Project Management (In organizations)

Course content

The course is pratically and caseoriented. I seek to engage the students in the many tools of a Project Manager as well as a diverse range of project “disciplines”.




  • Introduction to the key subjects of project management and how it is used in the context of organisations
  • Methods/tools to lead projects and processes with a broad perspective
  • Concrete tools to systemize, plan, structure, budget, time estimate, document, evaluate and allocate ressources concerning project as well as events and campaigns of a certain size
  • You will learn practical use of i.e.: Pitching, Gannt Charts, WBS (Work Breakdown Structure), businesscases and facilitation of meetings
  • How to structure different fases of project as well as team-processes
  • Discussion of Management vs. Leadership
  • How to use and combine knowledge of organizational structure and culture to highlight how projects under given circumstances are lead best possible
  • Organizational theory
  • Teams: Team roles, team dynamic and team leadership

Bachelor student (2017 programme curriculum): 7.5 ECTS

Master student: 7.5 ECTS


Notice: It is only possible to enroll for one course having a 3-day compulsory written take-home assignment exam due to coincident exam periods.


SRM students have priority

Learning outcome


  • To exemplify the key subjects within project management (i.e. planning, presentation, facilitation of meetings, how to put a team together and coaching)
  • To explain how the role of the project manager is in different types of organizations
  • To explain and discuss how teams, team roles and team dynamics contribute to reach the goals of different kinds of projects



  • To use, discuss and analyze different (concrete) methods/tools to lead projects and processes of different scopes
  • To be able to give qualified feedback to team members as well as potential and important stakeholders
  • To be able to present solutions to concrete projects/cases
  • Give perspectives between theory and practice to be able to makes optimal situational decisions
  • Discuss and debate differences between leadership, administration and entrepreneurship



  • To be able to translate and combine knowledge and theory on organizational structure and culture to be able to handle how projects under given circumstances are lead best way possible
  • To be able to translate theory and subjects organizational theory and work psychology to create better understanding for project management
  • To be able to coordinate and cooperate within a team to secure optimal output of individual team members effort
  • To be able to control different project assignment effectively towards established goals
  • To be the frontperson of projects and lead “upwards” in private as well as public sector
  • To be able to evaluate the different parts of the project and actions taken to reach established goals

The teaching method will focus on the practical parts of project management as well as leadership. There will be many exercises, cases and roleplaying throughout the course. Furthermore, preparation and classroom activities will be structured in teams. The method relies on practices from “Cooperative Learning”, “Accelerated Learning” and experiential learning. The aim is to involve the student to actively participate in solving real-life cases and act out decisions in role play.

The class will combine theory and practice. There will be presentations by the teacher and the students. Discussion will be conducted. During this part of the course there will be discussion of the literature and methods within the subject area.

There will be student presentations. The students will work in teams with concrete cases and present solutions to the given problems and (case)challenges. They will also be given the task of giving perspectives to chosen literature.

Lindegaard & Ryding Olsson: Power in Projects, Programs and Portfolios, DJØF Publishing 2018


HBR Guide to Project Management, Harvard Business Review Press 2012


Kelley, T. The Art of Innovation


Hersey, P., Blanchard K., Johnson, D. Management of Organizational Behavior, Prentice Hall 2001


Dweck, Carol. Mindset, Balantine Books, 2008


Briggs Myers, I. & Myers P. B. Gifts differing, Understanding

Personality Type,1995


West, M. Effective Teamwork, Excel books, 2010


Starr, J. The Coaching Manual, Prentice Hall business, 2011


Allen, David, Getting Things Done. Penguin Books. 2003


Mintzberg, H.: Managing, Prentice Hall 2009


Kelley, T.: Ten Faces of innovation, Doubleday, 2005


Kotter, J.P. Leading Change, Harvard Business Review Press, 1996


E. Schein: Organizational Culture and Leadership 5ed, Wiley 2017


Barker, A.: how to manage Meetings 2ed, Koganpage 2016

Continuous feedback during the course of the semester
Peer feedback (Students give each other feedback)

Feedback will be given orally during classes. Moreover the students are introduced to a specific Feedback-model, that is used throughout the course (also being used in peer-to-peer feedback sessions)

7,5 ECTS
Type of assessment
Written assignment
3-day compulsory written take-home assignment
Marking scale
7-point grading scale
Censorship form
No external censorship
Criteria for exam assessment
  • Grade 12 is given for an outstanding performance: the student lives up to the course's goal description in an independent and convincing manner with no or few and minor shortcomings
  • Grade 7 is given for a good performance: the student is confidently able to live up to the goal description, albeit with several shortcomings
  • Grade 02 is given for an adequate performance: the minimum acceptable performance in which the student is only able to live up to the goal description in an insecure and incomplete manner

Single subject courses (day)

  • Category
  • Hours
  • Class Instruction
  • 28
  • English
  • 28