SOL PLAATJE UNIVERSITY (SPU)

FACULTY OF ECONOMIC AND MANAGEMENT SCIENCES (EMS)

QUAIFCATION NAME:
BACHELOR OF EDUCATION(BED)

COURSE OUTLINE:
SUBJECT GUIDE 2025

SUBJECT DESCRIPTION:
BUSINESS MANAGEMENT 2A

MODULE NAME:
Project management

MODULE CODE:
MBMT62116

NQF LEVEL:
6

1. Contact information

Details Name Room Tel E-mail address

Lecturer E. Tshobeka C304 053 491 0077 [email protected]

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Lecture Times Lecture Venue
Tuesday 08:00 – 08:45 08:55 – 09:40 118 (EMS building)
Wednesday 08:00 – 08:45 021 (EMS building)

Consultation Times: Tuesdays 12:00 – 15:00

Thursdays 11:00 – 13:00

Please make use of the fixed consultation periods on the timetable. Otherwise make
appointments by means of e-mail (at least 24-hour notice-period).

2. Resources:

Title: Project Management in Perspective

Publishers: Oxford University Press

3. Subject Specifications

Introduction

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The purpose of this module is to provide students, with a broad but elementary
knowledge of business and project management as well as business concepts, guiding
students through the entry-level application of these concepts. It further provides
students with the basic knowledge to structure the organisation effectively to deliver
products, product-related services and services, providing value to customers,
motivate purchases and fulfil customer needs. To instil and broaden students’
business and project management knowledge, business management knowledge,
application of marketing knowledge and expertise. This module will provide students
with a broad based knowledge of the principles, theories, thought schools, methods
and application processes involved in the various fields required in the core project
management function. This Module provides a solid foundation for higher career
advancement and further studies in the field of business and project management.

The Module is designed to provide students with a basic understanding of the

underlying project management and business principles, followed by more advanced
knowledge combined with elementary practical application and concluding with
specific practical application of all theory and models learnt throughout the
programme. Project Management refers to the functions and processes that bring
products and services to the attention of its intended target market. The module
includes the basic concepts of marketing and eventually results in the formulation of
a project plan. Project management theory is discussed in a comprehensive manner
and this provides the groundwork for further studies in the field of business
management. The current Edition covers issues like Introduction to project
management, project Initiation and definition, project planning part1, project planning
part 2, project execution, monitoring and control, project risk management,
stakeholder management and project communication includes a wealth of examples
to guide students through current topics such green marketing and marketing
communication. This new edition is written in a more accessible way to assist students
to grasp new concepts.

3.1 Purpose
The purpose of this subject is to gain in-depth knowledge of the fundamental
principles, concepts and theories of business management. In essence after mastering

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this subject, students should have a solid foundation and concrete understanding of
the basic principles of business management within a business context. Please refer
to Section 3.3 for a breakdown of what is to be lectured during the academic year
of 2018.

3.2 Subject credits / credits for contact time and self-study time
This subject will be taught at an NQF 6 level. The credits attached to this subject are
16. This means that it will take an estimated 160 notional hours to master the
outcomes of this subject. The total lecturing time available for lectures amount to 15
weeks.

The 240 notional hours are broken down into the following facets:

 Actual lecturing in class by lecturer (3 hours per week) [±45 hours]. Semester
One
 Revisiting work done in class (3 hours per week) [±45 hours].
 Revision [±16 hours]
 Consultation [Optional].
 Subject-related research (2 hours per week) [±30 hours].
 Tutorials
 Student evaluations [±20 hours].
 Overall administration [±4 hours]

SAQA Level descriptors NQF LEVEL 6

a. Scope of knowledge, in respect of which a learner is able to demonstrate:

detailed knowledge of the main areas of one or more fields, disciplines or practices,
including an understanding of and the ability to apply the key terms, concepts, facts,
principles, rules and theories of that field, discipline or practice to unfamiliar but
relevant contexts; and knowledge of an area or areas of specialisation and how that
knowledge relates to other fields, disciplines or practices.

b. Knowledge literacy, in respect of which a learner is able to demonstrate an

understanding of different forms of knowledge, schools of thought and forms of
explanation within an area of study, operation or practice, and awareness of
knowledge production processes.

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c. Method and procedure, in respect of which a learner is able to demonstrate the
ability to evaluate, select and apply appropriate methods, procedures or techniques in
investigation or application processes within a defined context.

d. Problem solving, in respect of which a learner is able to demonstrate the ability

to identify, analyse and solve problems in unfamiliar contexts, gathering evidence and
applying solutions based on evidence and procedures appropriate to the field,
discipline or practice.

e. Ethics and professional practice, in respect of which a learner is able to

demonstrate an understanding of the ethical implications of decisions and actions
within an organisational or professional context, based on an awareness of the
complexity of ethical dilemmas.

f. Accessing, processing and managing information, in respect of which a

learner is able to demonstrate the ability to evaluate different sources of information,
to select information appropriate to the task, and to apply well-developed processes
of analysis, synthesis and evaluation to that information.

g. Producing and communicating information, in respect of which a learner is

able to demonstrate the ability to present and communicate complex information
reliably and coherently using appropriate academic and professional or occupational
conventions, formats and technologies for a given context.

h. Context and systems, in respect of which a learner is able to demonstrate the

ability to make decisions and act appropriately in familiar and new contexts,
demonstrating an understanding of the relationships between systems, and of how
actions, ideas or developments in one system impact on other systems.

i. Management of learning, in respect of which a learner is able to demonstrate

the ability to evaluate performance against given criteria, and accurately identify and
address his or her task-specific learning needs in a given context, and to provide
support to the learning needs of others where appropriate.

j. Accountability, in respect of which a learner is able to demonstrate the ability to

work effectively in a team or group, and to take responsibility for his or her decisions

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 and actions and the decisions and actions of others within well-defined contexts,
including the responsibility for the use of resources where appropriate.

LINK TO OTHER COURSES/ MODULES

As you know, this module does not stand alone. It is an integral part of the BCom and
Bed degree programme. The purpose and the learning outcomes of this module are
therefore aimed at developing your expertise and abilities in the field of general,
Operation, SCM, Marketing management and business management.

KEY CONCEPTS IN ASSIGNMENTS AND EXAMINATIONS

In assignment and examination questions, you will notice certain key concepts (ie words/
verbs) explaining what is expected of you. For example, you may be asked in a question
to list, describe, illustrate, demonstrate, compare, construct, relate, criticise, recommend
or design particular information/aspects/factors/situations.

The following taxonomy by Bloom explains these key concepts and the level of cognitive
thinking to which they refer so that you will know exactly what is expected of you.

Knowledge.

This is essentially memorisation and the recall of information. At its simplest, it involves
the recall of facts or terminology, such as names, dates and definitions. It can also involve
the recall of principles and generalisations, or the recall of ways of doing things.
Outcomes/instructions written at this level will typically use verbs (these are the
instructions in the questions; what you have to do) such as name, list, define, label,
select, state, write, describe, identify and recall. Comprehension.

This involves making sense of things, rather than just remembering them. Comprehension
usually requires learners to translate information into their own words.
Outcomes/instructions written at this level will typically use verbs (ie what you have to
do) such as convert, illustrate, distinguish, interpret, rewrite, discuss, give examples, and
summarise.

Application:

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This is the ability to use information and ideas in new situations, such as solving problems
that have a single or best answer. Outcomes/instructions written at this level will typically
use verbs (what you have to do) such as calculate, demonstrate, construct, compute,
solve, relate, show, use, and apply.

Analysis:

This is the ability to examine information in a systematic manner to identify the important
ideas, the relative hierarchy of those ideas, and the relations between the ideas.
Outcomes written at this level will typically use verbs (what you have to do) such as
analyse, differentiate, categorise, classify, relate, illustrate, outline, compare, contrast,
discriminate, explain, and hypothesise.

Synthesis:

This is the ability to construct something new by combining several pieces of information
to make a coherent whole (such as a plan). Outcomes written at this level will typically
use verbs (what you have to do) such as plan, adapt, combine, create, compile, compose,
construct, model, revise, design, develop, formulate, and organise.

Evaluation:

This is the ability to make judgments about the quality or value of things (either with
reference to internal evidence or external criteria). Outcomes written at this level will
typically use verbs such as assess, judge, choose, criticise, rate, argue, justify, evaluate,
decide, recommend, and conclude. 45In this module, you will be examined on all levels
of Bloom’s taxonomy. Please make sure that you know what is expected of you in each
question.

The teaching modality Hybrid/blended mode

NB: In 2022 the programme will be offered on a hybrid/blended mode basis. This will take
place in the form of both online classes and limited face to face contact sessions.

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The teaching modality of the module will be blended in nature with predominantly online
engagements for classes and face to face engagements for majority of assessments such as
class tests, term tests, exams etc.
There will be 70% online classes and 30% for face-to-face engagements split

Nr Theme Learning Outcomes Academic

Schedule

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 Part 1 Nature and content of project management
Learning Unit 1. Introduction to Project Management
(17 – 21 FEB) ➢ Define a project and differentiate between the types of projects
➢ Identify and explain key project characteristics
➢ Identify and present the stages of a project life cycle
➢ Define project management and explain project management
constraints
➢ Provide an overview on the historical perspective of project
management
➢ Identify and describe different project methodologies
➢ Explain project integration
➢ Provide an overview of international project management
Learning Unit 2. Project selection through strategic alignment
(24 – 28 FEB) ➢ Reflect upon the importance of organisational strategy in the
project environment
➢ Discuss how the strategic direction of the organisation can
influence the selection of projects
➢ Discuss some of the project selection methods that are available
➢ Describe the relationship between strategy and project selection
➢ Explain how prioritising projects has an impact on project
selection
➢ Explain the benefits of strategically aligning a project
CONCLUDING UNIT 1 & 2 Revision of unit 1 and 2, looking at the structure of the upcoming test.

(03 – 07 MARCH) Mock test.

CLASS TEST Class test based on unit.

(10 – 14 MARCH)
FEEDBACK Feedback discussed in class.

(10 – 14 MARCH)
Learning Unit 3. Project capability: Structure, culture and roles
(17 – 21 MARCH) ➢ Critically evaluate the classical organisation/project structures
➢ Identify/recommend an appropriate project structure for an
organisation/project

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 ➢ Identify future demands on project structures
➢ Interpret the organisational dynamics on project structures
➢ Discuss the use of innovation and creativity in establishing a
competent project structure
➢ Discuss single and double-loop learning in a project environment
➢ Contrast the current roles in a project structure/team with the
future demands placed on projects
➢ Manage the unknowable in projects

PART 2 PROJECT MANAGEMENT PROCESS

Learning Unit 4. Project initiation and definition: Learning Outcomes
(24 – 28- MARCH) ➢ Understand the purpose and nature of project planning
(31 MAR – 4 APR) ➢ Understand the link between project definition, planning, execution
and closure
➢ Use the precedence diagramming method (PDM) and critical path
method (CPM) methods to develop a practical project network
diagram
➢ Use the critical path to help manage the project
➢ Understand how to accommodate uncertainty in project plans
GROUP ASSIGNMENT Students spend the week completing the group assignment based on
the four topics done so far.
(07 – 11 APRIL)

Learning Unit 5. Project planning: Part I: Learning Outcomes

(14 – 18 APRIL) ➢ Understand the distinction between planning and scheduling
➢ Improve resource utilisation under time-constrained
circumstances
➢ Develop a project schedule under resource-constrained
circumstances
➢ Understand the practical considerations of which resources to
schedule
➢ Understand the elements of an effective and practical project
plan

Learning Unit 6. Project closure: Learning Outcomes

(21 – 25 APRIL) ➢ Reflect upon the importance of project closure

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(QUIZ) ➢ Understand the activities that comprises the closing phase of a
project
➢ Initiate and conduct a handover of project outputs to the project
client
➢ Conduct post-project assessments to determine the success of
the project management activities
➢ Understand the concept of benefits realisation in the commercial
or a not-for-profit organisation
➢ Assess team and individual performance against the project
objectives
➢ Define formal interventions for the premature closure of troubled
projects
➢ Review project success and failure with a view to improving
future projects

Part 3 Project integration / principles

Learning Unit 7. Project risk management: Learning Outcomes
(28 – 30 APRIL) ➢ Articulate the scope and importance of risk management in
(QUIZ) projects
➢ Illustrate a systems approach to project risk management
➢ Apply the various techniques that can be used in identifying
project risks
➢ Articulate risks with a precision that ensures that the risk is easily
understood
➢ Evaluate the various risks associated with the project objectives
➢ Select an appropriate strategy for each risk
➢ Draft responses to the various risks
➢ Implement responses to project risks and evaluate their results
➢ Describe how to evaluate and manage the risk management of a
project
➢ Prepare and maintain a risk register and risk management
reports.

Learning Unit 8. Stakeholder management: Learning Outcomes

➢ Define the stakeholder

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(05 – 09 MAY) ➢ Identify and explain the various steps in the stakeholder
management process
➢ Explore the notion of conflict within stakeholder management,
and reflect on various ways to resolve conflict
➢ Discuss the role and importance of negotiation with stakeholder
management

Disclaimer: The dates and other activities/tasks given might be subject to change.
Confirm with your lecturer.
3.4 ASSESSMENT PLAN: 2025
ASSESSMENT WEIGHTS
Assessment type Date Weighting
Class Test (10 Mar – 14 Mar) 20%
(Individual assessment)
Group Assignment (07 Apr – 11 Apr) 20%

Quiz (21 Apr – 25 Apr) 15%

(Individual assessment)
Quiz (28 Apr – 30 Apr) 15%
(Individual assessment)
Semester Test (19 May – 23 May) 30%
(Individual assessment)

Sub-total 100% (Weight = 60%)

4. Student responsibilities

Being a successful student is your responsibility. To this end, a few key areas have
been identified as crucial to your success as a BCOM student. We would like you to
take note of these points and strive at all times to adhere to these guidelines, so as
to ensure a professional and cordial relationship with lecturers and peers alike.

In order to participate fully in the learning process and derive maximum benefit from
classes, you will be expected to do reading, preparation and research for class
discussions, and to complete assignments on each section of the work covered.

5. Class attendance is of the utmost importance.

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Bear in mind that unannounced class tests and other activities that you miss as a
result of non-attendance cannot be made up later, unless you produce a valid reason
(valid source) for your absence in writing (e.g. medical certificate to
indicate that you were sick).

Your responsibilities include:

5.1 Punctuality

You must be in class when the period starts. You are expected to be on time for all
lectures. If you are late, with a plausible reason for your late arrival, make sure that
you are no more than 5 minutes late after the start of the lecture.

NO entrance to the lecture/venue is admitted thereafter.

5.2 Attendance

Attendance is vital and a student must attend a minimum of 80% of all classes on the
dates when roll call is taken. The lecturer may give a 0 (zero) class mark in cases
where an absenteeism of more than 20% (for legitimate reasons) is recorded. Absence
from a class where any mark is given e.g., presentation, class test, etc. will result in
you obtaining 0% for that assessment.

5.3 Absence from class

In case of a justified and valid absence (illness or any other reason), you must see
to it that YOU know the work you have missed out on (as set out in the scheme).
Proof of a justified absence (e.g., a legal doctor’s certificate) must be submitted to
the lecturer on the next contact session with the lecturer.

The lecturer and the university reserve the right to question and follow-up on any
proof of justified absence and to reject such proof if the reasons for the absence are
not substantive to warrant the absence. Attendance will form part of your continuous
assessment mark.

5.4 Absence on test days

If you are absent during a scheduled test, you will receive 0% for the test concerned
and only an accepted doctor’s certificate or authorised document from the Head of

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School will qualify you to have a supplementary evaluation. You must contact the
lecturer concerned immediately (within 1 day) after the test, so that the time and
date for the supplementary evaluation can be decided on by the lecturer. You should
be prepared to do the supplementary evaluation on any day. NB - Proof of absence
must be presented upon returning to university.

5.5 Submission of assignments

Due dates will be strictly enforced. Students must sign a register when handing
in an assignment. The same register then gets signed when the student sees their
mark. The assessment itself will also be signed by the student. If there are any mark
queries, they must be addressed with the lecturer in class while viewing the
assessment. Mark queries will only be allowed for two weeks after the assessment has
been handed back to the student. No queries will be dealt with after that.

No late assessment will be accepted. You will receive a ZERO (0%) mark.

No marks will be given for any task (or class test) if it is handed in without mentioning
the name and student number of the student (make sure your names, student
number, course name and code, lecturer’s name are clearly indicated on your
assignment cover page or answer sheet).

5.6 Behaviour

You are expected to respect your lecturer, peers, SPU assets (furniture, pc’s, etc.) and
the work ethic in the class. Students’ conduct in class and during the any subject-
related activity should make a positive contribution towards the achievement of the
above-mentioned objectives and must be in line with the Students’ conduct policy of
the SPU.

No action that may have a negative effect on the classroom environment, other
students, the lecturer, the subject or the university, shall be accepted. This includes
such actions as low class attendance, late coming, talking during lectures, eating in
class, and inappropriate use of cell phones during class and improper conduct during

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classes and visits by/to organisations. Students guilty of the above will be reported to
the relevant Head of Department so that the necessary steps may be taken.

5.7 Unscheduled class tests and/or pop quizzes

Students are expected to be ready for any tests or pop quizzes given to them at any
time. It is the duty of the students to be well aware of the subject field and be prepared
at all times. At any time during the year, without any form of prior notice, the lecturer
may hand out a class test or pop quiz on a specific topic, which may, together with
the marks for assignments, count for the year mark

5.8 Technological Rules of Engagement

No student will be permitted to make use of a cellular device in such manner as

deemed disrupting to peers, lecturer or the classroom goal of learning. No calls will
be permitted during class. No lectures/lecturers may be recorded without express
permission, both verbally and in writing, from the lecturer. No recordings of
lectures/lecturer may be posted on the internet in any way, shape or form. Any
computing devices brought into the class fall under the same rules of engagement.
Neither the lecturer nor SPU are responsible for student property on campus and/or
during lectures. Contravention to the above understanding deems expulsion from the
lesson/classroom, and further disciplinary actions may be taken.

5.9 Line of communication

You are expected to follow the line of communication within the School in the case of
query. Talk to your lecturer first. If the matter is not resolved, then speak to the HOD,
who reserves the right to hand the matter over to the next appropriate authority.

5.10 Contact with your lecturer

Remember to communicate with your lecturer (first in class or tutorial sessions).

Never say “I couldn’t find you!” Leave a message with the secretary and make sure
you follow up. Make use of the email for official matters only. Make sure that you
have proof of any such communication. You are doing a Communication Course, so
find ways of communicating effectively!

GOOD LUCK!

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