainty; Project risk management - PRAM, RAMP, SHAMPU; Critiques and limitations of risk management;
Undertaking this module will develop a number of graduate attributes. Case studies are used to demonstrate work-based practice. The module will equip the students with a full understanding of the origins and purposes of risk management. They will develop critical-thinking, problem-solving and presentation skills.
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
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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.
Demonstrate a critical understanding of the principal concepts and theories of risk and uncertainty.
L2.
Critically evaluate the influences of individuals, systems and organisations upon managing risk.
L3.
Identify and critically evaluate the use of typical approaches to evaluating and controlling risks in business and project situations.
L4.
Apply specialised methods and techniques for modelling and managing risk. |
| 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.
Gain a critical understanding of the principles of risk management
Achieve knowledge of and be able to evaluate the effectiveness of establishing systems for risk management.
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| Practice: Applied Knowledge and Understanding |
SCQF Level 11.
Identify informed approaches to establishing risk management systems in a range of business and project settings.
Collect and manage data and gain a coherent understanding of theories and practices in modelling.
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| Generic Cognitive skills |
SCQF Level 11.
Develop and demonstrate an ability to communicate effectively in a variety of professional settings.
Demonstrate an understanding of a complex issue and develop a creative and sensible solution to an industrial problem.
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| Communication, ICT and Numeracy Skills |
SCQF Level 11.
Gain a full understanding of the process of preparing oral and written reports, using IT.
Prepare and present simulation model results in a business setting.
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| Autonomy, Accountability and Working with others |
SCQF Level 11.
Work as part of a team to analyse information, formulate a solution and present it back to the group.
Work independently to analyse a situation and to be able to defend and debate recommendations.
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| 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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The Learning & Teaching Strategy for this module is based on the general strategy for the MSc Project Management.
Classes are delivered on a weekly basis. Lectures will introduce and exemplify key theoretical and critical concepts. Tutorial sessions will be given to further develop students’ understanding. Computer laboratory sessions will be used to develop simulation modelling skills. Students will be given sufficient time and support to work on assignments.
For Distance Learning students, full use will be made of the VLE. That is, all teaching material will be made available on-line and students will be guided through the material. Email and video-conferencing will be used extensively to support students. Group work will be organised and supported through facilities on the VLE such as forums and wikis. Group presentations will be made by video conference and scheduled according to time zones.
Face-to-face students will use Microsoft Excel software for modelling purposes. DL students may choose to use an equivalent package if they wish. |
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 |
| Laboratory/Practical Demonstration/Workshop | 0 |
| 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:
Fischoff, B and Kadvany, J (2011) Risk: A Very Short Introduction, Oxford University Press.
Understanding Uncertainty web-site and blog (http://understandinguncertainty.org/) Maintained by David Spiegelhalter, Professor for the Public Understanding of Risk.
Institute of Risk Management, http://www.theirm.org/
Hopkin, P (2018) Fundamentals of Risk Management: Understanding Evaluating and Implementing Effective Risk Management, 5 edition, Kogan Page ISBN: 978-0749483074
Management of Risk - Guidance for Practitioners. Published by OGC (2010). ISBN: 9780113312740
Hillson, D and Murray-Webster, R (2012) Understanding and Managing Risk Attitude, Gower Publishing Ltd; 2nd Kindle edition ISBN: 978-0566087981
Hubbard D (2009) The Failure of Risk Management: Why it's Broken and How to Fix it, John Wiley and Sons ISBN: 978-0470387955.
Spetzler, C (2016), Decision Quality: Value Creation from Better Business Decisions, John Wiley and Sons
Project Risk Analysis and Management Guide, Publisher: Association for Project Management (2004) ISBN: 978-1903494127
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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 |
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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 | Evi Viza |
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| External Examiner | A Garad |
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| Accreditation Details | |
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| Version Number | 2.19 |
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| Assessment: (also refer to Assessment Outcomes Grids below) |
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| Category 1 – a modelling coursework worth 70% of the total assessment. Students will firstly model and analyse a problem of risk and uncertainty using Monte Carlo simulation (worth 35%) a group risk assessment coursework. Students will then work in groups to perform a mainly qualitative exercise of risk assessment and analysis and deliver a report and presentation (worth 35%). |
| Category 2- the class test will be equivalent to the test for the APM’s level 1 risk certificate. It will be conducted on the VLE (Moodle) and be made available for a specified period of time to allow access across different time zones. It will be worth 30% of the total assessment mark of the module. |
(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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It is expected that any student satisfying the prerequisites would be able to undertake this module.
(N.B. Every effort will be made by the University to accommodate any equality and diversity issues brought to the attention of the School)
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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