Study Guide

Learning outcomes

Student is able to:
- Plan, evaluate, and develop organization-related, and individual skills in project management
- Utilize different methods in R&D activities, and in project management
- Manage a project's finances, communication, and impact

Teaching methods

The course will be implemented digitally. Students will complete the course assignments individually via Canvas platform by the end of December 2023.

Learning materials and recommended literature

Wells, K. & Kloppenborg, T. 2018. Project Management Essentials. Business Expert Press. Ebook Central (LAUREAn kirjasto)
Chapters 1 – 7 (Introduction, Initiating a Project, Engaging Team & Stakeholders, Determining Project, Scheduling, Budgeting, Directing Performance)

Articles from the following journals:
-Knardal, P. S. & Pettersen, I. J. 2015. Creativity and management control: the diversity of festival budgets. International Journal of Managing Projects in Business, Vol. 8, No. 4, pp. 679-695.
-Zerjav, V. 2021. Why Do Business Organizations Participate in Projects? Toward a Typology of Project Value Domains, Project Management Journal, Vol 52(3), 287-297.
-Esther R. Maier, Oana Branzei.. 2014.On time and on budget”: Harnessing creativity in large scale projects International Journal of Project Management 32 (2014) 1123-1133
-U. Zaman, L. M. Naemi, N. ul Huda, M. Ghani Khwaja. 2023. Time flies when you are having fun. The mediating effects of project opportunity management in the relationship between project leaders’ self-efficacy and multidimensional project success. Project Management Journal 2023, Vol. 54(2) 132-148
- Nuno A. Gil. 2023. Cracking the megaproject puzzle: A stakeholder perspective?
International Journal of Project Management 41 2023
- A. Hartmann, J. Vinke-de Kruijf, R. van Weesep. 2023.‘Asking the right questions: the role of reflection for learning in and between projects’
International Journal of Project Management 41 (2023) 102494
-How Does Hierarchy Steepness Affect Coordination in Project-Based Organizations? A Social Network Analysis by Jinying Xu and Weisheng Lu
Project Management Journal 2023, Vol. 54(3) 306–321
-Ziyao Zhang and Guodong Ni, Han Lin, Zongbo Li, Zhipeng Zhou. 2021. Linking empowering leadership to work-related well-being and project citizenship behavior in the construction context: a self-determination perspective.
International Journal of Managing Projects in Business, Vol. 16 No. 2, 2023 pp. 232-257

Alternative completion methods of implementation

Competence demonstration; se instructions in Student intranet.

Important dates

Start date 1 November 2023 - the course closes 31 January 2024 when all assignments must be submitted in Canvas platform.

Forms of internationality

International literature

Students workload

5 credits = 135 hrs of student's work

Content and scheduling

Basics of project management

Further information for students

EQF7 Master-level course

Grading scale

Approved/Failed

Evaluation methods and criteria

"The assessment of competence focuses on the target descriptions of the curricula, and the level of competence is assessed on the basis of the assessment criteria indicated in the curriculum." (Laurea's degree regulations).
In the evaluation of the study units at the end / graduation phase of studies also the following criteria will be used:

Student is able to work independently in demanding expert positions in the field or as an entrepreneur.

Student is able to lead matters and/or people.

Student is able to evaluate the activities of single people and/or groups.
Objects of assessment:
Motivational video related to students' experience of the topic, multiple-choice questions related to theory; applied case assignment + related peer review;

Evaluation criteria, satisfactory (1-2)

The Student is able:
Knowledge base:
To gather, process, produce and evaluate information widely. To use concepts of the area of expertise systematically.
Problem solving:
To solve problems in research, development and/or innovation activities.
Development:
To recognise and analyse focuses of development making use of the knowledge base.
Communication:
To communicate clearly both orally and in writing.

Evaluation criteria, good (3-4)

The Student is able:
Knowledge base:
To gather, process, produce and evaluate information critically and widely making use of both national and international scientific sources. To use concepts of the area of expertise fairly.
Problem solving:
To solve problems in research, development and/or innovation activities by applying and combining information from different fields.
Development:
To create target-oriented, justified development plans considering the community.
Communication:
To communicate in a competent, clear and consistent manner both orally and in writing.

Evaluation criteria, excellent (5)

The Student is able:
Knowledge base:
To create a consistent framework/knowledge base making use of both national and international scientific sources in a critical analytic fashion.
Problem solving:
To solve demanding problems in research, development and/or innovation activities where new knowledge and competence is created as well as to apply and combine information from different fields.
Development:
To develop the activities of the competence area in a target-oriented and communal fashion.
Communication:
To communicate convincingly both orally and in writing to audiences within and exterior to the field.

Learning outcomes

Student is able to:
- apply methods of service design and co-creation in a versatile manner
- create customer understanding in R&D activities
- implement development processes in RDI contexts

Teaching methods

The course includes three contact days of both individual and group assignments.
LbD pedagogy: RDI integration includes authentic project implementation or project preparation process and related tasks/assignments.
The theoretical parts are deepened during contact teaching days by working in a practical workshop; In addition, the student studies independently using the literature used in the course, integrating theory into the course assignments and the reports made in them.

Learning materials and recommended literature

Cf. Canvas

Alternative completion methods of implementation

According to Laurea's degree regulations, "All students have the right to demonstrate their competence. The initiative for the recognition of acquired competence is made by the student. Competence is recognised by the teacher responsible for the studies or another person appointed for the task. The assessment follows the same assessment criteria and, as a rule, the same assessment scale as the corresponding course or module. Students have the right to apply for recognition of competence regardless of where, how and when the competence was acquired. Students can also apply for the recognition of competence acquired on the job as part of the degree (accreditation of work). The student is responsible for demonstrating competence, proving and providing sufficient information. The competence is assessed jointly by the student and the supervisor receiving the demonstration. " For more information, see the student intranet.

Co-operation with working life and/or RDI

Project assignment / Laurea's project.

Important dates

According to section 18 of the Degree Regulations, "students must be present at the first contact session or notify the teacher in charge of their absence in order to confirm their participation in the studies. Alternatively, the teacher can also specify another way in which the student confirms his/her participation in the implementation. These actions may be required within one week of the start of implementation. In accordance with the above, the application of the operating method requires that the teacher informs the approved students about the practice and that the practice is described in the study implementation plan. If a student is prevented for justified reasons from participating in the first contact session or from becoming active in studies in accordance with the conditions set by the teacher, he/she must contact the teacher in charge to agree on participation in the implementation. Enrolment will be rejected if the student does not report his/her absence from the start of the course or the reason for the absence cannot be considered justified. He can be replaced by the next student in line."

Further information for students

Master-level education

Grading scale

H-5

Evaluation methods and criteria

"The assessment of competence focuses on the target descriptions of the curricula, and the level of competence is assessed on the basis of the assessment criteria indicated in the curriculum." (Laurea's degree regulations).

Evaluation criterion:

At grade 5 level, the student is able to:

- create a coherent framework/knowledge base using both domestic and international scientific sources for critical analysis. (Knowledge base)
- solve demanding problems in research, development and/or innovation activities that create new knowledge and know-how and apply and combine knowledge from different fields. (Problem solving)
- goal-oriented and communal development of the activities of the competence area (Development)
- communicate convincingly orally and in writing to both industry and non-industry audiences. (Communication)

At grade 3 level, the student is able to:
- acquire, process, produce and evaluate information critically and extensively, utilising both domestic and international scientific sources. (Knowledge base)
- use the concepts of area of expertise with justification. (Knowledge base)
- solve problems in research, development and/or innovation by applying and combining knowledge from different fields. (Problem solving)
- create target-oriented, well-founded development plans, taking the community into account. (Development)
- communicate competently, clearly and consistently, both orally and in writing. (Communication)

At the satisfactory grade 1 level, the student is able to:
- acquire, process, produce and evaluate information on a broad scale. (Knowledge base)
- systematically use the concepts of the area of expertise. (Knowledge base)
- solve problems in research, development and/or innovation. (Problem solving)
- identify and analyse areas for development using the knowledge base. (Development)
- communicate clearly both orally and in writing.

Students who have not demonstrated their competence at the approved level required by the assessment criteria must supplement or renew their attainments in the manner and within the time specified by the course teacher. A failed exam or other performance can be repeated twice. Failure to take the actual exam counts as one performance. (Laurea's degree regulations.)

All Laurea operators are expected to follow good scientific practices, which include appropriate citation of sources. Familiarize yourself with and ask about practices if necessary. All study assignments are completed individually, unless otherwise instructed in the assignment. [The teacher will tell you separately about the use of Urkund when checking assignments.]

Learning outcomes

Student is able to:
- apply methods of service design and co-creation in a versatile manner
- create customer understanding in R&D activities
- implement development processes in RDI contexts

Teaching methods

The course includes three contact days of both individual and group assignments.
LbD pedagogy: RDI integration includes authentic project implementation or project preparation process and related tasks/assignments.
The theoretical parts are deepened during contact teaching days by working in a practical workshop; In addition, the student studies independently using the literature used in the course, integrating theory into the course assignments and the reports made in them.

Learning materials and recommended literature

Cf. Canvas

Alternative completion methods of implementation

According to Laurea's degree regulations, "All students have the right to demonstrate their competence. The initiative for the recognition of acquired competence is made by the student. Competence is recognised by the teacher responsible for the studies or another person appointed for the task. The assessment follows the same assessment criteria and, as a rule, the same assessment scale as the corresponding course or module. Students have the right to apply for recognition of competence regardless of where, how and when the competence was acquired. Students can also apply for the recognition of competence acquired on the job as part of the degree (accreditation of work). The student is responsible for demonstrating competence, proving and providing sufficient information. The competence is assessed jointly by the student and the supervisor receiving the demonstration. " For more information, see the student intranet.

Co-operation with working life and/or RDI

Project assignment / Laurea's project.

Important dates

According to section 18 of the Degree Regulations, "students must be present at the first contact session or notify the teacher in charge of their absence in order to confirm their participation in the studies. Alternatively, the teacher can also specify another way in which the student confirms his/her participation in the implementation. These actions may be required within one week of the start of implementation. In accordance with the above, the application of the operating method requires that the teacher informs the approved students about the practice and that the practice is described in the study implementation plan. If a student is prevented for justified reasons from participating in the first contact session or from becoming active in studies in accordance with the conditions set by the teacher, he/she must contact the teacher in charge to agree on participation in the implementation. Enrolment will be rejected if the student does not report his/her absence from the start of the course or the reason for the absence cannot be considered justified. He can be replaced by the next student in line."

Further information for students

Master-level education

Grading scale

H-5

Evaluation methods and criteria

"The assessment of competence focuses on the target descriptions of the curricula, and the level of competence is assessed on the basis of the assessment criteria indicated in the curriculum." (Laurea's degree regulations).

Evaluation criterion:

At grade 5 level, the student is able to:

- create a coherent framework/knowledge base using both domestic and international scientific sources for critical analysis. (Knowledge base)
- solve demanding problems in research, development and/or innovation activities that create new knowledge and know-how and apply and combine knowledge from different fields. (Problem solving)
- goal-oriented and communal development of the activities of the competence area (Development)
- communicate convincingly orally and in writing to both industry and non-industry audiences. (Communication)

At grade 3 level, the student is able to:
- acquire, process, produce and evaluate information critically and extensively, utilising both domestic and international scientific sources. (Knowledge base)
- use the concepts of area of expertise with justification. (Knowledge base)
- solve problems in research, development and/or innovation by applying and combining knowledge from different fields. (Problem solving)
- create target-oriented, well-founded development plans, taking the community into account. (Development)
- communicate competently, clearly and consistently, both orally and in writing. (Communication)

At the satisfactory grade 1 level, the student is able to:
- acquire, process, produce and evaluate information on a broad scale. (Knowledge base)
- systematically use the concepts of the area of expertise. (Knowledge base)
- solve problems in research, development and/or innovation. (Problem solving)
- identify and analyse areas for development using the knowledge base. (Development)
- communicate clearly both orally and in writing.

Students who have not demonstrated their competence at the approved level required by the assessment criteria must supplement or renew their attainments in the manner and within the time specified by the course teacher. A failed exam or other performance can be repeated twice. Failure to take the actual exam counts as one performance. (Laurea's degree regulations.)

All Laurea operators are expected to follow good scientific practices, which include appropriate citation of sources. Familiarize yourself with and ask about practices if necessary. All study assignments are completed individually, unless otherwise instructed in the assignment. [The teacher will tell you separately about the use of Urkund when checking assignments.]

Learning outcomes

Student is able to:
- Plan, evaluate, and develop organization-related, and individual skills in project management
- Utilize different methods in R&D activities, and in project management
- Manage a project's finances, communication, and impact

Teaching methods

The course will be implemented digitally. Students will complete the course assignments individually via Canvas platform by the end of December 2023.

Learning materials and recommended literature

Wells, K. & Kloppenborg, T. 2018. Project Management Essentials. Business Expert Press. Ebook Central (LAUREAn kirjasto)
Chapters 1 – 7 (Introduction, Initiating a Project, Engaging Team & Stakeholders, Determining Project, Scheduling, Budgeting, Directing Performance)

Articles from the following journals:
-Knardal, P. S. & Pettersen, I. J. 2015. Creativity and management control: the diversity of festival budgets. International Journal of Managing Projects in Business, Vol. 8, No. 4, pp. 679-695.
-Zerjav, V. 2021. Why Do Business Organizations Participate in Projects? Toward a Typology of Project Value Domains, Project Management Journal, Vol 52(3), 287-297.
-Esther R. Maier, Oana Branzei.. 2014.On time and on budget”: Harnessing creativity in large scale projects International Journal of Project Management 32 (2014) 1123-1133
-U. Zaman, L. M. Naemi, N. ul Huda, M. Ghani Khwaja. 2023. Time flies when you are having fun. The mediating effects of project opportunity management in the relationship between project leaders’ self-efficacy and multidimensional project success. Project Management Journal 2023, Vol. 54(2) 132-148
- Nuno A. Gil. 2023. Cracking the megaproject puzzle: A stakeholder perspective?
International Journal of Project Management 41 2023
- A. Hartmann, J. Vinke-de Kruijf, R. van Weesep. 2023.‘Asking the right questions: the role of reflection for learning in and between projects’
International Journal of Project Management 41 (2023) 102494
-How Does Hierarchy Steepness Affect Coordination in Project-Based Organizations? A Social Network Analysis by Jinying Xu and Weisheng Lu
Project Management Journal 2023, Vol. 54(3) 306–321
-Ziyao Zhang and Guodong Ni, Han Lin, Zongbo Li, Zhipeng Zhou. 2021. Linking empowering leadership to work-related well-being and project citizenship behavior in the construction context: a self-determination perspective.
International Journal of Managing Projects in Business, Vol. 16 No. 2, 2023 pp. 232-257

Alternative completion methods of implementation

Competence demonstration; se instructions in Student intranet.

Important dates

Start date 1 November 2023 - the course closes 31 January 2024 when all assignments must be submitted in Canvas platform.

Forms of internationality

International literature

Students workload

5 credits = 135 hrs of student's work

Content and scheduling

Basics of project management

Further information for students

EQF7 Master-level course

Grading scale

Approved/Failed

Evaluation methods and criteria

"The assessment of competence focuses on the target descriptions of the curricula, and the level of competence is assessed on the basis of the assessment criteria indicated in the curriculum." (Laurea's degree regulations).
In the evaluation of the study units at the end / graduation phase of studies also the following criteria will be used:

Student is able to work independently in demanding expert positions in the field or as an entrepreneur.

Student is able to lead matters and/or people.

Student is able to evaluate the activities of single people and/or groups.
Objects of assessment:
Motivational video related to students' experience of the topic, multiple-choice questions related to theory; applied case assignment + related peer review;

Evaluation criteria, satisfactory (1-2)

The Student is able:
Knowledge base:
To gather, process, produce and evaluate information widely. To use concepts of the area of expertise systematically.
Problem solving:
To solve problems in research, development and/or innovation activities.
Development:
To recognise and analyse focuses of development making use of the knowledge base.
Communication:
To communicate clearly both orally and in writing.

Evaluation criteria, good (3-4)

The Student is able:
Knowledge base:
To gather, process, produce and evaluate information critically and widely making use of both national and international scientific sources. To use concepts of the area of expertise fairly.
Problem solving:
To solve problems in research, development and/or innovation activities by applying and combining information from different fields.
Development:
To create target-oriented, justified development plans considering the community.
Communication:
To communicate in a competent, clear and consistent manner both orally and in writing.

Evaluation criteria, excellent (5)

The Student is able:
Knowledge base:
To create a consistent framework/knowledge base making use of both national and international scientific sources in a critical analytic fashion.
Problem solving:
To solve demanding problems in research, development and/or innovation activities where new knowledge and competence is created as well as to apply and combine information from different fields.
Development:
To develop the activities of the competence area in a target-oriented and communal fashion.
Communication:
To communicate convincingly both orally and in writing to audiences within and exterior to the field.