Postgraduate Diploma in Project Management

Purpose

Skilled project managers are highly sought after across the world to manage change and innovation, lead teams, and plan large-scale projects. A qualification in project management is an asset to any professional looking to strengthen their project management skills and step into a leadership position within their chosen field.

The Postgraduate Diploma in Project Management will give individuals the expertise and confidence to successfully deliver complex, contemporary projects. Individuals will gain an understanding of the fundamental methodologies and learn to apply project management principles and practices. Graduating with a practical qualification provides a strong professional advantage in today's job market.

Individuals can study full-time for one year or part-time for over two years. By completing the qualification, it can provide access to the Learner School of Technology Management's Master's in Project Management (for individuals with a science, engineering, and technology-based bachelor's degree) or the Master's in Business Administration at the Gordon Institute of Business Science (GIBS).

Rationale

The Graduate School of Technology Management offers a master's in project management (MPM) and attracts 100s of applications per annum. Unfortunately, the niche entry requirement for the master's qualification (a science-based Bachelor's) results in only about 50% of applicants being accepted for the qualification.

The demand for quality project management education is expected to increase even further. Project management is the fastest-growing form of management in the world. "Over the next ten years, the need for project managers will expand faster than the demand for workers in other occupations. The project management-oriented workforce is predicted to rise by 33%, or almost 22 million new employees, by 2027

in seven project-oriented industries (Health care, manufacturing and construction, information services and publishing, finance and insurance, management and professional services, utilities, oil and gas). South Africa, as a developing country with numerous science, engineering, and technology management challenges, will also need to upskill its large, young, technically minded workforce to address national as well as international challenges brought about by global developments and the implications of the 4th industrial revolution. Currently, no professional body recognition will apply.

This qualification follows on from a bachelor's degree/BSc/National Diploma and has the purpose to

• Provide additional depth and specialisation in Project Management
• Provide continued education on a postgraduate level in project management for young professionals.
• Provide advanced and in-depth understanding and competence in the field of Project Management as preparation for engagement in an MBA or MPM qualification.

The qualification gives learners the expertise and confidence to successfully deliver complex contemporary projects. Learners will gain an understanding of the fundamental methodologies and learn to apply project management principles and practices within the context of science, engineering, and technology projects with a special focus on cost, risk, quality, communications, and procurement management.

The qualification provides the first step towards the management of projects in different businesses and exposes the young learner to management aspects such as planning projects and portfolios of projects, entrepreneurship, project innovation, quality, and risk through predefined courses.

Recognition of prior learning (RPL)

RPL for access

RPL is possible in line with the institution's RPL policy stipulation (Policy on Assessment and Accreditation of Prior Learning). The University has policies and systems to admit prospective learners who do not meet the formal or statutory requirements for entrance, but who demonstrate that they possess the appropriate knowledge and skills required for admission to a specific qualification. In this regard, the University supports the principle of RPL as a mechanism for providing prospective learners with status and the opportunity to enrol for a specific qualification (if the circumstances warrant it). These processes are controlled by the University.

Should a prospective learner possess sufficient prior knowledge and skills in the field of project management, the university will arrange for an entry examination and/or evaluation. Prospective learners who pass the entry examination and/or evaluation will then be allowed to register for the Postgraduate Diploma in Project Management.

Entry Requirements

The minimum entry requirement for this qualification is

• Advanced Diploma in Project Management, NQF Level 7.

Or

• Advanced Diploma in Business Project Management, NQF Level 7.

Or

• Advanced Diploma in Engineering Technology in Civil Engineering, NQF Level 7.

Or

• Advanced Diploma in Mechanical Engineering, NQF Level 7.

Or

• Bachelor of Business Administration in Project Management, NQF Level 7.

Or

• Bachelor of Commerce in Project Management, NQF Level 7.

Or

• Bachelor of Engineering Technology in Mechanical Engineering, NQF Level 7.

Or

• Bachelor of Engineering Technology in Civil Engineering, NQF Level 7.

This qualification consists of the following compulsory modules at National Qualifications Framework Level 8, totalling 120 Credits.

Compulsory Modules, NQF Level 8, 120 Credits

• Project management, 12 Credits.
• Advanced project management, 12 Credits.
• Techno-Economics, 12 Credits.
• Applied entrepreneurship, 12 Credits.
• Risk and Quality Management, 12 Credits.
• People, leadership and communication, 12 Credits.
• Systems thinking for project management, 12 Credits.
• Procurement management, 12 Credits.
• Agile project management, 12 Credits.
• Project innovation management, 12 Credits.

1. Demonstrate and apply coherent and advanced knowledge of key project management principles, standards and practices which are underpinned by appropriate theories, procedures and frameworks to execute contemporary projects.
2. Critically analyse information from interdisciplinary perspectives to develop innovative approaches and solutions to stakeholders' expectations through the creation, adaptation, implementation and use of project management theories, methods, principles and practices in various business contexts.
3. Identify project-related communication needs and prepare appropriate verbal, written and visual responses to communicate project management information to various stakeholders in a proficient and professional way that meets project needs in complex environments.
4. Critically identify, evaluate, justify and articulate appropriate responses to ethical issues and dilemmas in contemporary project environments.
5. Apply a systems approach and demonstrate accountability by working independently as well as interdependently to lead and manage in a diverse and multidisciplinary team and stakeholder environment.

Associated Assessment Criteria for Exit Level Outcome 1

• Interpret and discuss theories and frameworks that form part of the best practices of project management.
• Discuss the definitions, principles and processes needed for the management of projects in a specialised context.
• Apply best practices and standards to manage contemporary projects.

Associated Assessment Criteria for Exit Level Outcome 2

• Recognise and analyse contemporary and interdisciplinary stakeholder problems found within projects in a specialised context.
• Apply critical thinking techniques to develop innovative approaches and solutions to contemporary and interdisciplinary stakeholder problems in specialised context-related projects.

Associated Assessment Criteria for Exit Level Outcome 3

• Identify and list the communication needs of various stakeholders within specialised context-related projects.
• Prepare verbal, written, and visual content to be communicated to various stakeholders within specialised context-related projects.
• Communicate responses proficiently and professionally that meet the needs of various stakeholders in specialised context-related projects.

Associated Assessment Criteria for Exit Level Outcome 4

• Identify ethical issues and dilemmas in specialised context-related projects and evaluate these against acceptable practices and standards.
• Justify and articulate suitable responses to ethical issues and dilemmas in specialised context-related projects.

Associated Assessment Criteria for Exit Level Outcome 5

• Demonstrate the individual mastery of the knowledge needed for managing multi-disciplinary teams within specialised context-related projects.
• Demonstrate member interdependence by leading in an appropriate area of responsibility as part of an interdisciplinary team specialised context-related project.
• Demonstrate leadership in the completion of assignments in multidisciplinary teams specialized context-related projects.

INTEGRATED ASSESSMENT

Assessment is seen as central to the teaching and learning process. All assessment activities adhere to the UP-Assessment Policy and guidelines of being fair, reliable, valid, authentic and transparent. The University is accountable for the credibility of its qualifications and therefore responsible for collecting evidence of learners' achievement of learning outcomes at all levels of its qualifications, and particularly the exit level, according to standards set by the University and other relevant stakeholders.

Assessment is therefore integrated into the curriculum design process of the learning qualification and its component modules at a high level and matches learning outcomes. Constructive alignment is maintained between outcomes, learning activities, and the methods of and criteria for assessment.

Continuous assessment will be implemented to allow for multiple assessment opportunities, frequent feedback, and a range of assessment tasks such as discussion forums, quizzes, journal entries, tests, assignments, and project reports. Individual and group tasks, which may be self-assessed, peer-assessed, facilitator-assessed or assessed through automation, will be used throughout the qualification to develop an array of 21st-century skills among learners and to provide learners with different forms of feedback. Smaller participatory work will be given a lower weighting, while larger assignment work and tests will be given a higher weighting. No individual assessment opportunity will contribute more than 30% of the final mark. The final module mark will be a culmination of a minimum of seven assessment opportunities per module (e.g. 5 formative and 2 summative).

Both formative and summative assessments will be used as part of the continuous assessment model implemented in this online qualification. Formative assessment means a range of formal, non-formal, and informal ongoing assessment procedures used to focus teaching and learning activities to improve learner attainment. While Summative assessment means an assessment conducted at the end of sections of learning or at the end of a whole learning qualification, to evaluate learning achievements related to a particular qualification, part-qualification, or professional designation. All formative assessments will be viewed as formal assessments, which means assessments for which assessment processes, tools, and results are recorded towards the achievement of a qualification. Thus, all assessment opportunities, whether formative or summative, will contribute to the learner's final grade.

All assessment tasks have been aligned to the NQF level 8 level descriptors, and the purpose is to ensure that integrated assessment takes place to ensure applied knowledge and skills in the achievement of the exit level outcomes.

To ensure transparency of assessment practices, learners will have access to rubrics from the start of a module, which contain the assessment criteria and expectations required for assignments.

In line with the Teaching and Learning strategy, formative and summative assessment information reflects learners' progress, and lecturers monitor assessment information to track learners' engagement, participation, and performance, and more importantly, to identify at-risk learners during the qualification. Learner success and progress can be tracked and analysed via the university's learning management system (Blackboard, customised as click UP), which analyses and offers data relating to learners and their engagement with their learning, thus holding the potential to positively influence learner learning and progression.

Reasonable effort will be made to ensure that continuous assessment work is completed and submitted timeously, on a weekly basis, to ensure that the marking can be completed and feedback is provided within the week that follows. Since learners are off campus, the lecturer is available per appointment, or feedback is given via click UP by means of memorandums, rubrics, timely publication of assessment results, peer review, etc.

Internal and external examination of summative assessment practices takes place according to institutional policy. These requirements include the appointment of external examiners, guidelines on moderation and appeals process, and more. As the Postgraduate Diploma in Project Management comprises exit-level modules only, assessments will be moderated by external moderators appointed as per UP policy.

Evaluation of assessment practices, results and success rates will take place at the appropriate academic level (faculty, school, qualification and module) at least once a year, and the assessment practices will be adjusted based on the outcomes of the evaluation.

Learners must obtain an accumulated total of 50% or more and must have completed all summative assessments to successfully pass a module. A distinction is awarded to a learner who did not fail any module (excluding modules which have been discontinued within a week after commencement of the module) and obtained a weighted average of at least 75% (not rounded) calculated across all the modules and completed the qualification within a period of three consecutive years after first registration.

The institution commits itself to ensuring the integrity of the assessment process and to maintaining and implementing appropriate grievance procedures.