Master of Commerce in Programme Management

The average age of learners who attend the Cranefield College's Advanced Project Management Programme is 37 years. This places the College squarely in the domain of continued adult education. Approximate 70 per cent of learners are already in possession of first degrees or National Diplomas. The average age of 37 years confirms that our learners are generally well experienced and hold positions in middle to higher management.

The Cranefield College of Project and Programme Management's policy is to follow andragogic (adult learning) Outcomes Based Learning (OBL) curricula on all its learning programmes. Some advantages of OBL are: exposure to real-life situations; motivation to learn is self-imposed, because learners can see the practical application of knowledge, skills and attitudes they are acquiring during their studies; and the acquisition of various learning skills, which will assist them to become lifelong learners.

Specific evaluative tools have been developed and tested over time, which provide better measures of learning behaviour, knowledge and skills. Any modification or improvement in the curriculum needs to be based on sound reasoning and upon experimental evidence. On the Advanced Project Management Programme we have gained a significant amount of knowledge about the use of OBL in project management education since 1985, but further improvements and refinements are continuously required in order to meet the needs of the learners and that of society.

The approach taken by the Cranefield College of Project and Programme Management was to stay away from the standard building-block structure, where a lot of content is shoved down the throats of the learners, which they do not retain anyway, and adopt a system where learners are actively involved in the learning process. The end result was the establishment of learning programmes, with the emphasis on problem solving, and an integrated approach to management-through-projects and programmes. The key features of the learning programmes are: the analysis of project/programme management situations as the main method of acquiring and applying knowledge; the development of independent, lifelong learning skills by learners; and the use of syndicate groups, with five to eight learners, as the central educational focus. The curriculum structure consists of a series of interdisciplinary Modules.

Management-through-projects and programmes skills, including communication skills, are learned through an integrated arrangement from the beginning of the programme. Improvement and changes in individual Modules and in the programmes are on-going. Another unique feature of the programme includes the continuous exposure of the learners to their work situations and environments.

In a small group learning environment, the ability to communicate effectively with other syndicate members is an essential skill. Learners should be able to provide feedback in a constructive and supportive manner to each other, in order to improve individual and group performance in a team setting. The ability to present materials, learned during individual study, back to the group in clear, articulate manner based on evidence, is an important asset in group learning.

To make effective use of OBL, it is important that syndicate members are cooperative and supportive of each other, and share knowledge and resources freely among themselves. This is in contrast with the traditional schools where the pursuit of personal achievements is often encouraged, which creates intense competition among the learners. How to make creative use of the energy of dominating members, and how to encourage the participation of quiet members in a group, are the types of group skills which are essential for a successful learning team. Syndicate members should be able to set individual learning objectives, while respecting and participating in the setting and fulfilling of the objectives set up by the group. Some project management skills are often learned in a group, so that consideration for other group members is necessary. These skills are useful, since modern management -through -projects and programmes requires team approach, which will require their inter-personal skills.

For the above reasons the programmes follow an approach accordant with advanced adult learning. Moreover, the Master's degree learning programme is structured to add core modules (100 credits) to those already achieved for the Diploma and Postgraduate Diploma. The dissertation alone is required to be of sufficient quality and scope to be worth 80 credits (approximately 100 to 150 pages). The three modules, "Strategic Value Chain Management" (40 credits), "Advanced Programme Management Case Studies" (40 credits),and Reseach Methodology (20 credits) add 100 credits to bring the total to 180 credits.

The "Advanced Programme Management Case Studies" module consists of four large integrated case studies. These cases involve integrating advanced project and programme management aspects with advanced aspects of project finance and risk, leadership and organizational behaviour, prescriptive and emergent corporate strategy, marketing and operations strategy, as also Total Quality Management.

Rationale

The Master of Commerce: Project Management provides an upgrading opportunity to the experienced Project and Programme Management learners to upgrade their qualification from NQF level 6 to NQF level 7.

This qualification assumes that the learner is competent in the English language as being the language of instruction by the Cranefield College of Project and Programme Management.

Recognition of Prior Learning and Articulation Possibilities

Achieving the Cranefield College of Project and Programme Management's Postgraduate Diploma in Project and Programme Management (or equivalent qualification as recognition for prior learning), is a prerequisite for admission to the Masters in Project and Programme Management learning programme. A learner must achieve an average mark above 60% for the Postgraduate Diploma learning programme to qualify for admission to the Masters learning programme.

An "equivalent qualification " means any NQF Level 6 or higher qualification, with similar content as both the Advanced Diploma and Postgraduate Diploma, for which and average mark above 60% was achieved. If certain subjects were not sufficiently covered, or not covered at all in the "equivalent qualification", relevant modules from the Advanced Diploma and Postgraduate Diploma learning programmes must be taken in addition to those of the Masters learning programme..

N/A

M 7: Leadership and Management Research Methodology

On completion of this module you should be able to demonstrate the following generic and subject specific competencies

• Master the art of management through projects and programmes, which constitutes integrated modern business research methods essential for effective problem-solving and innovative solutions.
• Have a clear perspective of the importance of proper, sound scientific business research methods when conducting research that can add to the academic field of modern general management.
• Utilize management through projects and programmes as the vehicle to apply business research methods to evolve business and operations strategy and the field of knowledge.
• Recognize that the management through projects and programmes approach encourages a holistic view of problem solving where business research methods can significantly value add as an ongoing process to enhancing management decision making, proper investment, profitability, and an organization's market leadership.
• Recognize that management through projects and programmes, when applied to an organization as a whole, comprises several portfolios of which business research methods forms a key aspect when linked to innovative, continuous improvement projects, reengineering the firm, capital expenditure projects, strategic transformation projects, as well as, portfolios of business and production projects.
• Know how to set up a proper scientific research proposal and research design, do pilot testing and meaningful data collection, as well as data analysis and interpretation, and proper research reporting that leads to effective decision-making and action.

PART I: Introduction to Business Research

Learners should be able to identify a research problem in management or business

CHAPTER 1: "Research in Business"

After completing this chapter you should be able to

• Understand the value of research process skills
• Know what research is and its different types
• Distinguish between good research and research that falls short of professional quality
• Understand the relationship between a manager and a research supplier

CHAPTER 2: "Addressing Management Problems with Scientific Thinking"

After completing this chapter you should be able to

• Distinguish between different approaches (styles of thinking) to problem solving
• Know the terminology used by professional researchers employing scientific thinking
• Know what is needed to formulate a solid research hypothesis.

CHAPTER 3: "The Research Process"

After completing this chapter you should be able to

• Realize that research is decision- and dilemma-centered
• Understand that the research question is the result of careful exploration and analysis and sets the direction for the research project
• Plan research design demands and have and understanding of all the stages in the research process.
• Realize that reality testing at each stage of the process is critical to successful implementation of a research proposal.

CHAPTER 4: "The Research Proposal"

After completing this chapter you should be able to

• Understand the purpose of the proposal and how it is used by the researcher and management decision maker
• Distinguish between the types of proposals and the contents of each
• Evaluate the two proposals for quality and when each is used.

CHAPTER 5: "Ethics in Business Research"

After completing this chapter you should be able to

• Know what issues are covered in research ethics
• Understand the goal of "no harm" for all research activities and what constitutes "no harm" for respondent or subject, researcher, and research sponsor
• Recognize the differing ethical dilemmas and responsibilities of researchers, sponsors, and research assistants
• Recognize role of ethical codes conduct in professional associations
• Think about the topic of your research article. Formulate the research problem and ask the research questions.

PART II: The Design of Research

Learners should be able to design appropriate methods to conduct business research.

CHAPTER 6: "Design Strategies"

After completing this chapter you should be able to

• Understand the basic stages of research design
• Distinguish between the major descriptors of research design
• Establish the major descriptors of research design
• Recognize the major types of research designs
• Identify the relationships that exist between variables in research design and the steps for evaluating those relationships

CHAPTER 7: "Sampling Design"

After completing this chapter you should be able to

• Distinguish the two premises on which sampling theory is based
• Recognize the characteristics of accuracy and precision for measuring sample activity
• Identify the two categories of sampling techniques and the variety of sampling techniques within each category
• Apply the six questions that must be answered to develop a sampling plan
• Determine the critical issues and formulas for the appropriate sample size
• Consider various sampling techniques and when each is used

CHAPTER 8: "Measurement"

After completing this chapter you should be able to

• Distinguish between measuring objects, properties, and indicants of properties
• Consider the similarities and differences between the four scale types used in measurement and when each is used
• Recognize the four sources of measurement error
• Evaluate the criteria for soundness measurement

CHAPTER 9: "Measurement Scales"

After completing this chapter you should be able to

• Recognize the six different decisions involved in selecting an appropriate measurement scale
• Apply the various scale formats for measurement and how to construct each
• Understand the five ways that measurement scales are constructed.

PART III: The Source and Collection of Data

Learners should be able to identify sources of data and design appropriate instruments to collect data.

CHAPTER 10: "Exploring Secondary Data"

After completing this chapter you should be able to

• Grasp the purpose and process of exploratory research
• Explain the two types and three levels of management decision-related secondary sources
• Recognize the five types of external information and the five critical factors for evaluating the value as a source and its content
• Understand the process for conducting a productive literature search of external sources, including print and electronic sources
• Utilize the process for conducting a productive literature search with web-based sources
• Understand what is involved in internal data mining and how internal data mining techniques differ from literature searches

CHAPTER 11: "Survey Methods; Communicating with Respondents"

After completing this chapter you should be able to

• Select the process for appropriate and optimal communication approach
• Recognize the factors that affect respondent participation
• Understand the major sources of error in communication studies and how to minimize them
• Understand the major advantages and disadvantages of the three communication approaches
• Explain why an organization might outsource a communication study

CHAPTER 12: "Instruments for Respondent Communication"

After completing this chapter you should be able to

• Understand the link forged by the management-research question hierarchy between the management dilemma and the communication instrument
• Grasp the influence of communication methods on instrument design
• Distinguish between the three general classes of information and what each contributes to the instrument
• Discuss the influence of question content, question wording, response strategy, and preliminary analysis planning on question construction
• Recognize the numerous question design issues influencing instrument quality, reliability, and validity
• Understand sources for measurement questions
• Realize the importance of pretesting questions and instruments

CHAPTER 13: "Observational Studies"

After completing this chapter you should be able to

• Realize when observational studies are most useful
• Distinguish between monitoring nonbehavioural and behavioural activities
• Recognize the strength of the observation approach in research design
• Demonstrate the weaknesses of the observation approach in research design
• Describe the three perspectives from which the observer-subject relationship may be viewed in observation studies
• Discuss the various designs for observation studies

CHAPTER 14: "Experimentation"

After completing this chapter you should be able to

• Define the uses for experimentation
• Explain the advantages and disadvantages of the experimental method
• Describe the seven steps of a well-planned experiment
• Understand the internal and external validity with experimental research designs
• Review the three types of experimental designs and the variations of each
• Collect data that you will need for the analysis of your research problem

PART IV: Analysis and Presentation of Data

Learners should be able to use appropriate qualitative or quantitative methods to analyze data and to present the results.

CHAPTER 15: "Data Preparation and Description"

After completing this chapter you should be able to

• Understand the importance of editing the collected raw data to detect errors and omissions
• Explain how coding is used to assign numbers and other symbols to answers in order to classify responses
• Understand the use of content analysis to interpret and summarize open questions
• Handle problems and solutions for "don't know" responses
• Review the options for data entry and manipulation
• Select descriptive statistics to summarize the collected data and check for errors

CHAPTER 16: "Exploring, Displaying, and Examining Data"

After completing this chapter you should be able to

• Understand that exploratory data analysis techniques provide better diagnostics than traditional summary statistics by emphasizing visual representations of the data
• Recognize how statistical process control charts offer understandable and reliable displays for evaluating point values, trends, and special causes of variation in a process.
• Explain the uses of Geographic Information Systems for mapping, detecting patterns in data, and discovering relationships between different sets of spatially referenced information.
• Understand how cross-tabulation is used to evaluate relationships involving categorical variables, serves as a framework for later statistical testing, and makes table-based analysis using one or more control variables an efficient tool for decision making.

CHAPTER 17: "Hypothesis Testing"

After completing this chapter you should be able to

• Recognize the distinction between the two approaches to hypothesis testing
• Distinguish between a statistically significant difference and one that is of practical importance for a manager
• Explain the six-step hypothesis testing procedure
• Differentiate between parametric and nonparametric tests and when to use each
• Understand the factors that influence the selection of an appropriate test of statistical significance
• Interpret the various test statistics

CHAPTER 18 "Measures of Association"

After completing this chapter you should be able to

• Explain how correlation analysis may be applied to study relationships between two or more variables
• Identify the uses, requirements, and interpretation of the product moment correlation coefficient
• Understand how predictions are made with regression analysis using the method of least squares to minimize errors in drawing a line of best fit.
• Test regression models for linearity and whether the equation is effective in fitting the data
• Review the nonparametric measures of association and the alternatives they offer when key assumptions and requirements for parametric techniques cannot be met.

CHAPTER 19: "Multivariate Analysis: An Overview"

After completing this chapter you should be able to

• Classify and select multivariate techniques
• Realize that multiple regression explains or predicts a metric dependent variable from a set of metric independent variables
• Understand that discriminant analysis classifies people or objects into (categorical) groups using several metric predictors
• Understand how multivariate analysis of variance assesses the relationship between two or more metric dependent variables and independent classificatory variables
• Know how structural equation modeling explains causality among constructs that cannot be directly measured - specifying causal relationships, connections, and unexplained variance among the constructs
• Define the ways conjoint analysis assists researchers to discover the importance of product or service attributes and the levels of features that are most desirable..
• Know how principal components analysis extracts uncorrelated factors from an initial set of variables and factor analysis reduces the number of variables to discover the underlying constructs
• Use cluster analysis techniques for grouping similar objects or people
• Understand how perceptions of products or services are revealed numerically and geometrically by multidimensional scaling.

CHAPTER 20: "Presenting Results: Written and Oral Reports"

After completing this chapter you should be able to

• Understand that a quality presentation of research findings can have inordinate effect on a reader's or listener's perceptions of a study's quality
• Understand the contents, types, lengths, and technical specifications of research reports
• Realize that the writer of a research report should be guided by questions of purpose, readership, circumstances/limitations, and use
• Recognize that while some statistical data may be incorporated in the text, most statistics should be placed in tables, charts, or graphs.
• Recognize that oral presentations of research findings should be developed with concern for organization, visual aids, and delivery in unique communication settings. Presentation quality can enhance or detract from what might otherwise be excellent research
• How would you analyse your research data? How would you relate the results to the research problem?

M 8: Strategic Value Chain Management

On completion of this module you should be able to demonstrate the following generic and subject specific competencies

• Understand and appreciate the role of Logistics in your organisation/company
• How to apply the concept of Value Chain Management throughout the organization
• The role of Strategic Project Management in Value Chain Management
• Value Chain Management and the Information Systems portfolio
• Materials management and TQM throughout the value chain
• The role of Transportation and Warehousing throughout the Value chain
• How to identify weaknesses and opportunities in SVCM
• How to strategize and manage your own organisation through SVCM

CHAPTER 1: "Logistics' Role in the Economy and the Organization"

After completing this chapter you should be able to

• Identify how logistics affects the economy and the performance of organizations
• Briefly explore how logistics has developed over time
• Understand how logistics contributes to value creation (value-added).
• Understand the concept of the systems approach as it relates to logistics and marketing, the total cost concept, and profitability
• Show how to implement the integrated logistics management concept using total cost analysis
• Show how to recognize areas in which logistics performance can be improved

CHAPTER 2: "Supply Chain Management"

After completing this chapter you should be able to

• Familiarize yourself with the concept of supply chain management (SCM)
• Show the role of logistics in supply chain management
• Show how supply chain management can play a key role in achieving corporate success
• Describe the factors that influence supply chain business processes, and supply chain management components
• Present supply chain design considerations
• Illustrate how to implement logistics cost tradeoffs within a supply chain

CHAPTER 3: "Customer Service" (Self Study)

After completing this chapter you should be able to

• Define customer service
• Show the importance of the customer service function to a firm's marketing and logistics efforts
• Show how to calculate cost/revenue trade/offs
• Show how to conduct a customer service audit
• Identify opportunities for improving customer service performance

CHAPTER 4: "Order Processing and Information Systems"

After completing this chapter you should be able to

• Show how the order processing system can influence performance of the logistics function
• Show how order processing systems can be used to improve customer communications and increase efficiency in many areas of logistics
• Show how the order processing can form the basis of a logistics information system at the strategic and tactical levels
• Show how information technology supports time-based competition
• Show how advanced information technologies support logistics and supply chain integration

CHAPTER 5: "Financial Impact of Inventory" (Self Study)

After completing this chapter you should be able to

• Show how inventory investment influences corporate profit performance
• Show how inventory management contributes to least total cost logistics
• Understand how to calculate inventory carrying costs
• Show the impact of inventory turns on inventory carrying costs in total and per unit
• Show how inventory carrying costs will differ according to a firm's position in the supply chain

CHAPTER 6: "Inventory Management" (Self Study)

After completing this chapter you should be able to;

• Show how the basic concepts of inventory management are applied
• Show how to calculate safety stocks
• Show how production policies influence inventory levels
• Show how inventories and customer service levels are interrelated
• Show how to recognize poor inventory management
• Show how to improve inventory management
• Show how profit performance can be improved by systems that reduce inventories

CHAPTER 7: "Managing Materials Flow"

After completing this chapter you should be able to

• Identify the activities of materials management
• Examine the concept of total quality management (TQM)
• Identify and describe a variety of materials management techniques, including kanban/just-in-time systems, MRP, ERP, and DRP

CHAPTER 8: "Transportation"

After completing this chapter you should be able to

• Examine transportation's role in logistics and its relationship to the marketing activities of an organization
• Identify various transport modes, intermodal combinations, and other transportation entities available for distributing products to customers
• Summarize transportation regulation and deregulation, and their effects on shippers and carriers
• Examine global aspects of transportation

CHAPTER 9: "Decision Strategies in Transportation" (Self Study)

After completing this chapter you should be able to

• Provide a brief overview of the basics of traffic management
• Identify the major transportation management activities of shippers and carriers
• Identify areas of transportation affected by technology
• Briefly overview how transportation productivity can be measured
• Describe the transportation audit process

CHAPTER 10: "Warehousing" (Self Study)

After completing this chapter you should be able to

• Show why warehousing is important in the logistics system
• Identify the types of warehousing facilities that exist
• Examine the primary functions of warehousing
• Compare and contrast public versus private warehousing
• Examine issues relating to warehouse facility development
• Provide and overview of the importance of productivity and accounting/control issues in warehouse management

CHAPTER 11: "Materials Handling, Computerization, and Packaging" (Self Study)

After completing this chapter you should be able to

• Describe various types of non automated and automated materials handling systems
• Examine the role of warehousing in a just-in-time (JIT) environment
• Examine the role of packaging in warehousing and logistics
• Overview the role of computer and information technology in warehouse management

CHAPTER 12: "Procurement"

After completing this chapter you should be able to

• Show how better management of purchasing activities can lead to increased profitability
• Introduce the activities that must be performed by the purchasing function
• Describe the impact of just-in -time production on purchasing
• Show how purchasing costs can be managed
• Show how to measure and evaluate purchasing performance
• Introduce the concept of strategic sourcing
• Describe how e-procurement aids sourcing
• Describe a model that can be used for developing and implementing partnerships with suppliers

CHAPTER 13: "Global Logistics"

After completing this chapter you should be able to

• Describe the major international supply chain channel strategies - exporting, licensing, joint ventures, direct ownership, importing, and countertrade
• Identify some of the uncontrollable factors that affect global logistics
• Identify the components and major organizations involved in exporting
• Define and discuss some of the basic terms associated with global logistics activities

CHAPTER 14: "Global Logistics Strategies" (Self Study)

After completing this chapter you should be able to

• Identify some of the controllable factors the affect global logistics activities
• Identify the organizational, financial, and managerial issues that relate to global logistics
• Examine logistics aspects within major global markets such as North America, the Pacific Rim, Western Europe, and Eastern Europe
• Discuss and provide examples of maquiladora operations

CHAPTER 15: "Organizing for Effective Logistics"

After completing this chapter you should be able to

• Identify how and effective logistics organization can affect a firm
• Describe various types of logistics organizational structures
• Explore the factors that can influence the effectiveness of a logistics organization
• Examine an approach to developing an optimal logistics organization
• Identify attributes that can be to measure organizational effectiveness
• Overview training issues related to the growth and development of logistics personnel.

CHAPTER 16: "Financial Control of Logistics Performance" (Self Study)

After completing this chapter you should be able to

• Show how logistics costs affect customer and product profitability reports in most companies
• Show limitations of current profitability reports in most companies
• Show the importance of accurate cost data
• Show how to use logistics costs for decision making
• Show how to measure and control performance of the logistics function

CHAPTER 17: "Measuring and Selling the Value of Logistics" (Self Study)

After completing this chapter you should be able to

• Show the various methods of measuring the value of logistics
• Identify the advantages and disadvantages of each of theses measures
• Show how logistics affects shareholder value
• Demonstrate how failure to measure and sell the value of logistics leads to suboptimal performance
• Show that value creation is a moving target

CHAPTER 18: "The Strategic Logistics Plan"

After completing this chapter you should be able to

• Show how to develop a strategic logistics plan
• Show how logistics audit can be used to formulate logistics objectives and strategy
• Identify challenges that the logistics professional will face in the future

M9: Advanced Case Learning in Project and Programme Management

"The Advanced Project and Programme Management Case Studies" module consists of four large integrated case studies. These cases involve integrating advanced project and programme management aspects with advanced aspects of project finance and risk, leadership and organizational behaviour, prescriptive and emergent corporate strategy, marketing and operations strategy, as also Total Quality Management.

Three cases are analysed and reported on in group context. Syndicates must submit a declaration of participation signed by each member. Members must utilize peer group control by disallowing non-participants signature on the declaration. The fourth case is for examination purposes. Learners are required to submit an individual examination assignment after completing a situation analysis of the case with their syndicate.

M 10: Work-context based Dissertation

A limited dissertation which investigates a problem-based project/programme management situation in the learner's work environment.

Integrated Assessment

Master's Degree Supervision and Assessment Policy

General Policy

The average age of learners who attend the College's Advanced Project Management Programme is 37 years. This places the College squarely in the domain of continued adult education. Approximate 70 per cent of learners are already in possession of first degrees or National Diplomas. The average age of 37 years confirms that our learners are generally well experienced and hold positions in middle to higher management.

The Cranefield College of Project and Programme Management's policy is to follow andragogic (adult learning) Outcomes Based Learning (OBL) curricula on all its learning programmes. Some advantages of OBL are: exposure to real-life situations; motivation to learn is self-imposed, because learners can see the practical application of knowledge, skills and attitudes they are acquiring during their studies; and the acquisition of various learning skills, which will assist them to become lifelong learners.

Specific evaluative tools have been developed and tested over time, which provide better measures of learning behaviour, knowledge and skills. Any modification or improvement in the curriculum needs to be based on sound reasoning and upon experimental evidence. On the Advanced Project Management Programme we have gained a significant amount of knowledge about the use of OBL in project management education since 1985, but further improvements and refinements are continuously required in order to meet the needs of the learners and that of society.

The approach taken by the Cranefield College of Project Programme Management was to stay away from the standard building-block structure, where a lot of content is shoved down the throats of the learners, which they do not retain anyway, and adopt a system where learners are actively involved in the learning process. The end result was the establishment of learning programmes, with the emphasis on problem solving, and an integrated approach to management-through-projects and programmes. The key features of the learning programmes are: the analysis of project/programme management situations as the main method of acquiring and applying knowledge; the development of independent, lifelong learning skills by learners; and the use of syndicate groups, with five to eight learners, as the central educational focus. The curriculum structure consists of a series of interdisciplinary Modules. Management-through-projects and programmes skills, including communication skills, are learned through an integrated arrangement from the beginning of the programme. Improvement and changes in individual Modules and in the programmes are on-going. Another unique feature of the programme includes the continuous exposure of the learners to their work situations and environments.

In a small group learning environment, the ability to communicate effectively with other syndicate members is an essential skill. Learners should be able to provide feedback in a constructive and supportive manner to each other, in order to improve individual and group performance in a team setting. The ability to present materials, learned during individual study, back to the group in clear, articulate manner based on evidence, is an important asset in group learning.

To make effective use of OBL, it is important that syndicate members are cooperative and supportive of each other, and share knowledge and resources freely among themselves. This is in contrast with the traditional schools where the pursuit of personal achievements is often encouraged, which creates intense competition among the learners. How to make creative use of the energy of dominating members, and how to encourage the participation of quiet members in a group, are the types of group skills which are essential for a successful learning team. Syndicate members should be able to set individual learning objectives, while respecting and participating in the setting and fulfilling of the objectives set up by the group. Some project management skills are often learned in a group, so that consideration for other group members is necessary. These skills are useful, since modern management-through-projects and programmes requires team approach, which will require their inter-personal skills.

For the above reasons the programmes follow an approach accordant with advanced adult learning. Moreover, the Master's degree learning programme is structured to add core modules (100 credits) to those already achieved for the Diploma and Postgraduate Diploma. The dissertation alone is required to be of sufficient quality and scope to be worth 80 credits (approximately 100 to 150 pages). The three modules, "Strategic Value Chain Management" (40 credits), "Advanced Programme Management Case Studies" (40 credits),and Reseach Methodology (20 credits) add 100 credits to bring the total to 180 credits.

The "Advanced Programme Management Case Studies" module consists of four large integrated case studies. These cases involve integrating advanced project and programme management aspects with advanced aspects of project finance and risk, leadership and organizational behaviour, prescriptive and emergent corporate strategy, marketing and operations strategy, as also Total Quality Management.

Research Policy and Procedures

Learners are expected to identify a specific topic in the project/programme management (or related) field of study on which to report. It is compulsory for learners to follow an action-learning approach, which compels them to select a specific topic from their immediate working environment. This policy ensures that the results of the research are outcomes-based. A pure literature study would be insufficient. It is compulsory that the research topic be approved by the learner's employer once accepted by the College's Research Committee.

After (a) identifying a specific topic, learners must (b) formulate the problem statement and set appropriate hypotheses where applicable. Next (c) the objectives of the study must be set. Special attention must be paid to defining the scope of the study when setting the objectives. The limitations of the study must also be clearly indicated.

Learners must identify sources of data and other relevant information when carrying out the literature survey. It is compulsory for learners to conduct a thorough literature study on the selected topic as part of their research. The "Research Methodology" Module in the academic programme is compulsory for all learners. Knowledge gained in research methodology will ensure correct formulation and presentation of the dissertation. Learners should utilize the resources of the Gold Fields Library and Information Center, the Cranefield College of Project and Programme Management's resource centre, as well as, their employer's resource centre when conducting their research.

The Research Committee of the Cranefield College of Project and Programme Management, chaired by Professor Erik Schmikl, will evaluate research proposals submitted by learners. The Research Committee will then appoint an appropriate supervisor, chosen from the academic staff of the College. Where appropriate, a co-supervisor may be appointed from the ranks of the learner's employer. An external examiner who may be the co-supervisor, shall also be appointed by the Research Committee.

It is the policy of the Cranefield College of Project and Programme Management to preferably appoint supervisors who hold doctor's degrees. At present, all of the full-time and part-time academic staff members hold doctor's degrees and/or professional qualifications at NQF Level 8. Having been engaged in post-graduate education up to doctorate level for most of their careers, they are highly experienced in the task of supervising dissertations and theses.

In preparing the research manuscript, learners shall pay special attention to the structure, style and technical presentation thereof. It is compulsory for all dissertations to be written in clear and correct language. It is advisable that the work be edited by a specialist editor in order to enhance its quality. Special attention must be paid to syntax, diction and format. Dissertations that fall short of the required standard will not be accepted. Learners shall communicate and meet with their supervisor(s) on a regular basis. The supervisor will dictate the actual frequency of communication and meetings.

The assessment of the dissertation is based on

• The learner's knowledge of the subject matter;
• Insight into the problem being researched;
• Practical application of knowledge, skills and attitudes in solving the problem;
• Understanding the analysis and application of theory applicable to the topic being researched;
• The research methodology followed;
• Meaningfulness of the conclusions and recommendations;
• Style, structure, technical presentation, syntax and diction.

A dissertation shall be awarded a distinction if the average mark of the examiners equals 75% or higher.

It is compulsory that an article prepared for potential publication in a recognized journal accompany the final submission for examination of the dissertation.

Learner Assessment and Achievement

General

The scope and period of programmes and examinations for the Master's degree and Diplomas are determined by the College Council. A learner who is enrolled for the Master's degree, will not be allowed to sit for the examination in a module unless the prescribed curriculum has been followed and satisfactory progress has been shown during the course of the module. A learner's module mark will depend on class attendance and the quality of assignments. After completion of a prescribed learning programme, a learner shall complete an examination in a relevant module. All examinations in Project and Programme Management, being an applied discipline, shall be outcomes-based.

In order to qualify for examination a learner must achieve a minimum module mark of 50%. In order to pass an examination, a learner must receive a minimum examination mark of 50%. This applies to modules and dissertations.

Re-evaluation and examination submission

A learner who fails a module examination may, by paying a deposit of R120.00, apply to the Registrar (Academic) for a re-examination by the internal examiner and, should the original result be upheld, by the external examiner. This application must reach the Registrar (Academic) within 14 days of the results being released.

Should a learner, on the basis of an assigned examination mark be of the opinion that the mark is not a true reflection of his or her ability, such a learner may request a discussion session with the relevant lecturer. The aim of such a discussion would not be to change the assigned mark, but rather to provide insight for the learner regarding, for example, an incorrect approach.

Recognition of examinations by other Higher Education Institutions

Where learners have successfully completed examinations in relevant subjects at other recognized Higher Education Institutions, the College will recognize these subject to certain conditions. Applications will be considered on merit.

Supplementary examinations

It is the policy of the Cranefield College of Project and Programme Management that supplementary examinations are allowed in all modules. In the case of dissertations, resubmission of an improved manuscript is allowed only by special permission of the Research Committee. Where improvements to a dissertation are recommended by the external examiner such improvements must be made within six weeks of notification and resubmitted for perusal. This would be applicable only in the case of minor improvements.

A learner shall achieve a minimum mark of 50% in any supplementary examination in order to pass.

Should a learner fail a supplementary examination in any module, the module may be repeated in the following cycle, with the learner again liable for the full fee.

A learner shall be awarded the Master's degree once all the examination requirements have been fulfilled. The Diploma or Degree is obtained with distinction if an average mark of 75% is achieved for the learning programme.

Panel of Supervisors for Master's Degree Dissertation

The following distinguished academics and practitioners constitute the Master's degree supervisory panel

Prof Gideon de Wet, DSc (Eng)

Prof Marthinus de Wet, DCom

Dr Xolile Guma, MA,Phd (Econ)

Dr Alwyn Kruger, DSc

Prof Manfred K�ster, BSc (QS), MBL, DBL

Dr Andre Lamprecht,BSc Eng, MBL,DBL

Prof Richard Lynch, (Middlesex University and author of the Module M 4 textbook on Corporate Strategy)

Prof Marius Maritz, CA(SA), BCompt (Hons), MBL, MA(Fin), ECF(Harvard)

Prof Pieter Steyn, BSc Eng, MBA, DCom

Prof Erik Schmikl, MA, MBL, Dlitt et Phil, ITP(Harvard)

Dr Phillip Theron, DSc (QS)

Prof Nic Wiehahn, SC, BA, LLD, LLD(hc), DBL(hc), DCom(hc)

Dr Michael Carruthers, (author of Module M2 recommended reading textbook)