2024/2025 KAN-CCDCO2006U Leading and Managing Intercultural Projects
English Title | |
Leading and Managing Intercultural Projects |
Course information |
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Language | English |
Course ECTS | 7.5 ECTS |
Type | Mandatory (also offered as elective) |
Level | Full Degree Master |
Duration | One Quarter |
Start time of the course | First Quarter |
Timetable | Course schedule will be posted at calendar.cbs.dk |
Study board |
Study Board for BSc and MSc in Business, Language and Culture,
MSc
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Course coordinator | |
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Main academic disciplines | |
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Teaching methods | |
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Last updated on 27-06-2024 |
Relevant links |
Learning objectives | ||||||||||||||||||||||||
Students completing the course should be able to:
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Course prerequisites | ||||||||||||||||||||||||
Knowledge of corporate strategy, management theory, and organizational behavior is an advantage, but not a precondition for participation. | ||||||||||||||||||||||||
Prerequisites for registering for the exam (activities during the teaching period) | ||||||||||||||||||||||||
Number of compulsory
activities which must be approved (see section 13 of the Programme
Regulations): 1
Compulsory home
assignments
Students must pass one compulsory assignment in academic English to be eligible to attend the exam. This assignment is also the individual student's project proposal for the Project Report. For students who due to documented illness cannot participate in the compulsory assignment, a retake will be planned. |
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Examination | ||||||||||||||||||||||||
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Course content, structure and pedagogical approach | ||||||||||||||||||||||||
This course will take up the leadership tools necessary to design, manage, and evaluate project work by exploring the conceptual foundations for successful project management in today's globalized, complex organizations and societies. We go beyond simple, and simplistic, “how-to” approaches to project management in several respects. First, case analysis will offer detailed study and class discussion on leadership and management of projects. Second, the epistemology of project leadership will be steadily developed from case analysis and research literature on project management. Third, a historical sense of the project leadership and management literature will offer essential context for further specialization in the Diversity and Change Management master's program.
Participants will consider how to manage uncertainty and risk
associated with project work. We will explore how the human
elements of power, politics, and interrelationships play into the
success and / or failure of projects. The course will help student
grounding in project leadership and management epistemology as a
course end in itself, but also as a preparation for the study of
concepts and practices later introduced in the DCM curriculum. Such
curriculum-related themes include culture, complex organizations,
strategy, stakeholders, diversity, and geo-political regional
differences.
Analysis of several project cases that evidence both successful and unsuccessful project outcomes provides students with a range of practical examples in case discussions. In particular cases, the management of projects in transnational and intercultural contexts will refine student sensitivity to the larger genre of case-based studies: what is provided for reflection - and what is left out.
This course aims to help students become reflective and reflexive project managers and leaders, as reflective consumers of project management literature: able to read such material with a proper sense of case literature strengths as well as weaknesses. |
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Description of the teaching methods | ||||||||||||||||||||||||
The approach includes assigned readings and
lectures with case reading, reflection, and guided class
discussion. Case discussions will employ the Harvard Business
School style “case method.” Some cases lend themselves to
small-group discussion in advance of a plenary summation, other
benefit from an instructor-guided discussion. The sessions will
also include small-group presentations of the cases.
The learning model presumes regular class attendance and active participation for thorough understanding of the course materials and success. Class discussions depend upon and presume student preparation of cases prior to each class. |
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Feedback during the teaching period | ||||||||||||||||||||||||
Students are expected to file a mid-term project
course proposal, offering an original research issue. The proposal
consists of three pages of text, with citations and a References
page, using APA research format: Introduction, Method, Data,
Discussion.
The research issue proposal is student inspired, not assigned. The inspiration can come from student experience, course content, or prospective Master's thesis notions. One instructor provides feedback on acceptability of project paper topic for the course, including content, structure, and logical flow in this mid-term exercise. Another instructor assesses the same document in terms of academic English written competence levels. details. The short-term aim is for successful student crafting of a suitable topic for the course project examination. The curriculum design goal, from a longer perspective, is rapid skilling of graduate students for master's thesis conception and crafting. As noted, students receive detailed feedback on their academic English through assessment and individual feedback. |
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Student workload | ||||||||||||||||||||||||
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Expected literature | ||||||||||||||||||||||||
Lueke, R. 2004. Managing Projects Large and Small: The Fundamental Skills for Delivering on Budget and on Time . Cambridge: Harvard Business Press.
Lonergan, Bernard JF 1988. Cognitional Structure. Chapter 14 in Collection. Volume 3 in The Collected Works of Bernard Lonergan (Edited by FE Crowe and RM Doran, pp. 205 - 221). Toronto: University of Toronto Press.
A case course pack updated annually and made available to students through Harvard Business Publishing.
Additional readings as detailed in the course folder. |