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LEARNING OBJECTIVES:
Based on the theories and concepts in the literature of this course and literature from prerequisite courses, the student should be able to:
1. Describe variations in projects stemming from project type, scope, the base organization's structure and the relation between the base organization and the project
2. 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 project3. Describe and analyze the use of project management tools, techniques and methods
4. Describe and analyze how theories on organizational behavior affect projects, management of projects and use of project management tools, techniques and methods.
Using the theories and concepts, as outlined in 1-4, and using real life situations, the student should be able to:
5. Analyze the situation and derive the project type based on appropriate
theoretical models for characterizing the project type, scope and
organizational setting
6. Evaluate the selected theoretical models and argue for their implications for the choice of project management tools, techniques and methods in the
specific situation
7. Apply and evaluate the application of appropriate tools, techniques and
methods for improving the situation
8. 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 prerequisites 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.
In order to just pass, the student must be able to analyze a real life situation and from the curriculum select at least one appropriate theoretical model. The selection must be argued to some extent. From the situation, the student must extract at least a few relevant elements and apply them in the selected theoretical model.
Based on this, the student must be able to select e few relevant tools, techniques and methods.
COURSE DESCRIPTION:
Management of projects differs from line management because the project as an organization is temporary, has a specific (but not always specified) goal and includes processes and/or products which are unique to the parent organization.
Therefore each project in principle will have different requirements for management. During the course we will discuss types of projects and their corresponding suitable management methods.
COURSE SUBJECT AREAS:
1) Projects
Projects are normally associated with a unique undertaking, including a specific goal, a specific organization with dedicated resources and a limited timeframe.
Projects are discussed both in relation to other temporary and permanent
organizational forms and in relation to various typologies of projects, scope of project, the base organization's structure and the relation between the base organization and the project. The discussion is based on organizational theories and includes advantages and disadvantages of the project as an organizational concept.
2) Project management tools, methods and techniques are used for
a) Defining visions and goals for the project
b) Estimation and control of resource consumption and utilization. Including
comparison with traditional accounting methods.
c) Estimation and control of time spent.
d) Management of functions and quality of the result of the project, including
scope and integration.
e) Risk management.
f) Team manning, development and motivation.
3) Project management
This includes the role of the project manager, using the tools, techniques and
methods described above. Management of the project team and of relations to project owner and stakeholders as well within the organization as outside the organization.
4) Contingency project management
Under which conditions are the different management tools, techniques and
methods suitable and what course of action should the project manager take.
REQUIRED COURSES (progression):
For students of the BA in Business Administration and in elective subject in Business Administration programmes.
The course requires Organizational (1st sem.), Accounting, (2nd sem.),
Managerial and Cost Accounting (3. sem.) and 8035 Organizational Behavior (3. sem.) as prerequisites.
From the optional course Finance and Investment for Management students,
the students need to master the first two teaching goals:
· Explain and apply the foundation behind the computation of interest. Calculate net present (future) value, find internal rate of returns, and calculate the interest based on a finite/infinite number of interest imputations during a period.
· Explain and apply the net present value criteria and find the most profitable
investments. Explain the logical foundation behind the net present value
criteria and other investment criteria. Apply the net present value criteria
subject to inflation, taxes, and replacement problems. Finally you can
calculate the sensitivity of the investment with respect to the different
parameters.
Students, who have not selected the optional course Finance and Investment for Management students, must follow the separate course on simple financial methods before signing up for exam in 4143 Project Management.
For BSc Oecon students the prerequisites are the same courses, i.e. the mandatory parts of the BSc curriculum.
Foreign students and students of other educations, who have not followed the prerequisite courses, are referred to the master course: International Project Management at International Studies.
LECTURER:
Frederik Thayssen
TEACHING METHOD:
Lectures and case/situation discussions. After a short period of introduction, students will be placed in groups with the purpose of presenting and discussing cases/situations.
LITERATURE:
(Total approx. 800 pages including cases. Approx. 70 pages not yet decided)
Tonnquist, Bo: Project Management. Academica 2009. 342 pages required text.
ARTICLES AND BOOK CHAPTERS
Bonnerup, E. and e. al. (2001). Erfaringer fra statslige IT-projekter - hvordan gør man det bedre? København, Teknologirådet: 1-32
Christenson, D. & Walker, D. H. T. 2004. Understanding The Role Of "Vision" In Project Success. Project Management Journal, 39-52
Ekstedt, E. 1999. Form of employment in a project-intensive economy. American Journal of Industrial Medicine, 36(S1): 11-14
Engwall, M. 2002. Ch. 14: The futile dream of the perfect goal. Beyond Project Management: 261-277. Copenhagen Business School Press. PP 261-276
Fickman, R. G., Keil, M., & Tiwane, A. 2005. Beyond Valuation: "Options Thinking" in IT project Management. California Management Review, 47(2): 74-95
Gardiner, P. D. 2005. Project Management. Palgrave MacMillan. Ch. 3: Strategy and Governance. Pp 54-69
Hansen, E. 1996. Projekt-økonomistyring. Samfundslitteratur. Kapitel 6: Implementering. 32 sider
Hørlück, J: Project definitions and -types, 15 p
Hørlück, J: Notes on project risk management. 15 sider
Jones, J. V. 2006. Total Life Cycle System management. In Cleland, D. I. & Gareis, R. (Eds.), Global Project Management Handbook: Pages 4.1-4.18
Jugdev, K. & Thomas, J. 2002. Project Management Maturity Models: The Silver Bullets of Competitive Advantage? Project Management Journal, 33(4): 4
Keil, M., Mann, J., & Rai, A. 2000. Why Software Projects Escalate: An Empirical Analysis and Test of Four Theoretical Models. MIS Quarterly, 24(4): 631-664
McElroy, B. & Mills, C. 2008. Managing stakeholders. Ch, 7 in Turner, J. R. (Ed.), People in Project Management: pp 99-117. Gower
Modig, N. 2007. A continuum of organizations formed to carry out projects: Temporary and stationary organization forms. International Journal of Project Management, 25(8): pp 807-814
Müller, R. & Turner, J. R. 2005. The impact of principal-agent relationship and
contract type on communication between project owner and manager. International Journal of Project Management, 23(5): pp 398-403
Stewart, R. W. & Fortune, J. 1995. Application of systems thinking to the
identification, avoidance and prevention of risk. International Journal of Project Management, 13(5): 279-286
Turner, J. R., Keegan, A., & Crawford, L. 2008. Delivering improved project
management maturity through experimental learning. Ch. 7 in Turner, J. R. (Ed.), People in Project Management: 45-62. Aldershot: Gower
Turner, J. R. & Simister, S. J. 2001. Project contract management and a theory of organization. International Journal of Project Management, 19(8): 457-464
Ward, S. & Chapman, C. 2003. Transforming project risk management into project uncertainty management. International Journal of Project Management, 21(2): 97- 105
Zedtwitz, M. v. 2002. Organizational learning through post-project reviews in R&D. R&D Management, 32(3): 255-268.
Venkataraman, R. R. & Pinto, J. K. 2008. Cost Estimation. Ch3 in Cost and Value Management in Projects: John Wiley & Sons. Pp 17-41
Cases: Approximately 100 pages. To be downloaded from course homepage.
TEACHING METHOD:
Lectures and case/situation discussions. After a short period of introduction, students will be placed in groups with the purpose of presenting and discussing cases/ situations.
FORM OF ASSESSMENT:
4-hour written exam
At the end of the course - at least 3 weeks before the exam - a number of cases will be published at the course home page, some of which have not been discussed during the course. The examination will be based on analysis of a few of these cases, and the student will be evaluated on the ability to analyze, argue, discuss and reflect as described in points 1 to 4 above. (Copies of cases will not be provided at the exam.)
EXAMINATION AIDS ALLOWED:
All - except any means of electronic communication including PCs.
