Informatie opleidingsonderdeel

Strategic project analysis (3160)
Contact Person :	Prof. dr. Elke HERMANS


Coordinating lecturer :	Prof. dr. Elke HERMANS

Member of the teaching team :	De heer Ward BELET

Language of instruction : English

Sequentiality

No sequentiality

Degree programme

Study hours

Credits

P2 SBU

P2 SP

2^nd Chance Exam¹

Tolerance²

Final grade³

2nd year Master of Transportation Sciences

Compulsory

162

6,0

162

6,0

Yes

Numerical

Learning outcomes

EC	EC1: The holder of the degree applies knowledge in an independent and self-directed manner. He/she is able to critically plan, guard, manage and evaluate his/her own learning processes and to take care of his/her own (quality) control.
	DC	DC2: The student shows initiative in groups, creates opportunities by anticipating and adopts a flexible attitude.
	DC	DC4: The student evaluates his/her way of working taking into account the quality of the work and draws lessons for the future.
EC	EC2: The holder of the degree has in-depth knowledge and understanding of the concepts, methods, and (research) techniques of transportation sciences. He/she is able to apply the concepts, methods and (research) techniques in the field of transportation sciences adequately and autonomously.
	DC	DC4: The student autonomously applies the selected concepts, methods or techniques for scientific research and interprets them adequately.
EC	EC3: The holder of the degree is able to autonomously carry out research in transportation sciences and offers realistic and sustainable solutions to complex transportation problems by using relevant theories and/or models from the field of study of transportation sciences or related domains.
	DC	DC1: The student can identify relevant transportation problems in the field of transportation sciences.
	DC	DC3: The student substantiates the proposed solutions from different perspectives
EC	EC4: The holder of the degree considers the society as a whole as an important stakeholder and reflects on the social relevance and consequences of recommendations/solutions and projects/assignments in a critical manner. In doing so, the holder of the degree strives, among other things, to have a sustainable impact on the region.
	DC	DC1: The student is able to identify key stakeholders other than society and demonstrate their relevance.
EC	EC6: The holder of the degree is able to communicate and convince others on his/her field of study, both in writing and orally, addressing scientists of his/her own or similar fields of study and wide social groups.
	DC	DC1: The student is able to communicate on the process, results as well as his/her views in writing in a logically structured and clearly understandable way and to exchange views on these with others.
	DC	DC2: The student is able to verbally communicate on the process, results and his/her views in a logically structured and clearly understandable way and to exchange views on these with others.
EC	EC7: The holder of the degree is able to function as a member of a (multidisciplinary) team and has a good assessment of his/her own role within the team/organization and in the broader social and international context.
	DC	DC1: The student gets a better view of his/her role as a transportation scientist in the broad social and/or international context.
	DC	DC2: The student can reflect on his/her own role in a (multidisciplinary) team.
	DC	DC3: The student makes an active and constructive contribution to the team.
EC	EC8: The holder of the degree acts and reflects in an ethical and sustainable way.
	DC	DC2: The student adheres to the deontological codes of research.
	DC	DC3: The student works systematically and critically reflects on the process at each step.

EC = learning outcomes DC = partial outcomes BC = evaluation criteria

Content

The students are introduced to the different phases of a strategic project. Divided over these 5 sequential phases, essential project elements are discussed in depth, including: stakeholder selection and commitment, analysis of the factors influencing projects, idea generation, strategy selection, group dynamics, decision making, dealing with conflict and finally reflection on and evaluation of projects. In addition to the theory, which offers different ways to look at projects and their elements (including Soft Systems Methodology (SSM), Theory of Change (ToC), etc.), students are provided a variety of tools that will help facilitate and guide projects. These tools range from ways to generate and structure ideas to determining the most suitable strategy for any given project. Students are introduced to the theoretical foundations of these tools and will also learn to put them into practice in the context of a group assignment.

Organisational and teaching methods

Organisational methods
	Lecture ✔
	Response lecture ✔
	Small group session ✔
Teaching methods
	Case study ✔
	Discussion/debate ✔
	Group work ✔
	Presentation ✔
	Report ✔

Evaluation

Period 2 Credits 6,00

Evaluation method

Written evaluaton during teaching periode

30 %

Case study

✔

Reflection assignment

✔

Oral evaluation during teaching period

10 %

Presentation

✔

Written exam

60 %

Closed-book

✔

Evaluation conditions (participation and/or pass)

✔

Conditions

Timely submission of the case study and reflection assignment (evaluation during teaching period) as well as active participation during the presentation session are mandatory.

Consequences

Students who do not meet these conditions will receive a final score of N for this course.

Second examination period

Evaluation second examination opportunity different from first examination opprt

Explanation (English)

Students who failed the course in the first term need to ask the lecturer which part(s) (less than 10/20) (s)he needs to redo during resit (exam, case study (use of project tools), oral presentation and/or individual reflection).

Compulsory course material

- The material available on Blackboard.

- Brouwer, H. and Woodhill, J., with Hemmati, M., Verhoosel, K. and van Vugt, S. (2016) The MSP Guide, How to design and facilitate multi-stakeholder partnerships, Wageningen: Wageningen University and Research, CDI, and Rugby, UK: Practical Action Publishing.

- Brouwer, H., & Brouwers, J. (2017) The MSP Tool Guide: Sixty tools to facilitate Multi-stakeholder partnerships. Companion to The MSP Guide. Wageningen: Wageningen University and Research, CDI.

Recommended course material

UNDERSTANDING RICH PICTURES / SOFT SYSTEMS METHODOLOGY: Checkland, P. (2000). Soft Systems Methodology: A Thirty Year Retrospective. In: Systems Research and Behavioral Science Syst. Res. 17, S11–S58.

DESIGN THINKING: Design Thinking – Content/Overview; Design Thinking – The Guidebook.

THE CIRCLE OF COHERENCE: Wielinga, H.E., Dijkshoorn, M., Sol, J. (2010). In Search of Structural Innovations in the Dutch Green knowledge system. Darnhofer: Proceedings of the 9th European IFSA conference, Vienna, Austria.

THE CYNEFIN FRAMEWORK: Prezi; Summary; Cynefin: A Framework to work with complexity; Example: Applying an understanding of complexity to medicine; Snowden, D., & Boone, M. (2007). A leader's framework for decision making. Harvard Business Review, 85, 68-76.

DECISION THEORY: Hansson, S.O. (2005) A Brief Introduction; Example: Electric Bus Selection with Multicriteria Decision Analysis for Green Transportation.

VROOM-YETTON-JAGO DECISION MODEL: Vignesh, M. (2020) Decision Making using Vroom-Yetton-Jago Model with a Practical Application. International Journal for Research in Applied Science & Engineering Technology, 8; Vroom-Yetton-Jago Model Diagram.

TUCKMAN: Natvig, D. & Stark, N.L. (2016) A Project Team Analysis Using Tuckman's Model of Small-Group Development. Journal of Nursing Education 55, 675-681; Tuckman, B. (1965) Developmental sequence in small groups. Psychological Bulletin 63, 384–399; Schuman, S.P. (2001) Group Facilitation: A Research & Applications Journal.

Exchange Programme Transportation Sciences

Optional

162

6,0

162

6,0

Yes