1. PM Teaching Design and Methods at Corvinus Corvinus University of Budapest Faculty of Management and Business Administration Department of Strategy and Project Management Prof Mihály Görög November 24-25, 2008; PMUni Workshop-Budapest

2. 2 PM Courses at Corvinus BSc-level MSc-level Postgraduate Diploma Program in PM (it was introduced in Vienna on May 28, 2008)

3. 3 The Scope of the Project Management Capabilities  Technical-related capabilities  Human-related capabilities  Project-related capabilities Our PM courses (at BSc and MSc level) focus on the latter since the first two are covered by other courses.

4. 4 Course Design – the underlaying assumptions The scope of the courses is designed to satisfy the needs of the (project) success criteria, such as:  project triangle  client/owner satisfaction  stakeholder satisfaction

5. 5 Course Design: BSc Focus is on the right use of the single (basic) PM tools:  strategy-oriented project scope definition  project success (criteria and factors)  project stakeholder management  project implementation plans (time-resources-cost)  project risk management  project control (scope and process)  project organisations  project closure  project management methodologies

6. 6 Course Design: MSc  Theoretically-based application of single PM tools  Procurement and contract management (Project implementation strategy in case of external projects) – a theoretically-based application of the associated tools  Project program-management (Project portfolio management is covered by the course called Strategic Management)  Project management in project-based organisations  Project management maturity  Project/program leadership

7. 7 Teaching Methods Two pillars of our teaching methods:  Providing competence (at all level of teaching)  „Efficient practice precedes the theory of it.” (Gilbert Ryle)

8. 8 Providing competence – 1  knowledge, i.e. familiarity with the toolkit (both hard and soft, i.e. quantitative and qualitative Lectures are to transfer and provide knowledge.

9. 9 Providing competence – 2  skill, i.e. the ability to use (and apply) the knowledge Group assignments (and case exercises) are used to develop students’ skill. (3 to 4 students, as one group, work together throughout the semester; each group has to complete six assignments; each assignment is presented by two different groups; each presented assignment is discussed) BSc students: rather simple internal projects MSc students: rather complex external projects

10. 10 Providing competence – 3  attitude, i.e. the approach to projects, and the approach to managing projects (and programmes etc.) The PM courses are based on the strategy-oriented approach. Both lectures and group assignments highlight and reinforce the strategy-oriented approach.

11. 11 Primary Differences between BSc and MSc programmes  Scope - BSc: such PM toolkit that are used both in internal and external projects, either in client/owner role or in a contributor role. - MSc: emphases are on organisational project management issues (e.g. programs, project-based organisations etc.), and procurement and contract management in case of external projects (project implementation strategy)  Level of competence - BSc: right use of the toolkit at single PM level - MSc: proper application of the toolkit at organisational PM lev.

12. 12 Summary: interrelationships between the course design, and the three central views of project management, and the success criteria Central views operational/process view Team/people (leadership) view strategic/business view PM tools (a few examples only) - implementation plans - risk analysis - process control - project organisation - project/program leadership - stakeholder management - communication - strategy-oriented scope definition - PM maturity - scope control - stakeholder management success criteria project triangle all but mainly client/owner satisfaction - client/owner satisfaction - stakeholder satisfaction