Project Management

MSc Project Management
Programme Handbook
For Online Students
Published September 2017
Version 5
MSc Project Management Programme Handbook v5 – September 2017 Page 1 of 40

Contents
Introduction to the Programme.............................................................................................................. 3
MSc Project Management Modules ....................................................................................................... 3
Pace of Study........................................................................................................................................... 3
Arden University Assessment Regulations ............................................................................................. 4
Programme Specification ........................................................................................................................ 5
Module Definition Forms ...................................................................................................................... 18
Project Management Techniques ..................................................................................................... 19
Management of Projects .................................................................................................................. 22
Project Analytics................................................................................................................................ 25
Sustainability in Theory and Practice ................................................................................................ 28
Data Handling and Decision Making ................................................................................................. 31
Quality Management ........................................................................................................................ 34
Research Project ............................................................................................................................... 37

Introduction to the Programme
Welcome to the MSc Project Management programme. This handbook provides you with
information about the structure of your programme and a description of each of the modules that
you will study.
The programme is made up of the seven core modules listed in the table below. An outline of the
content of each of the modules and the assessment methods used can be found in the Module
Definition Form section of this handbook on page 17.
MSc Project Management Modules
Module Code Module Title Credits Module Type

(Core/Option
PRM7001 Project Management Techniques 20 Core
PRM7002 Management of Projects 20 Core
PRM7003 Project Analytics 20 Core

Sustainability in theory and
PRM7005 Practice 20 Core
Data Handling and Decision
DAT7001 Making 20 Core
BUS7007 Quality Management 20 Core
RES7001 Research Project 60 Core
Please note that the order in which modules are delivered is subject to change, please refer to your
course timetable.
Pace of Study
Student Loans Company Funded Students
If you have been granted a postgraduate loan from the Student Loans Company, you must progress
at an appropriate pace to complete within two years. Arden University is required to make annual
reports to the Student Loans Company regarding your progress. If you fall behind, or if you decide
you would prefer to study at a slower pace, you may transfer to the Flexible Distance Learning route
(see below). However, if you transfer to the more flexible route, you will not be eligible for any
continued loan payments from the Student Loans Company.
Flexible Distance Learning Students

If you have chosen the flexible distance learning route and have not received a postgraduate loan
from the Student Loans Company, you have the flexibility to plan your own pace of study.
Postgraduate degrees usually take around two to three years to complete depending on how many
modules you study each year. In order to achieve this it is recommended that you aim to complete
at least 60 credits each year, equivalent to three 20-credit modules. You will have a maximum of five
years to complete the programme (from the date you first started).
Arden University Assessment Regulations
Students will be assessed in accordance with the standard Arden University assessment regulations
which can be found on the Arden University website http://arden.ac.uk/

Programme Specification
ARDEN UNIVERSITY QUALITY ASSURANCE DOCUMENT QA3 - PROGRAMME SPECIFICATION
1. Target Award MSc Project Management

2. Programme Title MSc Project Management
3. Exit Awards PG Diploma in Project Management
PG Certificate in Project Management
4. Programme Leader(s) Benjamin Silverstone
5. Delivery Model Online
Blended Learning
6. Start date July 2016
7. Programme Accredited by Accredited by the Association for Project Management (APM)
(PSRB or other, if applicable)
8. UCAS Code (If applicable) N/A
9. Relevant QAA subject QAA Masters Degrees in Business and Management (2015)
benchmark statement APM Body of Knowledge
10. Programme Aims

The aim of the Arden University MSc Project Management programme is to provide a distinctive,
inter-disciplinary and integrative educational programme for individuals seeking to develop and
consolidate their knowledge and understanding of Project Management and current trends within Big
Data manipulation. The programme is designed to expose programme participants to current thinking
and practice across a range of issues relevant to project management and also considers ethical
stances within the discipline. A higher level of criticality is expected across the Masters programmes
and this will allow students to consider more deeply the Project Management function.
Online teaching materials are derived from established academic research in order to develop critical
powers of analysis, reflection and the further development of interpersonal skills in preparation for
key positions in industry, commerce and the public sector.
Programme participants will build on their existing understanding of project management and
organisations within a framework that enables them to relate their experience to contemporary ideas
and practice within a global context. This is achieved through critical thinking, creativity and personal
development.
In particular, the purpose of the programme is to provide participants with:
• A critical and detailed understanding of the role of project management within organisations
• An critical understanding of the management of project management within a global
context;
• A detailed overview of specialist areas of within the field of project management and data
metrics and analysis
• The opportunity to complete a detailed piece of research relating to a project management
issue.
• A critical understanding of issues pertaining to sustainability and business ethics.

• An ability to critically analyse and apply knowledge of project management theory and
models to complex issues, both systematically and creatively, to improve business and
management practice;
• A stimulating online academic environment, which is based upon the values of academic
openness and critical appraisal.
• To be able to use data analytics to drive project management decisions and processes.

11. Intended programme learning outcomes and the means by which they are achieved and demonstrated
11a. Knowledge and understanding The means by which these outcomes are achieved The means by which these outcomes are
demonstrated
A1 - Apply and synthesise knowledge and Learning and Teaching methods and strategy: Knowledge and understanding are assessed
understanding relevant to project through in-module assessments of portfolio
management Acquisition of knowledge and understanding (A1 – submissions, presentations, time-constrained
A4) at all levels is through an integrated learning and examinations, and report based assignments.
A2 - Advise an organisation on appropriate teaching pedagogy that includes both asynchronous
strategies to assist their management of and synchronous activity. That is: Formative assessments are the precursor to the
the project management function and the summative assessments. Appropriate and diverse
analysis of data to support this function. Asynchronous formative assessments are provided for students
Independent and directed student study, supported
and are communicated to them via a clear
A3 - Critically analyse the context in which throughout by comprehensive online multi-media
an organisation operates, and understand teaching materials and resources accesses through overview to be found in the assessment brief for
the impact that this may have on project our each module.
management activities
VLE
A4 - Demonstrate a critical understanding Guided group / project based work
of current thinking and research in a range Discussion forums where students discuss and
of project management fields critically engage with themes emerging from the
materials they engage with, following the posing of
A5 – Demonstrate a critical understanding questions or propositions, case studies or similar by
of current thinking associated with either tutor or students themselves
sustainability and business ethics. Podcasts and narrated PowerPoint’s
Synchronous
Online seminars facilitated by VOIP’s where theory
and practice are integrated.
Live chats
Based upon the profile of our typical student body,

our strategy enables students to engage with a

variety of learning tools that best meet their learning
styles, overall objectives and personal circumstances.
Independent study is the cornerstone of the learner
experience supported by engagement with the
specialist tutor and peer engagement.
There is a requirement for written work at all levels

including reports, essays, practical tasks, developed
targeted plans etc., and our formative assessment
policy informs how feedback is supplied by tutors at
the draft assessment phase. Critical analysis is
encouraged at all levels culminating in a 15000 word
Dissertation.
11b. Intellectual (thinking) skills The means by which these outcomes are achieved The means by which these outcomes are
demonstrated
B1 - To apply and where appropriate Intellectual skills (B1 – B4) are developed throughout Intellectual skills are assessed through a
synthesise project management models the programme by the methods and strategies combination of in-course formative exercises and
and theories to meet the needs of a range outlined in section A, above. Intellectual summative assignments, including the submission
of situations of different complexity. development (B3 & B4) is further encouraged via of portfolios, self-reflective evidence, statistical
formative assessment tasks including set briefs, in- analyses, qualitative judgements, and research
B2 - Undertake research on a topic relevant module activities, case studies, self-initiated briefs, reports/dissertation.
to project management and report the and discussion with tutors and peers (in online
research with appropriate forums/debates).
recommendations.
Specific modules support the development of
B3 – To apply various metrics in order to quantitative and qualitative analysis, and the
best evaluate the project management development of criticality and self-reflective skills. In
addition, the student’s thinking skills will be evident
B4 - Critical analysis of secondary and in a summative assessment process which requires
primary data. and rewards learners for the demonstration of
creative thinking and problem solving, analysis,

judgement and self-reflection in the development of
contextually relevant solutions, and a willingness to
explore and engage with a range of media.
Throughout, the learner is encouraged to develop

intellectual skills further by undertaking further
independent study and research.
11c. Practical skills The means by which these outcomes are achieved The means by which these outcomes are
demonstrated
C1- Develop personal skills to increase Practical and professional skills are employed in the To support the development of practical skills
effectiveness in project management production of solutions to real life situations students must supply worked materials and
strategies and data analysis techniques developed through set briefs, exercises and practical evidence in support of their assignments. Critical
activities. The important modern day skills of reasoning, good presentation and sound evidence
managing projects, working within differing trails in all assignments are rewarded. Assessment
C2 - Identify practical solutions to organisational and national cultures are provided by briefs include a variety of commercial and
theoretical and practical project specific modules, as are specific inputs with an geographical contextual setting. Students receive
management related problems, thereby emphasis upon practical functional decision making feedback on all activities and assignments which
demonstrating praxis. skills related to market planning and strategy, market includes practical examples for improvement in
intelligence and communications; managing others; the application of theory to practice to help them
C3 - Select effective information collection and managing knowledge. improve both aspects of their skill base.
methods and select appropriate analytical
tools. Practical skills are further developed and integrated
through a series of in-course online activities and
C4 - Select and utilise analytical and project projects intended to test skills acquired. Group
management tools in the support of
forums provide opportunities to discuss ideas,
informed / effective decision-making.
progress, the work of others and the strengths and
C5 - Plan effectively for successful project weakness in the work presented and particularly
management support the development of C4. Activities are
provided so that students can work independently to
consolidate their knowledge and grasp of practical
skills. The in-course activities and assessment process

in the final year particularly emphasise the
acquisition of C5 with specific modules devised to
highlight the practical differences in management
skills required in differing contexts.
11c. Transferrable skills The means by which these outcomes are achieved The means by which these outcomes are
demonstrated
D1 - Critically reflect to support enhanced Personal responsibility) becomes an increasingly To develop transferable skills all assignments must
learning, self-awareness and interaction important skill as students meet time deadlines and word count guidelines.
with others Progress, culminating in the writing of the All assessed work must be submitted
Dissertation.
independently even where group activity has been
D2 - Identify and critically analyse issues in
order to generate contextually relevant and As the programme progresses work becomes more an element of the process. Students must take
workable solutions. complex and students are tested on their abilities to responsibility for their own work. All assignments
respond positively to feedback from a variety of require students to adopt a spirit of critical
D3 - Undertake effective communication enquiry and self-reflection which is rewarded in
audiences, as well as to manage increasingly large
and presentation skills consummate with a marking guides. These guides are shared with
management position workloads. . Students are required to complete a
number of assignments and a Dissertation that students
D4 - Effectively use CIT to communicate rewards independence originality, and critical
and evaluate in a variety of settings enquiry, and which further enhance communication
and self-reflective skills.
D5 - Work effectively as a member of a
team, including leadership and team
working skills, and cross cultural awareness
D6 - Work independently and to take

responsibility for own learning
D7 - Undertake multidisciplinary research

through the acquisition of skills
relevant to the context of project
management

D8 - Effectively plan and undertake
personal development including the
awareness of an ethical and socially
responsibly dimension to decision making

12. Graduate Attributes and the means by which they are achieved and demonstrated
Graduate Attributes
The concept of the RDI Graduate, based upon the definition of ‘graduate attribute’ by Bowden et al
(2000) has been developed around 6 attributes
E01 –Discipline Expertise
E02 – Effective Communication
E03 – Responsible Global Citizenship
E04 - Professional Skills
E05 - Reflective Practitioner
E06 - Lifelong Learning
The means by which these outcomes are achieved and demonstrated

All six attributes are relevant to this programme but will be developed throughout the Masters
programme where they are integrated into all modules and assessed via unit study tasks (individual
and group work) and through summative assessment tasks.
13. Learning and teaching methods and strategies

Distance Learning
Acquisition of A1-A4 is via engagement with the online module learning material and the online
tutoring and programme participant support mechanisms, both of which are delivered via Arden
University’s ilearn platform (a moodle-based system). The learning material comprises purpose-
written self-contained lessons with frequent activities and feedback to generate learning and
reinforce the knowledge acquisition through frequent application of learning to specific examples.
Embedded within the text are links to further reading and appropriate websites. Feedback within the
learning material is provided to allow programme participants to check their understanding with that
of the tutor. Additionally, group learning activities direct programme participants to the tutor-
facilitated discussion forums where they engage in discussion with their peers and receive formative
feedback from the module tutor.
Each of the 20 credit modules provide programme participants with an understanding of key
theoretical and practical management issues, debates and academic informed literatures.
Teaching/learning methods adopted are transferrable across modules and are similar across modules
and include online class discussions, exercises/case studies and group discussions.
For each subject being taught a programme of structured online learning activities using both
formative and summative assessment is applied. The emphasis is on action learning through the
mediation of the module leader for each module.
PT/FT Campus Based Model
Learning and teaching methods and strategies are delivered through a blended and integrated
learning and teaching pedagogy that includes both asynchronous and synchronous activity. That is:

Asynchronous
Independent and directed student study, supported throughout by comprehensive online multi-
media teaching materials and resources accesses through our Virtual Learning Environment
Guided group / project based work
Research tasks
Discussion forums where students discuss and critically engage with themes emerging from the
online materials they engage with, following the posing of questions or propositions, case studies or
similar by either tutor or students themselves
Podcasts and narrated PowerPoints
Synchronous
Online seminars facilitated by VOIP’s where theory and practice are integrated
Live chats
Based upon the profile of our typical student body, our strategy enables students to engage with a
variety of learning tools that best meet their learning styles, overall objectives and personal
circumstances. Independent study is the cornerstone of the learner experience, supported by subject
specialist engagement with the tutor and peer engagement.
There is a requirement for written work at all levels including reports, essays, developed plans,
portfolios of work etc. and our assessment policy informs how feedback is supplied by tutors at the
formative and summative assessment stage. Critical analysis is encouraged at all levels culminating in
a Dissertation.
Intellectual skills are acquired through engagement with the online module learning material and the
online tutoring. At all stages of their course, in all modules, programme participants are encouraged
to take a critical and evaluative approach to the subject.
Acquisition of transferrable skills takes place throughout the modules.
Programme participants are gradually required to take responsibility for their own learning
throughout the programme. The tutorial support mechanisms are intensive during the first study
period of the programme and programme participant engagement, achievement with progression
monitored regularly and followed up on an individual basis thereafter.
14. Assessment methods and strategies
The assessment process involves both formative and summative elements and is continuing in
nature.
• It attempts to integrate theory and practice allowing the programme participant to: delve
deeper into practice;

• acquire new knowledge and develop new skills;
• adapt and apply new skills to new contexts;
• build skills associated with critical analysis;
• develop existing skills and knowledge to a greater depth and breadth;
• extend transferable skills.
Strategies have been selected to maximise programme participant learning & give opportunities for
programme participants to demonstrate acquisition of specialist knowledge and skills.
The assessment designed for each module reflects the intentions of that module and will measure
the identified learning outcomes. A variety of assessment strategies will be used to reflect and test
the achievement of the learning outcomes. These are detailed within each module.
The dissertation is a significant independent piece of research, based on primary research. This is a
15,000 word research study using ‘a traditional’ approach to developing a piece of significant
independent study fitting of this level and type of qualification.
There will be a focus on encouraging students to apply their knowledge to practical situations. A
significant part of this comes from the Research Methods and Dissertation modules. Here students
will be required to identify a topic of interest to them, which relates to project management.
Students will explore this, and will apply their research to the topic and put forward
recommendations which are of practical benefit to the organisation.
The approach to coursework assignments will be to encourage students to apply their knowledge to
organisations or case study data sets. This could be achieved through the use of case studies, but will
also involve employees applying information and approaches to their own organisations, or an
organisation with which they are familiar.
The assessment designed for each module reflects the intentions of that module and will measure
the identified learning outcomes. A variety of assessment strategies will be used to reflect and test
the achievement of the learning outcomes. These are detailed within each module.
Assessment strategies are seen to be dynamic and are reviewed regularly in order to maintain rigour
and reflect changes in professional focus and practice.
15. Employability
Entrants to this programme are highly likely to be in work (be it Full or part Time). The programme is
designed to offer the degree of flexibility required to ensure that even those employed in full time
positions have the maximum opportunity to fulfil their programme of study. The programme aims to
develop skills and knowledge such that graduates can confidently enter the project management
environment or can improve their existing career prospects within it. The degree develops a range of
transferrable skills and provides opportunities for these to be evidenced. In particular the final
dissertation provides the ability to demonstrate high level skills.

The distributed nature of Arden University students makes conventional careers support difficult but
the use of the Integro provider allows us to offer a range of supports in career development and
there are opportunities for students to purchase more specialist support if required.
With this programme being aligned to APM and therefore there will be an added value to graduates
in terms of potential employer recognition.
16. Entry Requirements
Normally:
- A degree equivalent to UK second class honours standard;

- English ability equivalent to IELTS 6.5, where the medium of undergraduate study was not English;
Applicants with existing postgraduate business awards may be eligible for entry with
advanced standing and will be considered through the APL process. Arden University is keen to
ensure that the programme is available to all those who can benefit from it. Applicants who have
substantial managerial experience and are able to demonstrate an ability to successfully complete
the programme may be admitted where they do not possess degree equivalent qualifications. It is not
intended to offer exemptions based on experiential learning.
17. Programme Structure

Level 7
Module Type
Module Code Module Title Credits (Core/Option)
PRM7001 Project Management Techniques 20 Core
PRM7002 Management of Projects 20 Core
PRM7003 Project Analytics 20 Core
PRM7005 Sustainability in Theory and Practice 20 Core
DAT7001 Data Handling and Decision Making 20 Core
BUS7007 Quality Management 20 Core
RES7001 Research Project 60 Core
18. Subject: Select from:

N213
Last Updated: June 2016

Annex – Mapping of Intended Programme Learning Outcomes and Modules
Programme
Learning
Outcomes
Modules
A1
D1
D2
D3
D4
D5
D6
D7
D8
A2
A3
A4
A5
B1
B2
B3
B4
C1
C2
C3
C4
C5
Project Management Techniques Y Y Y Y Y Y Y Y Y Y Y Y
Y
Management of Projects Y Y Y Y Y Y Y Y Y Y Y Y Y
Data Analytics Y Y Y Y Y Y Y Y
Level 7
Data Handling and Decision

Y Y Y Y Y Y Y Y Y Y
Making
Sustainability in theory and Y
Y Y Y Y Y Y Y Y Y Y Y Y Y
Practice
Y
Quality Management Y Y Y Y Y Y Y
Y
Research Project Y Y Y Y Y Y Y Y Y Y Y Y Y
MSc Project Management Programme Handbook – January 2017 Page 17 of 40

Module Definition Forms

MODULE SPECIFICATION
1. Module Title 2. Module Code

PRM7001
Project Management Techniques
3. Module Leader Maxine Shaverin
4. Level 7 5. Credits 20 6. Study Hours 200

7. Pre-requisites None
8. Module Description
This module addresses the principles of managing successful projects. Its focus is the governance,
people skills and business related interfaces associated with the profession of project management.
It is intended to give the learner a clear understanding of the most important concepts and
frameworks in the discipline of project management, and how to apply them. The actual delivery
aspects of project management are covered in the module Project Management techniques. The
module covers the key concepts of project, programme and portfolio management. They will
understand the roles and responsibilities of project team members, and how to build high
performance teams. Interpersonal skills, professionalism and ethics are covered. Also addressed are
life cycle, success factors and monitoring and control. The final units look at financial and contract
management, health and safety, human resource management, law, security and sustainability.
This module is assessed via a 5000 word assignment based on a project management case study.
9. Outline Content
• The nature of projects; project , programme and portfolio management
• Strategy, models and methodologies are covered in the module
• Financial and commercial aspects of projects
• Governance; infrastructure, knowledge management, life cycles, success factors and maturity,
sponsorship
• Interpersonal skills; communication, conflict management, delegation, influencing, leadership,
negotiation, and teamwork
• Professionalism; communities of practice, competence, ethics frameworks and learning and
development.
• Interfaces to business aspects; Accountancy, health and safety, human resource management,
law, security and sustainability. These aspects are treated in an introductory fashion and are
covered in other modules in the programme in greater depth.
10. Key Texts/Literature:

Key Text:
Lock, D. (2014) The Essentials of Project Management, 4th Edition, Ashgate

Other:
Reiss G et al (2006). The Gower handbook of programme management London Gower.
Thiry M 2010 Programme management Aldershot Gower
Wysocki, R. (2014) Effective Project Management: Traditional, Agile, Extreme. Wiley.
Maylor, H. (2010) Project Management. Pearson.
Pinto, J. (2012) Project Management. Pearson.
James R. Evans, William M. Lindsay (2005) The Management and Control of Quality;; Thomson, 6th
APM Body of Knowledge 6th Edition (2012). APM Ibis house Buckinghamshire ISBN 978-1-903494-40-0
ebook ISBN 978-1-903494-42-4
APM Competence Framework (2014). APM Ibis house Buckinghamshire ISBN 978-1-903494-18-9
Office of Government Commerce (OGC). (2009) Managing Successful Projects with PRINCE2.
Project Management Institute. (2010) A Guide to the Project Management Body of Knowledge:
11. Specialist Learning Resources:

None
12. Learning Outcomes (threshold standards):

On successful completion of this module the student will be expected to
be able to:
Knowledge and 1. Apply and evaluate the concepts and principles of Project Management
understanding in different environments.
2. Critically evaluate a range of project management strategies and
approaches,
3. Critically evaluate a range of methodologies, competency frameworks
and maturity models.
4. Demonstrate a critical understanding of the personal skills and
competencies of a professional project manager.
Intellectual, practical, 5. Apply advanced principles of leading and managing project teams to
affective and solve complex problems
transferable skills 6. Be capable of performing professional project management skills at
the APM level D competence level and exhibit some of the
competencies expected at level C.
Graduate attributes 7. Professional Skills: Perform effectively within the professional
environment. Work within a team, demonstrating interpersonal skills
such as effective listening, negotiating, persuading and presentation.
Be flexible and adaptable to changes within the professional
environment.
13. Learning and Teaching and Assessment Strategies:

Narrative explaining how the module learning outcomes are achieved and evidenced. Not repeating
standard RDI L&T practice
This module addresses the principles of managing successful projects. It is intended to give the
learner a clear understanding of the most important concepts and frameworks in the discipline of
project management, and how to apply them. Students will critically evaluate the role of the project
manager. They will develop knowledge and judgement of topics around project direction and control.
They will understand the roles and responsibilities of project team members, and how to build high
performance teams. Learners will study the project life cycle, the scope of projects, the triple
constraints, and project methodologies and how to choose between them. Also addressed are

monitoring and control, and the correct way to close projects. The final units look at financial
management and contract management.
This module is assessed via a case study based report (5000 word project management case study
based
Formative feedback from the tutor is provided via several in module mini tasks plus the opportunity
to submit a report plan prior to the summative assessment. Formative opportunities are listed in
detail with the assessment.
14. Module Assessment

% Weighting
Learning & Fine
Method Qualifying Final Length/duration and other
Outcomes Grade (FG)
See guidance Mark Task comments
Assessed or pass/fail
(PF)
Report ALL FG 40% Y 5000 words case study based
report
In order to pass this module, students are required to achieve an overall mark of 50%.
In addition, students are required to:

(a) achieve the qualifying mark for each element of fine graded assessment as specified above
(b) pass any pass/fail elements
Last updated: January 2017

PRM7002
Management of Projects
3. Module Leader Jack Colford

This module focuses on the various techniques available to project managers to ensure that a project
is planned, managed and controlled effectively. This module focuses on delivery aspects of a project
and thus complements the Management of Projects module’s emphasis on governance, interpersonal
skills and business interfaces. The module enables students to develop appropriate skills for project
planning, scheduling and delivery. Students will be expected to learn, understand and apply a series
of appropriate and proven project management techniques so that they are able to utilise these skills
in real-life project environments. The techniques are taught with the emphasis on application to bring
a real practical basis to the qualification and enable students to be confident in applying these
techniques within their current or future roles.
The assignment assesses the student’s ability to apply the relevant techniques in a real-life situation
and their understanding of the appropriate concepts.
This module is assessed via a 5000 word assignment based on a project management case study.
9. Outline Content
• Integrative management; business case development, control, information management,
organisation, planning and stakeholder management
• Scope Management; Benefits, change control and management, configuration, requirements
and solution development.
• Schedule management; resources and time scheduling. Techniques such as network analysis
and critical path analysis.
• Financial and cost management; Budgeting and cost control, funding, investment appraisal
• Risk Context and techniques
• Quality management; Assurance and reviews
• Resource management; Contracts, procurement and provider selection

Key Text:
Lock, D. (2014) The Essentials of Project Management, 4th Edition, Ashgate
Other:
Reiss G et al (2006). The Gower handbook of programme management London Gower.
Burke, R. (2007) Project Management Techniques, Burke Publishing.

Kerzner, H. (2013) Project Management: A Systems Approach to Planning, Scheduling & Controlling,
John Wiley & Sons.
Thiry M 2010 Programme management Aldershot Gower
Wysocki, R. (2014) Effective Project Management: Traditional, Agile, Extreme. Wiley.
Maylor, H. (2010) Project Management. Pearson.
Pinto, J. (2012) Project Management. Pearson.
James R. Evans, William M. Lindsay (2005) The Management and Control of Quality;; Thomson, 6th
APM Body of Knowledge 6th Edition (2012). APM Ibis house Buckinghamshire ISBN 978-1-903494-40-0
ebook ISBN 978-1-903494-42-4
APM Competence Framework (2014). APM Ibis house Buckinghamshire ISBN 978-1-903494-18-9
Office of Government Commerce (OGC). (2009) Managing Successful Projects with PRINCE2.
Project Management Institute. (2010) A Guide to the Project Management Body of Knowledge:

None

be able to:
Knowledge and 1. Apply and evaluate the concepts and principles of project delivery
understanding techniques across a range of different commercial environments.
2. Critically evaluate a range of project management tools and
techniques for scheduling and cost management of projects.
3. Demonstrate a critical understanding of the risk within a project
management context.
4. Demonstrate critical understanding of quality assurance principles
in Project management.
Intellectual, practical, 5. Apply techniques to solve complex project management problems
affective and 6. Plan and schedule projects based on case study scenarios.
transferable skills
Graduate attributes 7. Professional Skills: Perform effectively within the professional
environment. Work within a team, demonstrating interpersonal
skills such as effective listening, negotiating, persuading and
presentation. Be flexible and adaptable to changes within the
professional environment.

This module addresses the principles of managing successful projects. It is intended to give the
learner a clear understanding of the most important concepts and frameworks in the discipline of
project management, and how to apply them. Students will critically evaluate the role of the project
manager. They will develop knowledge and judgement of topics around project direction and control.
They will understand the roles and responsibilities of project team members, and how to build high
performance teams. Learners will study the project life cycle, the scope of projects, the triple
constraints, and project methodologies and how to choose between them. Also addressed are
monitoring and control, and the correct way to close projects. The final units look at financial
management and contract management.

This module is assessed via a case study based report (5000 words).
detail with the assessment.

% Weighting
Learning & Fine
Outcomes Grade (FG)
(PF)
Report ALL FG 40% Y 5000 words
A report based upon a project
management case study

Last updated: January 2017

PRM7003
Project Analytics
3. Module Leader Ben Silverstone

This module focuses on the use of data analytics to drive project management decisions and
processes. Capturing data through the application of analytical techniques is a valuable tool that
enables project managers to manage their projects effectively. It is also a useful tool to capture data
from individual projects to support informed decision-making at the strategic and
programme/portfolio level. The model enables students to understand the context in which project
analytics are used. Specifically, it explains how the application of analytics is part of wider
governance frameworks for performance management; and how they align with the higher-level
project management strategy adopted by the organisation. Various metrics and Key Performance
Indicators (KPIs) appropriate to projects are explored; with the useful delineation between project
and project management performance being made.
This module is an introductory module to the topic of project analytics. Basic statistical concepts will
be included in the module content to demonstrate the application of analytics to project
management in such areas as risk management, cost management, schedule management and
resource allocation.
Assessment will be through a narrated PowerPoint presentation connected to the theory, concepts
and application of project analytics.
9. Outline Content
• Introduction - the need for performance measurement and the link between performance
measurement and management in project environments
• Defining project and project management performance
• The nature of performance measurement in project environments
• Metrics and Key Performance Indicators (KPIs) for project management
• The role of analytics in projects
• Specific Project Management Analytics for measuring performance
• Governance frameworks and project management strategies to support performance
measurement in projects

Key Texts
Association of Project Management (2012). APM Body of Knowledge (6th edition), Princes Risborough,
Bucks.
Kerzner, H.R. (2013) Project Management Metrics, KPIs, and Dashboards: A Guide to Measuring and
Monitoring Project Performance (2nd edition), New York, Wiley
Other
Gera, B. (2011) Project and Program Management Analytics, PMI Virtual Library. www.PMI.org
Kaplan, R.S. (2010) Conceptual Foundations of the Balanced Scorecard. Harvard Business Review,
Working Paper, 10-074.
Kerzner, H.R. (2013a) Project Management Case Studies (4th edition), New York, Wiley.
Project Management Institute (2013). Project Management Body of Knowledge PMBOK® Guide (5th
edition), Newtown Square, PA.
Other: Company Product Guides, Cases and Demos
Deloitte (2015) Predictive Project Analytics, at: http://www2.deloitte.com/ca/en/pages/deloitte-

analytics/articles/predictive-project-analytics.html
Oracle (2015) Project Analytics, at: http://www.oracle.com/us/products/middleware/bus-

int/064365.pdf

Spreadsheet software, SPSS

be able to:
Knowledge and 1. Advise an organisation on appropriate strategies to assist their
understanding management of projects through the application of analytical
techniques
2. Critically analyse data to support the project management
function
3. Demonstrate critical understanding of metrics and Key
Performance Indicators (KPIs) within a project management
context.
Intellectual, practical, 4. Critically analyse secondary and primary data to drive project
affective and management performance
transferable skills 5. Apply various metrics in order to best evaluate project and
project performance
6. Use statistical techniques to support the management of
projects at different stages of the life cycle.
Graduate attributes 7. Discipline expertise: knowledge and understanding of chosen
field. Possess a range of skills to operate within this sector,
have a keen awareness of current developments in working
practice, being well positioned to respond to change.

Online Tutor supported activity-based learning. This is disseminated in the following manner;
individual reading and preparation for knowledge and learning, for further assessment preparation.
Individual and group learning activities, research tasks and activities and knowledge check activities,
as directed by the learning material.
The module provides the opportunity for formative assessment and feedback. The opportunity for
formative assessment is included within the assessment brief along with specific dates for
submission.
Support is also provided via on line materials and supported Adobe sessions for those who are new to
spreadsheet software or require further input on the use of analytical tools within this software
This module is assessed via an individual narrated PowerPoint presentation of no more than 3,000
words.
detail with the assessment brief.

% Weighting
Learning & Fine
Outcomes Grade (FG)
(PF)
Presentation 1, 3, 7 40% 40% Y 2000 word equivalent
Individually narrated
PowerPoint presentation
introducing the organisational
context and evaluating
stakeholder needs.
Report 2, 4, 5, 6 60% 40% Y 3000 word supporting report
presenting appropriate
dashboards and an evaluation
of project performance with
recommendations

Last updated: 21st June 2017

PRM7005
Sustainability in Theory and Practice
3. Module Leader Ben Silverstone

Living and working in the 21st Century brings a range of challenges and opportunities at a scale that
society has not faced before. Given the increasingly mandatory nature of sustainability policies, being
Sustainable is not just the challenge of our time, nor is it an optional extra; it will become the
personal, economic and political orthodoxy in a range of systems and processes. Regardless of the
field of activity, the need to incorporate sustainability into individual, community and organisational
processes is unavoidable.
It is therefore imperative that we all, whether as students, academics, practitioners or other, are able
to understand the necessity of sustainability, explore how it might be applied and develop strategies
for its implementation, engagement and evaluation. Practicing sustainability demands a reflexive
mindset on how one engages with such a contested concept and how it might be applied. The
module invites the student to reflect on how sustainability relates to their own study-discipline
and/or career and how sustainable solutions might be applied in these cases. It examines the
challenges, the drivers, technologies and techniques of sustainability management in a variety of
settings, and in addition, gives a wider understanding of the issues surrounding sustainability. This
approach lends itself to both a practical and theoretical transferability to a range of fields and
scenarios.
Taking an interdisciplinary approach, this module explores the Sustainability paradigm and examines
the conceptual complexity, theoretical development and how it might be applied in a range of
scenarios. Furthermore, it explores the development of applied sustainability strategy, evaluating the
most appropriate way to develop it within an organisational framework, embed and integrate this
approach and measure performance and outcomes.
This module is assessed via a group PowerPoint (sustainability audit): Students will be allocated
groups and then work to create a group PowerPoint submission. In addition students then submit an
individual 3000 word report which comprises of conclusions and recommendations based upon the
group PowerPoint.
Opportunities for formative assessment are comprised of several mini tasks within the module
materials plus the opportunity to submit a draft plan at least two weeks before the final summative
submission.
9. Outline Content

• Introduction – Global challenges: the principles and context of environmental, social and
economic sustainability
• Sustainability: historical development and theoretical frameworks
• National and global drivers for sustainability
• Policy prescriptions for sustainability and organisational practice
• Exploring values and ethics for a sustainable future
• Developing sustainability strategies
• Integrating and embedding sustainability practice in organisations
• Identifying good practice in businesses and governmental initiatives
Key Text: Robertson, M. (2014) Sustainability Principles and Practice. Routledge. London
Other:
Crow, D. & Boykoff, M. (2014) Culture, Politics and Climate Change. Routledge. London
Parker, P. (2014) Critiquing Sustainability, Changing Philosophy. Routledge. London
Thiele, L.P. (2013) Sustainability. Polity. London
Urry, J. (2011) Climate Change & Society. Polity. London

None

be able to:
Knowledge and 1. Critically analyse the concept of sustainability and its theoretical
understanding development.
2. Critically examine how sustainability is managed by a range of
organisations and its value and appropriateness to a range of new
scenarios.
3. Critically analyse and evaluate how the process of sustainability is
applied within a range of organisations.
Intellectual, practical, 4. Critically evaluate the relationship between sustainability
affective and
challenges, sustainability theory and sustainability practice.
transferable skills
5. Apply a reflective, ethical and professional approach to the
application of sustainability strategy, the development of
principles and implementation.
Graduate attributes 6. Responsible Global Citizenship: Understand global issues and
If applicable their place in a globalised economy, ethical decision-making and
accountability. Adopt self-awareness, openness and sensitivity to
diversity in culture.

as directed by the learning material. Formative feedback from the tutor is provided after activities are
completed.

% Weighting
Learning & Fine
Outcomes Grade (FG)
(PF)
1a) Group All 40% FG 40% Y 20 minute group Powerpoint
Presentation presentation delivered via
Adobe Connect session.
Tutor questioning for
additional 10 minutes
1b) Written All 60% FG 40% Y 3000 word individual written
Report document based upon the
outcomes of the sustainability
audit

Last updated: April 2017

DAT7001
Data Handling and Decision Making
3. Module Leader Benjamin Silverstone

This module provides an introduction to the theoretical concepts and practical applications of data
auditing, handling and decision making. Data analysis and mining is concerned with the extraction of
information from large complex databases. Data handling in a business context considers making and
validating decisions or seeking to understand and monitor processes to drive efficiency. Large
databases have now become common in many areas and the manipulation of the data refers to the
reorganising, synchronisation and re-structuring of content within them. This serves to enable better
interpretation and understanding to drive improvement. Data Handling is used for making
knowledge driven decisions, therefore, once data has been generated and analysed, decisions need
to be made based upon the findings. This module will equip students will the skills of identifying what
the findings from data analysis mean and how they can be applied.
The module will discuss approaches that can be used to audit the existing data within an organising
to identify gaps, analyse data and generate recommendations from their findings.
This is an introductory module where basic statistical concepts will be introduced as part of the
module content. No previous experience with data mining is required but students are expected to
be able to use the basic functions within Microsoft Excel.
Assessment will be through a case study driven task connected with knowledge discovery and
interpretation from a given dataset
9. Outline Content
• Methods of auditing current data holdings, identifying available analysis options and gaps.
• Use of Excel to clean and present data in a basic way
• Use of SPSS to undertake more detailed analysis. Chi-Square, ANOVA, Correlation and Factor
Analysis
• Skill development in cleaning data and assigning classifications.
• Discussion of data mining applications such as business intelligence, search engines,
recommender systems and fraud detection.
• Data mining concepts, algorithms and tools.
• Consumer database mining, internet and social media tracking, and text mining. Algorithms
for textual document indexing, relevance ranking, web usage mining, and text analytics
• Anomaly detection, association rules, clustering. Introduction to regression, Classification,
decision trees
• Posing relevant questions. Analysis and evaluation of records, asset pricing, network analysis
• Identifying what the data is demonstrating and how to present findings for decision makers

Key Text: Ian H Witten, Eibe Frank, Mark A Hall 2011 Data Mining: Practical Machine Learning Tools
and Techniques, 3rd Edition, Morgan Kaufmann,
Cronk, Brian, 2016. How to Use SPSS: A step by step guide to analysis and interpretation. Routledge
Other:
Olson, David L., Delen, Dursun (2008) Advanced Data Mining Techniques. Springer-Verlag Berlin
Heidelberg
Coughlin, MA (2005). Applications of Intermediate/Advanced Statistics in Institutional Research.

Association of Institutional Research
Finlay, S. (2014) Predictive Analytics, Data Mining and Big Data (Business in the Digital Economy).
Palgrave Macmillan.
Foreman, J. (2013) Data Smart: Using Data Science to Transform Information into Insight. John Wiley
& Sons.
Marr, B. (2015) Big Data: Using Smart Big Data, Analytics and Metrics to Make Better Decisions and
Improve Performance. John Wiley & Sons.
Pang Ning Tan 2005 Introduction to Data Mining. Addison Wesley,
Provost, F. and Fawcett, T. (2013) Data Science for Business: What you need to know about data
mining and data-analytic thinking. O’Reilly Media.

Students are expected to use MS Excel - guides to Excel and associated statistical tools will be made
available via the module home page.
There will also be an expectation to use SPSS (available on licence from Arden) and WEKA (Freely
available data mining application)
Materials that reflect the theme of the programme under study.

be able to:
Knowledge and 1. Analyse methods of auditing data holdings and gap identification
understanding 2. Critically analyse theoretical and core processes of data
manipulation and mining.
3. Utilise and evaluate basic statistical concepts.
Intellectual, practical, 4. Appreciate ethical issues and their importance to data handling
affective and and decision making
transferable skills 5. Develop a practical ability with data analysis and data mining
methods to analyse and interpret data sets
6. Make recommendations based upon the findings from data
analysis

Graduate attributes 7. Effective Communication: Communicate effectively both, verbally
If applicable and in writing, using a range of media widely used in relevant
professional context.

Narrative explaining how the module learning outcomes are achieved and evidenced. Not
repeating standard Arden University L&T practice
Online Tutor supported activity-based learning. This is disseminated in the following manner;
individual reading and preparation for knowledge and learning, for further assessment preparation.
as directed by the learning material.
The module provides the opportunity for formative assessment and feedback. The opportunity for
formative assessment is included within the assessment brief along with specific dates for
submission.
Significant content will be provided to teach the tools available within Excel, SPSS and WEKA for the
purpose of data analysis. A number of tutorial videos will be generated for this as well as signposting
towards existing materials to support skill development. Live sessions will be held to discuss progress
and troubleshoot. A number of training data sets will be made available to support the development
of particular skills.

% Weighting
Learning & Fine
Outcomes Grade (FG)
(PF)
Essay 1, 4, 7 20% FG 40% Y 1000 word audit of the data
environment and ethical
considerations
Case study 2, 3, 5, 6, 80% FG 40% Y 4000 word report based on
based Report 7 statistical analysis of a large
data set coupled with a
concluding narrative
demonstrating appropriate
recommendations

Last updated: 05.01.2017

BUS7007
Quality Management
3. Module Leader Robert Manderson

This module focuses on the wider knowledge and skills required to apply the principles of quality
management through appropriate systems specific to both manufacturing and service based
organisations. In conjunction with the Quality and Excellence module, this module encourages and
supports students to understand the major theoretical and practical aspects of delivering a quality
product. The student will learn the importance of quality in both tangible and intangible products and
will develop the knowledge to support them in championing this quality philosophy within their
current or future role. The module will introduce and build on a number of key principles associated
with quality management and how these can be applied through appropriate management systems
and quality tools. The assignment will assess the student’s knowledge of quality management and
their ability to apply the relevant principles to specific business needs and objectives.
9. Outline Content
• Understand the importance of implementing Service Quality through managing customer
expectations, integrating service quality and delivery, service productivity, service and relationship,
Total Quality Management and the Quality Gurus.
• Understand the ways to Measure Quality and Improvement and the role of continuous
improvement, benchmarking and metrics.
• Introduce Quality Management Systems, Standards and Models including ISO 9000:2000, ISO 14001
and the EFQM Business Excellence Model.
• Demonstrate how to organise for Quality Management including the environmental effects of
business, measurement of environmental performance and EMS.
• Focus on Service Quality and Customer Satisfaction by defining customer satisfaction and elements
of service and perceptions of performance, determinants of service quality, measuring service
quality and SERVQUAL marketing.
• Introduce a series of Quality Management Tools including FMEA, QFD and SPC.
Key Text:
Inghilleri, L & Solomon, M. (2010) Exceptional Service, Exceptional Profit: The Secrets of Building a
Five-Star Customer Service Organization. AMACOM Books. – Available via EBSCO
Other:
Bliss, Jeanne. (2015) Chief Customer Officer 2.0: How to Build Your Customer-Driven Growth Engine.
John Wiley.

Brown, Stanley. (1999) Strategic Customer Care: An Evolutionary Approach to Increasing Customer
Value and Profitability. John Wiley.
Cook, S. (2010) Customer Care Excellence. How to Create an Effective Customer Focus (4thedition).
Professional Paperbacks. Kogan Page.
Heppell, M. (2015) Five Star Service: How to Deliver Exceptional Customer Service. Pearson Books.

N/A

be able to:
Knowledge and 1. Critically evaluate the concepts and principles of total quality
understanding management in different commercial environments
2. Analyse strategic importance of quality management within an
organisation
3. Critically assess what is involved in the creation of a quality
management system
Intellectual, practical, 4. Test and evaluate a range of quality management tools and techniques
affective and to both diagnose the effectiveness of, and improve, systems and
transferable skills processes
5. Incorporate, in a critical manner, quality initiatives in the
implementation of business objectives
6. Apply problem solving using the underpinning research of quality
management
Graduate attributes Reflective Practitioner: Undertake critical analysis and reach reasoned
If applicable and evidenced decisions, contribute problem-solving skills to find and
innovate in solutions

standard Arden University L&T practice
Individual and group learning activities will be set. Students will be expected to engage via the forums
and during any live sessions. Knowledge check and research activities will also be set that will be
supported by additional directed reading. Interaction with the learning materials and other students
will help to enrich the learning experience for the students. Case studies will be provided to highlight
how total quality management is integrated into different commercial environments and the
importance of quality to the strategy of the of the organisation will be addressed. Students will
design and test quality management tools in hypothetical situations before applying them to the
summative assessment.
The summative assessments are split into two components. Initially, a case study will be analysed to
consider the integration of quality management systems with a view to developing practical problem
solving methods to drive quality initiatives. The second assessment will focus on applying total quality
management to a given case study, identifying issues in implementation and highlighting good
practice.

Both assessments will provide formative feedback opportunities through the use of practice case
studies initially and then through a draft submission which will be required no later than two weeks
prior to submission of the final assessment.

% Weighting
Learning
Method & Fine Grade Qualifying
Outcomes Final Task Length/duration and other comments
See guidance (FG) or Mark
Assessed
pass/fail (PF)
Assignment 1-7 50% (FG) 40% Y 2,500 words. Individual
Assignment comprising a
scenario based case study of a
business organisation, which
requires the student to analyse
/ research it in terms the
concepts and principles quality
management. This is with a
view to evaluating the existing
quality management system as
a basis to solve quality
problems.
Assignment 1-7 50% (FG) 40% Y 2,500 words. Individual
Assignment comprising a
scenario based case study of a
business organisation with a
focus on its quality
management system, which
requires the student to set out
the concepts, principles and
practices of total quality
management, and how these
relate to the business of the
organisation. This is with a view
to solving existing quality
problems and how these may
be avoided going forward by a
combination of adopting best-
practice and being research
informed.

Last updated: June 2016


RES7001
Research Project
3. Module Leader John Vaughan

7. Pre-requisites All taught modules (120 credits)
The ‘research project’ is an essential part of the process of achieving Masters’ level. It provides
students with the opportunity to design and undertake a research activity and to develop their ability
to make critical and evaluative judgements. Building on the taught elements of the programme,
students will undertake appropriate research in an area consummate with their qualification theme.
The module is initially supported by six weeks of sessions that are designed to consolidate all of the
previous scaffold research skills that will have been conveyed during the taught elements of the
programme. In addition this initial delivery will support students in the creation of a research
proposal.
By completing the research project students should demonstrate that they are able to produce work
that is relevant in practice and has an academic standing at Masters’ level.
Students are required to select a subject related to the theme of their programme.
In addition to the conventional Dissertation, the module also provides that students may submit a
piece of work based on the development of an academic article supported by a presentation.
9. Outline Content
The module is supported by a range of ‘mini modules’ based around the key thematic areas of the
research process as follows-
Content includes:
• Abstracts & Introductions
• Literature Review
• Methodology: Ontology and Epistemologies, Quantitative and Qualitative methods
• Findings / Data Presentation
• Conclusions and Recommendations
Note: At the submission of the proposal students will be asked to identify a preferred assessment
typology (traditional dissertation or journal article). It is envisaged that the journal article route only
be made available to those with a consistently high phase one mean score (overall merit or above)
and / or a solid research proposal.

Key Text

Saunders, M. N. K., Lewis, P. and Thornhill, A. 2012, Research Methods for Business Students (6th
edition), Harlow: Pearson
Other
Anderson, V. 2013, Research Methods in Human Resource Management: Investigating a Business

Issue, London: CIPD
Dagnino, G. 2015, Research Methods for Strategic Management, Routledge, London
Camm, D. 2012, Quantitative Methods for Business, Cenage learning (available on myilibrary )
Greetham, B. 2014, How to Write Your Undergraduate Dissertation (Palgrave Study Skills),
Basingstoke: Palgrave Macmillan
Gupta, R, 2015 Qualitative Research in Management, Sage, London (available on Ebsco)
Hair, J. et al, 2014, Essentials of Business Research Methods, M. E. Sharpe, New York (available on
Ebsco)
Smith, M. 2015, Research Methods in Accounting (3rd edition), London: SAGE Publications Ltd.
Wilson, J. 2014, Essentials of Business Research: A Guide to Doing Your Research Project (2nd
edition), London: SAGE Publications Ltd.

N/A
be able to:
Knowledge and 1. Select, evaluate and apply critical management thinking to an
understanding organisational issue or problem which is clearly linked to the
subject specialism of the programme being studied.
2. Review literature and methodologies to design and carry out an
appropriate research activity.
Intellectual, practical, 3. Identify and resolve complex management issues in a logical and
affective and critical manner.
transferable skills 4. Critically reflect to support enhanced learning, self-awareness and
interaction with others.
5. Work independently, taking responsibility for the research /
publication process and where necessary the self-learning of new
skills.
6. Demonstrate effective planning, and project management
7. Undertake personal development including the awareness of an
ethical and socially responsibility dimensions to the research
process.
Graduate attributes 8. Discipline Expertise: Knowledge and understanding of chosen
If applicable field. Possess a range of skills to operate within this sector, have a

keen awareness of current developments in working practice
being well positioned to respond to change.

Narrative explaining how the module learning outcomes are achieved and evidenced. Not
repeating standard Arden University L&T practice
The Dissertation module is supported via a module leader who has oversight of general quality and
ethical processes. All proposals and final artefacts are subject to the Arden University ethics
committee which is required to sign off all proposals before a student may progress their work. The
Module Leader will be responsible for managing the Research Methodology sessions. He/she will also
work with the student to prepare a plan which can be submitted for ethical approval and form the
basis of the dissertation.
The Module Leader will provide feedback on the research proposal, at which point the student will be
allocated a research supervisor. The nature of the supervisor / student relationship and expectations
that can be made therein are highlighted within the research handbook. It should be noted that the
student / supervisor relationship along with all communications are recorded and audited on a
monthly basis as a part of our on-going quality process.
The requirements of each student are different; however there are normally at least three scheduled
meetings within the research supervision process as well as on-going discussion through email.
Journal Route:
As an alternative to the written dissertation, students may elect, following consultation with and
approval by the research committee (post proposal), to submit a journal-formatted article plus Viva
presentation. It is envisaged that the journal article route only be made available to those with a
consistently high phase one mean score (Merit or above) and / or a solid research proposal.
Students electing to submit an article will be required to identify a target journal and conform to its
standards. Although this route will have a lower word count than the conventional dissertation it is
expected that this will be more challenging. Supervisors used to support students undertaking this
method will be required to have experience of publication.

Learning % Weighting &
Method Qualifying Final Length/duration and
Outcomes Fine Grade (FG)
See guidance Mark Task other comments
Assessed or pass/fail (PF)
Research 1-7 20% FG 40% Y 2000 words
Proposal
Dissertation 1–7 80% FG 40% Y 15,000 words
Or
Journal
formatted 1-7 70% FG 40% Y 5000 words +
article & Viva 1-7 10% FG 20 minute Viva

Last updated: April 2016

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MSc Project Management

Published September 2017

MSc Project Management Programme Handbook v5 – September 2017 Page 1 of 40

MSc Project Management Programme Handbook v5 – September 2017 Page 2 of 40

MSc Project Management Modules

Module Code Module Title Credits Module Type

PRM7001 Project Management Techniques 20 Core

PRM7002 Management of Projects 20 Core

PRM7003 Project Analytics 20 Core

BUS7007 Quality Management 20 Core

RES7001 Research Project 60 Core

Student Loans Company Funded Students

Flexible Distance Learning Students

MSc Project Management Programme Handbook v5 – September 2017 Page 3 of 40

Arden University Assessment Regulations

MSc Project Management Programme Handbook v5 – September 2017 Page 4 of 40

ARDEN UNIVERSITY QUALITY ASSURANCE DOCUMENT QA3 - PROGRAMME SPECIFICATION

1. Target Award MSc Project Management

10. Programme Aims

In particular, the purpose of the programme is to provide participants with:

MSc Project Management Programme Handbook v5 – September 2017 Page 5 of 40

MSc Project Management Programme Handbook v5 – September 2017 Page 6 of 40

Based upon the profile of our typical student body,

MSc Project Management Programme Handbook v5 – September 2017 Page 7 of 40

There is a requirement for written work at all levels

MSc Project Management Programme Handbook v5 – September 2017 Page 8 of 40

Throughout, the learner is encouraged to develop

MSc Project Management Programme Handbook v5 – September 2017 Page 9 of 40

D6 - Work independently and to take

D7 - Undertake multidisciplinary research

MSc Project Management Programme Handbook v5 – September 2017 Page 10 of 40

MSc Project Management Programme Handbook v5 – September 2017 Page 11 of 40

The means by which these outcomes are achieved and demonstrated

13. Learning and teaching methods and strategies

PT/FT Campus Based Model

MSc Project Management Programme Handbook v5 – September 2017 Page 12 of 40

Acquisition of transferrable skills takes place throughout the modules.

14. Assessment methods and strategies

MSc Project Management Programme Handbook v5 – September 2017 Page 13 of 40

MSc Project Management Programme Handbook v5 – September 2017 Page 14 of 40

16. Entry Requirements

- A degree equivalent to UK second class honours standard;

17. Programme Structure

18. Subject: Select from:

Last Updated: June 2016

MSc Project Management Programme Handbook v5 – September 2017 Page 15 of 40

Data Handling and Decision

MSc Project Management Programme Handbook – January 2017 Page 17 of 40

MSc Project Management Programme Handbook – January 2017 Page 18 of 40

1. Module Title 2. Module Code

3. Module Leader Maxine Shaverin

4. Level 7 5. Credits 20 6. Study Hours 200

10. Key Texts/Literature:

MSc Project Management Programme Handbook – January 2017 Page 19 of 40

11. Specialist Learning Resources:

12. Learning Outcomes (threshold standards):

13. Learning and Teaching and Assessment Strategies:

MSc Project Management Programme Handbook – January 2017 Page 20 of 40

14. Module Assessment

In addition, students are required to:

Last updated: January 2017

MSc Project Management Programme Handbook – January 2017 Page 21 of 40

3. Module Leader Jack Colford