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Session: 2022/23
Last modified: 30/09/2020 10:28:42
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Title of Module: Project Management (Engineering - B) |
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Code: ENGG11031 |
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: | Ashwini
Konanahalli |
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| Summary of Module |
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Rapid technological advances, globalisation and increasing project complexity over the last few decades have demanded significant changes in the way projects are managed. Fragmented approaches have given way to the provision of an integrated project management framework that through the effective utilisation of digital technologies delivers agreed objectives between geographically dispersed project stakeholders. Project complexity coupled with technical complexities of modern engineering and challenging requirements of client organisations require an increasingly sophisticated service from project managers. They must be able to arrive at mutually agreeable objectives and co-ordinate often dispersed teams of designers and specialists from diverse backgrounds with the overall aim to deliver maximum value for the client. Project managers thus require advanced leadership skills, awareness of contractual obligations, ability to conceptualise and communicate requirements at different levels of project management, and in depth understanding of the inherent challenges faced by project organisations.
The Graduate Attributes relevant to this module are given below.
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Academic: Critical thinker, Analytical, Inquiring, Knowledgeable, Problem-solver
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Personal: Emotionally Intelligent, Culturally aware, Effective communicator, Motivated, Creative
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Professional: Collaborative, Research-minded, Socially Responsible, Ambitious, Transformational.
- The main aim of this module is to draw from the latest research of the module academic team and address management of an integrated project organisation, a temporary system of higher order which is formed by the participating permanent organizations for a limited period of time.This includes addressing inherent difficulty of projects, and approaches, principles and techniques at different levels of project management. At the work package level, the focus is on efficient production within time, cost and sustainability constraints to the highest possible quality. At the strategic level, managing the integration of dynamic interfaces between project stakeholders. The core principles of project management are applicable at all levels of the project hierarchy, ranging from individual work packages through to the provision of a single point of responsibility on behalf of the client.
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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.
Diagnose projects in relation to fundamental sources of their inherent difficulty as a measure of complexity and external interference they experience.
L2.
Develop and critically evaluate strategic measureable benefits for client organisations and thereby advise on the most appropriate strategies.
L3.
Develop and critically evaluate requirements for integrated project delivery including knowledge transfer, project learning and best practice to drive continuous improvement and achieve maximum value for the client.
L4.
Develop efficient and effective project management approaches and critically evaluate their appropriateness for geographically dispersed project teams.
L5.
Advise on the effective utilisation of digital technologies for effective collaboration between geographically dispersed project teams. |
| 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.
1. Critical understanding of project management in in the global context and the underlying key theoretical positions, principles and concepts
2. Critical understanding of the inherent challenges faced by project organisations, including project complexity, knowledge transfer, learning and external interference
3. Extensive, detailed and critical knowledge and understanding of the benefits management process
4. Critical awareness of key differences between project management approaches
5. Critical understanding of digital-technologies-supported collaborative environment between geographically dispersed teams. |
| Practice: Applied Knowledge and Understanding |
SCQF Level 11.
1. Application of core project management principles, methodologies and techniques as applied in different project-based industries
2. Demonstrate required leadership skills for efficient and effective delivery of projects through different procurement routes
3. Plan and execute the evaluation of appropriateness of strategies to deliver maximum value for clients
4. Practice the use-case utilisation of digital technologies in a predefined context. |
| Generic Cognitive skills |
SCQF Level 11.
1. Apply critical analysis, evaluation and synthesis to issues which are at the forefront of, or informed by, developments at the forefront of project management.
2. Identify, conceptualise and define new and abstract problems and issues related to the inherent difficulty of projects.
3. Develop original and creative responses to issues faced by geographically dispersed project teams
4. Critically review, consolidate and extend knowledge, skills practices and thinking in project management
5. Deal with complex project issues and make informed judgements in project management situations in the absence of complete or consistent data/information. |
| Communication, ICT and Numeracy Skills |
SCQF Level 11.
1. Communicate, using appropriate methods, to a range of audiences with different levels of knowledge/expertise.
2. Communicate with peers, more senior colleagues and specialists.
3. Use a range of collaborative digital technologies to support and enhance project management efficiency and effectiveness, and provide recommendations in terms of refinements/improvements to existing software to increase effectiveness.
4. Undertake critical evaluations of project-related numerical and graphical data for the purpose of enhancing project management efficiency and effectiveness. |
| Autonomy, Accountability and Working with others |
SCQF Level 11.
1. Exercise substantial autonomy and initiative in professional and equivalent activities
2. Take responsibility for own work and/or significant responsibility for the work of others (i.e. independent learner)
3. Take responsibility for a significant range of resources beyond minimum requirements
4. Demonstrate leadership and/or initiative and make an identifiable contribution to change and development (i.e. flipped classroom environment)
5. Practise in ways which draw on critical reflection on own and others’ roles and responsibilities.
6. Deal with complex ethical and professional issues in the context of global project management and make informed judgements on issues not addressed by current professional and/or ethical codes or practices. |
| 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 in this module is research-led and students are learning about the latest research and development from the key academic staff and industry practitioners involved in research projects led by those academics (including resources). In addition, the module also benefits from research-based teaching since students as participants in research undertake inquiry based learning.The module will thus be taught by a combination of lectures, online and class-based group-work tutorials, practicals, guided independent study and through a flipped classroom with pre-recorded lectures but will also involve specialist experts in a variety of aspects of project management. |
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 | 20 |
| Tutorial/Synchronous Support Activity | 6 |
| Laboratory/Practical Demonstration/Workshop | 4 |
| Independent Study | 170 |
| 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:
Essential Reading:
CIOB. (2014), Code of Practice for Project Management for Construction and Development, 5th Ed., Wiley-Blackwell.
Cleland D. I. and Ireland L. (2006), Project Management: Strategic Design and Implementation, 5th Ed., McGraw-Hill.
Radosavljevic M. and Bennett J., (2012), Construction Management Strategies: A Theory of Construction Management, 1st Edn., Wiley.
Smith N. J., (Ed.), (2007), Engineering Project Management, 3rd Edn., WileyBlackwell.
Turner R., (2014), The Handbook of Project – Based Management, 4th Edn., McGraw-Hill Professional.
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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 | Dr Junseo Bae |
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| External Examiner | L Supramaniam |
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| Accreditation Details | Accredited by the Joint Board of Moderators as a Technical MSc and meeting Further Learning requirements for a Chartered Engineer (CEng) |
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| Version Number | 1.08 |
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| Assessment: (also refer to Assessment Outcomes Grids below) |
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Continuous assessment mark from scheduled online and class tests with immediate feedback – two online tests and two class tests spaced approximately two weeks apart (50%)
The continuous assessment mark will be the average of all test marks. Failure to attend a class test will result in a mark of 0 (zero). |
Coursework assignment – including literature review, assignment data gathering, analysis and reflection - written report; 4000 words / max. (50%) [Writing: 20 hours; Data collection and analysis: 80 hours]
Formative assessment: (1) peer-assessed teamwork and (2) end of class 5-minute quizzes with response cards and immediate feedback
Penalties for late submission:
Failure to meet the submission date will be penalised with 10% of the mark being deducted for work submitted up to one week late, with a mark of zero recorded thereafter. |
Requirements for a pass:
To pass students must attain an average module mark of 50%.
Reassessment arrangements
To be reassessed by re-examination and/or re-submission of coursework. Students are required to contact the School to confirm re-sit arrangements. |
(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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The programme team have considered how the programme meets the requirements of potential students irrespective of age, disability, political belief, race, religion or belief, sex, sexual orientation, social background or any other protected characteristic. Students/participants with special needs (including additional learning needs) will be assessed/accommodated and any identified barriers to particular groups of students/participants discussed with the Enabling Support Unit (for further details, please refer to the UWS Equality, Diversity and Human Rights policy). Further guidance is available from Student Services, School Disability Co-ordinators or the University’s Equality and Diversity Co-ordinator.
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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