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Based on the theories and concepts in the literature of this course and literature from International Business Analysis (or similar courses), it will in the final evaluation be taken into account to what extent the student:
" Can describe projects as organizational structures with the characteristics stemming from a unique purpose and planned ending.
" Can compare projects with other types of temporal organizational structures.
" Can describe variations in projects stemming from project type, scope, the base organizations structure and the relation between the base organization and the project.
" Can argue for the consequences of these variations for project management issues such as goal formulation, planning, risk analysis, delegation, control (of time, resources and quality) and evaluation of the project.
" Can describe and analyze the use of project management tools, techniques and methods.
" Can describe and analyze how theories on organizational behaviour affect projects, management of projects and use of project management tools, techniques and methods.
Based on the above and using descriptions from real life situations, it will be taken into account to what extent the student:
1. Can analyze the situation and diagnose the project type based on appropriate theoretical models for characterizing the project type, scope and organizational setting.
2. Can discuss the selected theoretical models and argue for their implications for the choice of project management tools, techniques and methods in the specific situation.
3. Can select and discuss application of appropriate tools, techniques and methods for improving the situation.
4. Can reflect on the limitations of the choices of models and tools, techniques and methods.
In order to receive top grading, the student must be able to analyze a real life situation and from the curriculum of this course and International Business Analysis (or similar courses) select all relevant theoretical models appropriate for the situation. The selection must be argued. From the situation, the student must extract all relevant elements and apply them in the selected theoretical models. Based on this, the student must be able to argue for the selection of all the appropriate tools, techniques and methods and reflect on their relevance and limitations.
Der anvendes i stigende grad projekter til at organisere og håndtere komplekse problemstillinger og for at forøge synergien ved at sammenbringe specialister til at arbejde på at nå et fælles mål. Projekter varierer i spændvidde fra små interne projekter til store komplekse internationale projekter og i slutresultatet fra konstruktion af forudspecificerede enheder (som fx en bro) til meget politiske og dårligt definerede arbejdsopgaver (som fx at reducere fattigdom i en region af et udviklingsland).
Kurset inkluderer følgende emner:
" Projekttyper (afhængig af spændvidde, produkttype og relationen til den overordnede organisation).
" Projektledelsesmetoder med særlig fokus på projektlederens rolle.
" Projektøkonomi, risikoanalyse og kontrol.
" Modeller til at evaluere projektledelsesmetoder (contingency modeller and fasemodeller).
" Ledelse af internationale projekter med særlig fokus på ledelsesstil.
" Ledelse af interne organisatoriske projekter.
Boddy David, Managing projects. Building and Leading the Team, Pearson Education, 2002
Maylor Harvey, Project Management, Pearson Education, 2003
