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RBP020L055A Advanced Project Management Assignment Help


Module brief (LTAF)

Module Title:    Advanced Project ManagementModule Code:RBP020L055AModule Convener:Colin Beeke
Module summary
Mastering project management is crucial to organisations in the 21st century. Recognising the importance of both tools and techniques as well as human and organisational factors in achieving project success, the module enables students to learn the ‘hard’ science essential for project managers today, but with the crucial emphasis on the soft skills involved in managing people and change in order to help achieve delivery of successful projects.

Through extensive case study analysis, and with insight from current research, you will evaluate the role of the project manager in today’s workplace and critically review the rise of the project-centric organisation in a global context.  Relating theory to practical reality in the light of the current research, you will understand new best practice in project management and how it impacts organisations seeking to run effective projects, both locally and across international borders. 
Learning objectives
Knowledge outcomes – you will be able to demonstrate a critical understanding of the skills and competencies needed by project managers and selectively apply the relevant tools and techniques available to address challenges and solve problems involved in managing complex international projects, in line with organisations’ strategic direction.

Cognitive skills outcomes – you will be able to create, enhance and critique project planning documentation as well as applying soft skills in a team leadership context and recognizing and initiating change in organisations.

Outline of contents

Note: The following week by week content is indicative only. The order may change and will also be affected by the calendar of the delivery location as this module is delivered by partners across the world as well as on-campus.

  DiscoverExploreShare and apply
WeekTopicTopic Overview and Interactive content(guided instruction)Essential reading   (independent study)Exploration and preparation)Discussion for seminars etc.Student checklist(reflection)
1Introduction to Project Management  TounderstandthepurposeofthemoduleandagreetheexpectationsofstaffandstudentsTogainunderstandingofeachother’sprofessionalprojectexperienceTo ‘baseline’ everyone’sunderstandingofwhatdefinesaprojectandwhatarethekeysubjectheadingstobeconsidered Slides to use:   MBA Project Management Intro slides – Tim Hill’s own. Supplementary – use Pinto chapter 1      Pinto, J.K. (2020) ProjectManagement: AchievingCompetitiveAdvantage. (5thedn.)Pearson. Ch. 1, 2 Aaltonen, K. &Kujala, J. (2016) Towardsanimprovedunderstandingofprojectstakeholderlandscapes. InternationalJournalofProjectManagement 34(8) pp. 1537–1552.        Activity to explore and prepare for the discussion:   Find examples of major projects that have an international element and list out the different groups/countries involved in successful delivery. Consider what sort of projects interest you most – construction, event management, technology implementations, etc. and shortlist some well documented examplesList personal skills you believe necessary for good project management  Type: Whole group discussion (individual)   Reflection activity / short case study:   Tell the rest of the class a little about yourself – where you are from, why you are choosing this MBA course and what, if any, commercial or business project management experience you have. Share your examples of different types of project. Even if you have no professional experience, you have all been involved with projects, whether it is planning a trip, building a house extension or completing a degree.      

Checklist questions: What did you discover about different types of projects? Consider different projects you have worked on and the differences between them?  
2Leading, communicating Project Teams  To understand the nature of project management leadershipTo appreciate the crucial nature of effective project teams and good communications Slides to use:   Pinto chapter 4 –leadership and the project managerPinto chapter 6 – Project team Building, conflict and resolution  Pinto, J. K. (2020). Ch. 4, 6. Minavand, H., Farahmandian, S., &Minaei, V. (2013) HRChallengesofProjectManagers. IOSRJournalofBusinessandManagement 11(5) pp. 40–45.    Activity to explore and prepare for the discussion:   Find a scholarly article upon “project management leadership” or “team dynamics”; prepare a brief summary presentation, giving a brief overview of the article. Note: depending on the number of students this may be best done in pairsType: Small group task (5 to 6 students per group)   Share your summary presentation and discuss the difference between leadership and management and how international projects create unique challenges to leadership and management.      Checklist questions: What did you learn about the cultural differences in project management? How does your organisation adapt to cultural differences in project management? What did you learn about the differences between leadership and management? How did this inform your understanding of what project managers do?
3    Organizing International Projects  To have an appreciation and understanding of the challenges unique to running projects across physical and cultural bordersTo consider the ‘virtual’ element of project management that may be enabled by new technology Slides to use:   Tim Hill’s own    Pinto, J. K. (2020). Ch. 11.1.Krishna, Sahay, Walsham, (2004) Managing Cross-Cultural Issues in Global Software Outsourcing. Communications of the ACM, Vol 47(5), pp. 62-66   Moran, R.T.&Youngdahl, W.E. (2008) LeadingGlobalProjects: ForProfessionalandAccidentalProjectLeaders. Burlington: Butterworth-Heinemann.  Activity to explore and prepare for the discussion:     Read Ciutiene, R. &Meiliene, E. (2014) Influence of cultural differences on implementation of international projects: Sample of international educational projects. Journal of Advanced Management Science 2(3) pp. 254–259Reflect on the core reading of Pinto
– Sir John Armitt, p.136
– “Engineers Without Borders”, p.207.Prepare the questions posed at the end of Johnson & Rogers case study in Pinto, ch. 6.  
Type: Small group task (5 to 6 students per group)     Discuss your observations about cultural differences in project management across borders, giving your answers to the Johnson and Rogers case study.    Checklist questions: What did you learn about international projects? What are the challenges in international projects in your organisation?
4Project Management Methodologies  To appreciate the importance and value of methodologies To understand the difference between methodologies including PRINCE2, PMBOK, Agile and others To recognise where these differing methodologies have their uses and how they affect multinational, multiculturalprojects   Slides to use:   Methodology slides – Tim Hill’s own    Pinto, J. K. (2020). Ch.  11.RotterdamandDubaicases (will be provided onMoodle site).GrahamN (2008) PRINCE2 forDummies. Chichester: Wiley.Bender, M.B (2010) A Manager’s guide to Project Management: Learn How To Apply Best Practices. Upper Saddle River: FT Press.Activity to explore and prepare for the discussion:   Read the Port of Rotterdam and BurjKhalifa case studies (provided on Moodle site); review Pinto (2016)’s case study 11.1 [“It’s An Agile World”] Follow up of the answers to Pinto (2016)’s case study 11.1 [“It’s An Agile World”].Findyourownjournalarticleaboutprojectmanagementmethodologiesandprepareabriefsummarypresentation (5 mins).  Type: Small group task (5 to 6 students per group)  
Share your ‘methodology articles, giving a brief overview to the rest of the class. State what you have now learned about methodologies. Can you think of other situations where you use a ‘methodology’ without even realising it?   Comment on the points raised by other students when introducing their articles, to develop the discussion and help all of you to learn from each other.
Checklist questions: Are you now clear on what is meant by ‘project management methodology’?  Can you describe the core differences between waterfall, Agile and PRINCE2?  Can you understand the value of correctly applied methodologies to different types of projects?
5Planning: Time, Cost and Quality  To understand the ‘triple constraint’ of project management To apply it to real case studies to be able to assess the dominant factor Slides to use:   Time cost and quality slides from Tim Hill   Pinto slides – chapter 8 – cost managementPinto slides – chapter 9 – time management and scheduling  Pinto, J. K. (2020). Ch. 8, 9, 10.   Kaliba, C., Muya, M., &Mumba, K. (2009) CostescalationandscheduledelaysinroadconstructionprojectsinZambia. InternationalJournalofProjectManagement 27(5) pp. 522–531.Too, E.G. &Weaver, P. (2014) TheManagementofProjectManagement: Aconceptualframeworkforprojectgovernance. InternationalJournalofProjectManagement 32(8) pp. 1–25.Activity to explore and prepare for the discussion:   Visit onlinehttps://www.
Read the various articles there about project scheduling, planning, etc.Key in a Google search with the prompt, “project in …” in which you select a country of interest. Many of the projects generated by such a search are government-sponsored initiatives.Also read the “Caspian Kashagan Project” profile on pp. 317-318 in Pinto (2016).
Type: Group discussion and sharing   Consider your MBA as a project in and of itself. Think about time versus cost versus quality. What is the dominant factor for the project? When does it change? Might it be different for each of you? Contribute your views and How might this be very different for other projects such as the London Olympics Opening Ceremony or the building of BurjKhalifa in Dubai?  Do you agree you’re your classmates?Checklist questions: What have you learned about the balance between time, cost and quality? Can you identify how different projects might prioritise these differently?   
6ManagingRiskandUncertainty  To understand the difference between risks and issuesTo be able to use the concepts of likelihood, impact, mitigation and contingency to develop risk management artefactsincludingariskregisterandriskmanagementplan   Slides to use:   Tim Hill’s Risk management slides    Pinto, J. K. (2020). Ch. 7.   Sarkar, S. &Kovid, R. K. (2015) FrameworkofRiskfactorsandFinancingImplicationsforRoadProjectsinIndia: StudyofSelectedCases. PacificBusinessReviewInternational 8(2) pp. 110–122.Harris,E. (2010) StrategicProjectRiskAppraisal&Management. Gower. Risk-specificchapter of
Newton,R. (2009) ThePracticeandTheoryofProjectManagement: CreatingValueThroughChange. Basingstoke: PalgraveMacmillan.
Activity to explore and prepare for the discussion:   Review of Crossrail risk management case study using video resources (URLs to be provided).Build a list of potential risks for Crossrail projectDevelop a risk register for travel tasks.Consider identified risks, weighting and prioritisationPerform a gap analysis of missing risks and critique of draft register.    Type: Small group task (5 to 6 students per group)   Present your travel task risk registers to the other groups. Compare your answers to the others. Are you all covering the same risks? Have you missed anything out? Did the other groups get mitigation/contingency correct?   Crucially, has the risk register been improved as a result of all of you comparing?Checklist questions: Can you articulate the difference between mitigation and contingency actions? Do you know how to build a risk register for any project? How does the register help form a key part of a total approach to managing risk?  
7  Controlling and Evaluating  To understand the critical importance of controlling the project across all phases of the lifecycleTo be able to identify and use appropriate different control mechanisms for a given project scenario.To appreciate the importance of metrics and successfactorsinevaluatingthesuccessofaproject Slides to use:   Pinto slides – chapter 13    Pinto, J. K. (2020). Ch. 13.Cuellar, M. (2010) Assessingprojectsuccess: Movingbeyondthetripleconstraint. InternationalResearchWorkshoponITProjectManagement 2010.13.http://aisel.aisnet.org/irwitpm2010/13  Activity to explore and prepare for the discussion:   Read and review case study 13.2 in Pinto (same in Eds 4 and 5)Analyseyourownchosencasestudiestoseewhereinthelifecyclemaximumcontrolmaybeneeded.    Type: Group discussion     Answer the questions in 13.2 and post your answers (1 paragraph for each of the three questions) onto the discussion chat for the online seminar or bring to the face to face sessions   Allow others to do the same and then critique/comment on at least two other students’ work .Checklist questions: What did you learn about considerations on when evaluating projects? Evaluate a current project in your own organisation?  
8Closing a Project  To be able to distinguish between the main typesof project termination and to be able to apply the seven key steps of formal project closeoutTo understand the key reasons for early termination of projects To be able to manage a professional closeoutprocessandknowhowtowriteafinalprojectreport   Slides to use:   Pinto slides chapter 14  Pinto, J. K. (2020). Ch. 14.   Bakker,R.M. (2011) ManagingtheProjectLearningParadox: Asettheoreticapproachtowardsknowledgetransfer. InternationalJournalofProjectManagement 29(5), pp. 494–503.Activity to explore and prepare for the discussion:   Analysethecloseoutprocess in your own case project. followedbyyourcaseor, ifthatinformationisnotavailable, howwouldyouhavecloseditifyouweretheprojectmanager? Whatevidenceistherethattheprojectteamformalisedthelessonslearnedfromthisprojectandhowwouldyouhavedonethat?Review case study 14.3 in Pinto (same in Eds 4 & 5).  Type: Whole group discussion (individual)   Takethepositionthatterminatingthe project discussed in 14.3afterhavinginvestedsomuchinresearchanddevelopmentrepresentedagoodorbaddecisionbytheDanishgovernment. In a discussion forum (online chat with the seminar or face to face) argue your case and critique at least two other answers      Checklist questions: What did you learn about closing a project? How you have experienced project closure in your own organisation?  
9TheProfessionalProject Manager  To appreciate the nature of project management as a career To be able to make informed choices about career options, engaging with project management in the workplace and applying professional ethical standards top rojectmanagementscenarios     .Slides to use:   Project management as a profession  Hodgson, D. (2002) Discipliningtheprofessional: Thecaseofprojectmanagement. JournalofManagementStudies 39(6) pp. 803–821.Activity to explore and prepare for the discussion:   ReviewCMI, APMandPMIwebsites:
www.pmi.org   Prepareshortpresentationonhowyourviews*ofprojectmanagementhavechangedoverthecourseofthismoduleandhowyouwillapplythistoyourcareerchoicesgoingforward.
Type: Whole group discussion (individual)   Now that you have studied project management, what are your views on project management as a career?.   Present your views* to the group.  Do you want to be a project manager? Would you be good at it. Explain your reasons.  Discuss with the groupChecklist questions: Whichlinksonthe CMI, APMandPMIwebsitessuggestthatprojectmanagementhasbecomeasophisticatedandvitalelementincorporatesuccess? HowdoesthePMImaterialunder ‘membership’ causeyoutorethinkprojectmanagementasacareeroption?
10Summative assessment submissionLecture overview of assignment with final reminders of what is expected and some further examples to be shown   Tim Hill’s slides to be usedSeminar time to be given over to Q&A discussion on assignmentPrepare any questions you may have – review your progress so far so that you are best placed to benefit from the seminar discussionTutor-led Q&A session about the assignment – be ready to post your questions.Are you ready to complete and submit?  Do you have all the information you need?

Assessment Brief

Academic year and term:2022/23 – Semester A
Module title:Advanced Project Management
For further module description see above Module Brief.
Assessment deadline:Formative (informal feedback given): Assignment 1: Timed MCQ Assessment. TBC – Week 14th Nov 22 Assignment 2: Individual Report – Case Study Analysis. TBC – probably 28th Nov 22.   Summative (formally marked): Assignment 1: Timed MCQ Assessment.Week 21st to 25th  Nov 2022, 2pm Assignment 2: Report -Case Study Analysis. TBC – probably Friday 13th Jan 2023, 2pm

Instructions for assessment: Summative components overview

Components of summative assessment  Individual or group submission?Word countWeightingMust Attempt Y/NMust Pass Y/NSub-components
Assignment 1: Timed MCQ AssessmentIndividual100025%YesNon/a
Assignment 2: Report (Case study analysis)Individual3,50075%YesNon/a

Note that above table does not include the formative assessments.Formative assessments are not formally marked.

Instructions for Assessments

Formative feedback

There will be regular opportunities for feedback on your work in progress and an opportunity for formative assessment of your coursework while it is under construction, through peer-to-peer evaluations of an interim your work (in the case of on-campus delivery this will be immediately before reading week).

More specifically, two structured formative feedback opportunities will be given as follows:

Assignment 1: Timed MCQ Assessment (date TBC)

Submit to in seminar sessions MCQ activities

Undertake through Moodlepractice Timed MCQ Assessment7th to 11th Nov 22

Assignment 2: Case Review (date TBC)

Submit approx. a single page of notes including:

  • Chosen case and headline points about the project (especially important if it is one you have chosen yourself)
  • Summary paragraph about the approach to risk management
  • Summary paragraph about main stakeholders, their impact on the project and whether or not their needs were correctly addressed
  • Brief discussion defining success or failure of the project with justification of your decision
  • Paragraph reflecting on what you have learned and how it may be applied to your understanding of the challenges of international projects (where relevant)
  • Brief list of major sources used (does not have to be full Harvard standard at this stage)

This should be submitted using the Turnitin link on Moodle on the date to be confirmed (likely to be immediately before the Christmas holidays)

Summative Assessments

There are two summative assessments. One is a MCQ timed through Moodle assessment and the other   is to be written in the form of a report, with a brief abstract, table of contacts, headings, sub headings and bibliography, etc. An executive summary is not required.

Assessment 1: Timed MCQ Assessment

You are required to review a set number of questions and select the most appropriate answer/answers.

This is an individual undertaking and needs to be completed within a set time frame 21st to 25th Nov 22..

The questions are based upon the module learning outcomes and the associated learning content that has been undertaken.

This is an individual assessment approximately equivalent to 1,000 words.

Assessment 2: Case Study Analysis

You are required to choose from the following project case studies, all of which are relatively well documented online and in textbooks. Note that some are great successes, some are terrible failures and some could be argued either way depending on your perspective. All are well documented but do make sure you focus on the way project management processes were (or were not) followed and do not use up large word count on engineering or technical descriptions as this is not an engineering module:

  • Space Shuttle Challenger testing and launch
  • Crossrail implementation on London’s tube network
  • Siemens Business Services – UK Passport system development and launch
  • Comparing & Contrasting BurjKhalifa Dubai (&The Shard UK design and build)
  • Boeing 787 development
  • The Thames Tideway Upgrading London’s Sewer System


Environmental Projects (UK, Europe or World): Energy, Utilities, Flood and Coastal Erosion

There must be a major project undertaking in order to base your development against.

Alternative options:

  1. If you have access to adequate sources of information, you are free to approach your tutor to suggest an alternative case study for your work, particularly if you have personal experience of it. Such requests will only be granted if the tutor believes the subject may be appropriate and that the information available is public domain and can therefore be verified and referenced.
  2. If you are studying through one of Roehampton University’s partner institutions around the world your tutor may give you additional project options from, or relevant to, your local environment

You job for this assignment is to analyse and critique the success or failure of the project specifically in terms of its project management capability and to tell us what you have learned from this. For example, BurjKhalifa was an engineering success story but, as a project, can it, and should it, be seen as successful? In this particular case how does it compare to ‘The Shard’ in its approach to development and construction techniques. Do not get distracted by detail of the engineering processes or technical design. These may be important but your focus MUST be on the application of the project management process throughout the project’s lifecycle.  Specifically, analyse the case’s approach to risk management and stakeholder management. You will draw on the perspectives of project management best practice and academic literature and demonstrate your understanding of how the case does or does not reflect this best practice. The tasks and marking criteria are as follows:

  1. Discuss and critique the project team’s approach to the management of project risk (20%)
  2. Analyse the approach to stakeholder management(20%)
  3. Decide to what extent you believe the project (or some aspects of it) should be seen as a success. Critique and compare your view with that of others (media, investors, employees, etc.) and justify your position.Having reviewed risk management, stakeholder management and the success or failure of the project what lessons can be learned. (25%)
  4. From above (and wider projects investigations in a similar field) what can you offer to help the profession of project management in their applied application to projects?  Specifically, if you were writing an article for the Association of Project Managers what would you highlight to the readers to help them in their careers and to do their own jobs better? (25%)
  5. Overall quality of writing, presentation and academic standards (referencing syntax, etc.). (10%)

This is an individual report and should be approximately 3,500 words, not including references, diagrams, tables, appendices and headings.

To help you, the following is a suggested template structure for your report although this is not prescriptive and you are free to use a different structure if you prefer:

  • Title Page
  • Abstract
  • Table of Contents
  • Brief Introduction to the Project – what, why, where and when
  • Risk Management – approach to project risk management, major risks to project success, how specific risks were dealt with, etc.
  • Stakeholder Management – who were the major stakeholders, why important, how were they managed?
  • Success Review – in what way was the project a success or failure – justify from multiple perspectives
  • Recommendations to Project Managers – this is worth 30% of the marks so spend some time on this and demonstrate depth of understanding
  • Final conclusions
  • References
  • Appendices (if needed)

Instructions for Re-sit

The same assignment task as for the main assignment period applies to the re-sit, with further instructions see below.

Re-sit deadlines will be published via Moodle. Visit the module’s Moodle site and check your Roehampton email account on a regular basis. The school is not obliged to check whether you have noticed re-sit deadlines.

Resit Deadlines (updated TBA

  • Deadline for the early re-sit: TBA 2022 (use this date if you are expecting to go on a placement or feel ready to submit your resit at this point). NOTE: There are no extensions or mitigating circumstances options that apply to this date. Any requests for such extensions for this date will be declined.
  • Deadline for normal re-sit following exam board: TBA 2022 (use this date if you are NOT due to go on placement and/or do not feel you will be ready to submit on 11th March)

Please note, the task is exactly the same for both dates, and all re-sit information is in the assignment brief. If you fail the early resit submission date of TBA you are permitted to submit again to the later date on TBA.

For both assignments, you are required to improve and resubmit your original work using the feedback originally provided to help you make it better. Please also add a further reflective commentary in form of a 400-700 wordsessay. That is, a statement demonstrating how you learned from the feedback and what you did differently the second time.You must use learning theory such as Gibbs or Kolb to support this.  Do not provide a narrative of excuses as to why you failed the first time but instead show you have developed a better understanding of your self and what you need to do differently.

You must resubmit your work using the specific re-sit Turnitin link on Moodle. This additional word count can be added on top of the original word count of this assignment, if you used the full word count.

The original marking criteria will still apply (see marking grid in Appendix A) except that the reflective piece will be worth 10% of the total and will take the place of the 10% previously allocated for presentation and professionalism.

If you did not submit work at the first opportunity, you cannot reflect on your feedback. However, you can reflect on why you did not submit the first time (time management, confusion, etc) and what you would do differently in order to avoid such situations in the future. You can also reflect upon how the module contents could be beneficial to you as knowledge of best practices for your future career.  Marks will be awarded for depth of self-awareness.

If you were deferred at the first assessment opportunity you do not need to include the reflective piece as this is a first submission at a later date, not a re-sit.


Your submission should be in the form of a professional report using appropriate structural elements and diagrams, figures, tables, etc. where relevant.  It must also follow academic best practice with fully referenced sources, in-text citations and bibliography.

Any written work should be spell-checked and a contents page should be included. Do not use various font sizes and colours, except where deliberate emphasis is appropriate for clarity and impact.  Black ink, Arial, size 11, 1.5 lines spaced is recommended. Use DIN A4 format and page margins of 2.5 cm or 1 inch.

Full reading list

There will be weekly guided reading and you will be expected to undertake your own review of relevant literature, both academic and professional as well as internet sources relating to real business scenarios and cases.

Essential Readings

Pinto, J. K. (2020)Project Management: Achieving Competitive Advantage.(5thed.)Pearson. (note: 2016 4th ed. contains similar information and for the most part will be adequate)

Straw, G. (2015)Understanding Project Management: Skills and Insight for Successful Project Delivery.Kogan Page: London.

Recommended Readings

Carnell, C. &Todnem, R. (2014)Managing Change in Organisations. (6thed.)Harlow: Prentice Hall.

Graham,N. (2008)PRINCE2 forDummies.Chichester:Wiley.

Harris, E. (2009)Strategic Project Risk Appraisal and Management.Farnham:Gower.

Kerzner, H. (2010)Project Management Best Practices: Achieving Global Excellence. (2nded.)Hoboken: Wiley & Sons.

Lientz, P.B. &Ria, P.K. (2011)Project Management for the 21stCentury. (3rded.) Routledge.

Maylor, H. (2010)Project Management.(4thed.) Harlow: Prentice Hall.

Moran, R.T.&Youngdahl, W.E. (2008)LeadingGlobalProjects:ForProfessionalandAccidentalProjectLeaders.Burlington:Butterworth-Heinemann.

Schwalbe, K. (2016)Information Technology Project Management.(8thed.) Boston: Cengage.

Further Reading

Aaltonen, K. &Kujala, J. (2016)Towards an improved understanding of project stakeholder landscapes. International Journal of Project Management 34(8) pp. 1537–1552.

Adler, P.S., Mandelbaum, A., Nguyen, V.,&Schwerer, E. (1995)From project to process management: An empirically-based framework for analyzing product development time. Management Science41(3) pp. 143–165.

Alarcón, L.F., Ashley, D.B., de Hanily, A.S., Molenaar, K.R., &Ungo, R. (2010) Risk planning and management for the Panama Canal expansion program. Journal of Construction Engineering and Management 137(10) pp. 762–771.

Alfons, M., Sierk Y., Karen, S., Stewart, C., & Tyrone, P. (2016)Clash of the titans: Temporal organizing and collaborative dynamics in the Panama Canal Megaproject. Organization Studies 37(12) pp. 1745–1769.

Alnsour, B.H. (2014)The Use of Virtual Project Teams for Project Management in Jordanian Corporations. Eurasian Journal of Business and Management 2(2) pp. 50–60.

Anbari, F., Khilkhanova, E., Romanova, M., Ruggia, M., Tsay, H-H., &Umpleby, S. (2009)Managing Cross-Cultural Differences in Projects. Paper presented at PMI Global Congress, 2009, Orlando.

Bakker,R.M. (2011)ManagingtheProjectLearningParadox: Asettheoreticapproachtowardsknowledgetransfer. InternationalJournalofProjectManagement 29(5)pp. 494–503.

Bender,M.B. (2010)AManagersGuidetoProjectManagement:LearnHowToApplyBestPractices.UpperSaddleRiver:FTPress.

Chin, M.M.C. &Spowage, A.C. (2012) Project Management Methodologies: A Comparative Analysis. Journal for the Advancement of Performance Information and Value4(1) pp. 106–118.

Chuing Loo, S., AbdulRahman, H., & Wang, C. (2013) Managing external risks for international architectural, engineering, and construction (AEC) firms operating in Gulf Cooperation Council (GCC) states. Project Management Journal 44(5) pp. 70–88.

Ciutiene, R. &Meiliene, E. (2014) Influence of cultural differences on implementation of international projects: Sample of international educational projects. Journal of Advanced Management Science 2(3) pp. 254–259.

Cuellar, M. (2010) Assessing project Success: Moving beyond the triple constraint, International Research Workshop on IT Project Management, 2010.13.http://aisel.aisnet.org/irwitpm2010/13

Dey, P. (2012) Project risk management using multiple criteria decision-making technique and decision tree analysis: A case study of Indian oil refinery.  Production Planning & Control 23(12) pp. 903–921.

Didraga, O. (2013)Therole and the effects of risk management in IT projects success. InformaticaEconomica 17(1) pp. 86–98.

Evaristo, R. (2003)The management of distributed projects across cultures.Journal of Global Information Management 11(4) pp. 58–70.

Hodgson, D (2002) Disciplining the professional: The case of project management. Journal of Management Studies 39(6) pp.803–821.

Joslin, R. & Muller, R. (2015) Relationships between a project management methodology and project success in different project governance contexts.International Journal of Project Management 33(6) pp 1377–1392.

Kaliba, C., Muya, M.,& Mumba, K. (2009) Cost escalation and schedule delays in road construction projects in Zambia. International Journal of Project Management 27(5) pp. 522–531.

Matos, S.& Lopes, E. (2013) PRINCE2 or PMBOK: A question of choice.Procedia Technology9 pp. 787–794.

Minavand, H., Farahmandian, S.,&Minaei, V. (2013)HR challenges of project managers. IOSR journal of business and management 11(5) pp. 40-45.

Newton,R. (2009)ThePracticeandTheoryofProjectManagement:CreatingValueThroughChange.Basingstoke: PalgraveMacmillan.

Ochieng, E.G. & Price, A.D.F. (2009) Addressing cultural issues when managing multicultural construction project teams. Association of Researchers in Construction Management pp. 1273–1282.

Rodrigues, I. &Sbragia, R. (2013)The cultural challenges of managing global project teams: A study of Brazilian multinationals. Journal of Technology Management &Innovation 8(1) pp. 38–52.

Sarkar, S. &Kovid, R.K. (2015) Framework of risk factors and financing implications for road projects in India: Study of selected cases. Pacific Business Review International 8(2) pp. 110–122.

Stewart, J (2006)Cross Culture Project Management. Paper presented at PMI® Global Congress 2006—North America, Seattle, WA. Newtown Square, PA: Project Management Institute.

Too, E.G. & Weaver, P. (2014) The Management of Project Management: A conceptual framework for project governance. International Journal of Project Management 32(8) pp.1–25.

How will your work be assessed?

Your work will be assessed by a subject expert who will use either the marking criteria provided in the section “Instructions for assessment”or the Marking rubric enclosed in the Appendix, as appropriate for this module. When you access your marked work, it is important that you reflect on the feedback so that you can use it to improve future assignments.

Referencing and Submission

You must use the Harvard System.

The Business School requires a digital version of all assignment submissions. These must be submitted via Turnitin on the module’s Moodle site. They must be submitted as a Word file (not as a pdf) and must not include scanned in text or text boxes. They must be submitted by 2pm on the given date. For further general details on coursework preparation refer to the online information atStudentZone,http://studentzone.roehampton.ac.uk/howtostudy/index.html.

Mitigating circumstances/what to do if you cannot submit a piece of work or attend your presentation

The University Mitigating Circumstances Policy can be found on the University website: Mitigating Circumstances Policy

Marking and feedback process

Between you handing in your work and then receiving your feedback and marks within 20 days, there are a number of quality assurance processes that we go through to ensure that students receive marks which reflects their work. A brief summary is provided below.

  • Step One – The module and marking team meet to agree standards, expectations and how feedback will be provided.
  • Step Two – A subject expert will mark your work using the criteria provided in the assessment brief.
  • Step Three – A moderation meeting takes place where all members of the teaching and marking team will review the marking of others to confirm whether they agree with the mark and feedback
  • Step Four – Work then goes to an external examiner who will review a sample of work to confirm that the marking between different staff is consistent and fair

Stop Five – Your mark and feedback is processed by the Office and made available to you.