Project Cycle Management in IT (CARNET)

An instructor-led lecture covering the key concepts of IT projects, including basic definitions and specifities of IT projects.

Students will discuss various examples of IT projects in small groups, identifying the core components and challenges of each example.

Teacher will inform students about basic concepts of EU funded projects to provide a big picture on the entire course content. 

Teacher will inform students about the PM proffession and competences needed by project managers.

Teacher will present some of the latest research in IT project management and encourage a discussion with students. 

Students search and analyse IT projects financed from EU funds, from Erasmus+ and Horizon project databases, prior to lecture.

Students presents and discuss about the type of IT projects that can be financed from EU funds.

Students are divided into teams of 4 based on their competency assessment - it is important to cover students with different background (knowledge about project management, developer, specific knowledge in the field...).

Another important aspect is student interest for certain horizontal priority!

Plan for brainstorming session (generated with ChatGPT):

• • Phase 1: Research (5 minutes): Each team reviews a list of EU funding priorities (e.g., digital transformation, sustainability, or social inclusion). Briefly discuss the goals.
  • Phase 2: Idea Generation (15 minutes): Teams brainstorm IT project ideas, ensuring they align with at least one EU funding priority. Choose the top 1-2 ideas.
  • Phase 3: Project Brief (10 minutes): Teams outline the chosen project idea, specifying:
    • Project Title
    • Target Problem/Need
    • Target Group/Users
    • Expected Impact
    • Alignment with EU Priorities

• Outcome: Each group presents their project idea briefly (2 minutes per team) at the end, focusing on its potential impact and alignment with EU funds.

Based on the idea, students create project canvas, including: 

• Project Name & Description: Short summary of the project idea.
• Stakeholders: Key individuals or organizations involved or impacted.
• Objectives & Goals: Main outcomes and objectives of the project.
• Value Proposition: The unique value the project delivers.
• Key Activities: Critical actions or steps needed to achieve objectives.
• Resources: Key resources (e.g., people, tools, finances).
• Timeline & Milestones: Major phases and milestones.
• Risks & Assumptions: Potential risks and assumptions.
• Budget: High-level budget estimate.
• Success Metrics: Criteria to measure project success.

Lecture including topics of project lifecycle and differences between project and product development.

Lecture on basics of traditional and agile methodologies, methods and tool for managing IT projects.

Plenary discussion with students on certain aspects of different PM methods and tool, and their application in practice.

A simulation of scrum will be done though an interactive game: https://www.ppm.academy/post/the-agile-paper-airplane-game

Based on the prepared project canvas, students present their idea in 3 minutes and receive feedbak from teacher

Students have to explore and choose one of the PM tool in which they will plan and manage their projects (i.e. Asana, Trello, Jira...)

Teacher presents basic concepts related to functional, non-functional requirements and other project requirements. 

Teacher presents basic concepts related to WBS in It projects.

Students recognize some project requirements and WBS based on their previous projects.

Students have to define project requirements, including:

• Functional Requirements which define what the software should do.
• Non-Functional Requirements which specify how the system should perform.
• Project Requirements which provide the constraints and conditions for the project’s execution and management.

Students have to create WBS including at least 4 levels, i.e.:

• Level 1: Project Name (e.g., "E-commerce Website Development")
• Level 2: Major Deliverables/Phases (e.g., "Development and Coding")
• Level 3: Sub-deliverables or Components (e.g., "Develop Front-End")
• Level 4: Work Packages or Tasks (e.g., "Code homepage layout")

Teacher presents basic cost and scheduling techniques.

Discussion on examples of projects estimations

Students explore examples of different projects, related to their estimation and scheduling  

Students have to create CPM and Gantt chart for their project

Students have to prepare project cost estimation, including direct and indirect costs

Students have to prepare project cost and schedule estimation in a tool

Teacher presents topics related to staffing in IT projects, including Organizational Breakdown Structure (OBS) and RACI matrix

Students discuss on different roles in IT projects, including IT project manager, scrum master, product owner, developers etc.

Students create OBS for their project

Students create RACI matrix for their project

Plenary lecture on  risk management that involves identifying, assessing, prioritizing, and mitigating potential risks that could impact project objectives such as scope, budget, timeline, and quality.

Examples, and group discussions

Students prepare risk management plan for their projects.

Students presents their risk management plan and receive feedback from teachers and peers

Student independently prepare for the periodical exam.

Student independently prepare for the periodical exam.

Student independently prepare for the periodical exam.

Student independently prepare for the periodical exam.

Student independently prepare for the periodical exam.

Student take the exam.

Students reflect on the results of the exam based on the analysis presented by the teacher.

Teams work collaboratively to finalize their IT project applications, integrating feedback received throughout the course.

Students will analyze the evaluation criteria for IT projects. Based on that, they will make further adjustments to their IT project applications.

Students submit their final project proposals. The teacher and employers will assess the final projects.

This lecture will provide an overview of the EU's strategic planning of funding programs, covering the Horizon scanning, the main goals, priorities, and structure of key funding programs such as Horizon Europe, Erasmus+, and the European Structural and Investment Funds. Students will gain an understanding of how these programs contribute to R&D projects in IT.

Students will be given several examples of funded IT-related projects. In this discussion session, students will engage in a group discussion focusing on the eligibility criteria and evaluation process for EU funding of IT projects. They will critique and debate how these criteria influence project planning and execution.

Students work independently and investigate on their own Horizon Scanning publications and different EU programs based on provided e-book,  links and material in Moodle and external sources.  Additionally, they research EU fund absorption capacity and project success factors.

Students will investigate and analyze case studies of successful IT projects funded by the EU. This activity will involve searching for relevant documentation, identifying key factors that contributed to their approval, and discussing these findings in groups. Students will classify several projects into suitable programs. 

A practical workshop where students will work in teams to develop a mock project idea for an EU-funded IT R&D project. They will create elements basic description of the project and find appropriate project calls for which the project idea can be eligible. 

Students will exchange their draft proposals with peers and provide detailed feedback. This peer review session focuses on evaluating the completeness, coherence, and feasibility of the proposals, encouraging students to refine their ideas based on peer suggestions.

Based on the inputs from the other team, the project team investigates further and prepares a new project idea. 

The teacher will present a need analysis for various EU funding programs relevant to IT R&D projects as well as evaluation criteria that include need analysis. How to find similar projects, and research papers to support project ideas? How to build problem tree? 

In small groups, students will discuss how to align a project's specific needs with the eligibility criteria of suitable EU programs. They will articulate their understanding and challenge each other's ideas on the best programs for hypothetical project scenarios.

Students watch a short video on problem tree and objective tree construction or listen the lecture on the topic.

In teams, students discuss the most pressing issues related to their project idea. They start building a problem tree.

Students will independently investigate different EU funding programs. They will compare criteria, eligible activities, and application processes, documenting their findings in a comprehensive report.

Students work in teams to finish the problem trees and identify the wider and specific objectives of their project proposal.

Students will start preparing a project charter. They will consider the funding program priorities, possible partners, overall budget and duration, in line with the chosen line of financing. 

Students will practice writing a needs analysis document for a mock IT R&D project, ensuring alignment with EU program requirements. They will prepare a problem tree and an objectives tree (supported by references - policy documents, research papers, previous projects) and develop a project charter.

Students will watch a video that provides an overview of the Logical Framework Matrix (LFM), including its purpose, structure, and application in project management. Key concepts such as goals, objectives, outputs, and activities will be discussed.

Students will discuss the LFM basics and have an opportunity to ask questions during class time with a teacher.

Students are presented with examples of Logical Framework Matrices from past projects. They participate in a group discussion, where they will analyze and critique the examples. This will help them understand how to effectively use the matrix and how to identify common mistakes.

Working in teams, students will start drafting a Logical Framework Matrix for their project. In this first step, they will fill in the first column and the second row. They will present their drafts to the class for feedback.

Students will independently research online and offline resources to find case studies and examples of successful applications of the Logical Framework Matrix. They will gather information on best practices and look for examples of indicators and measures of indicators.

Students engage in individual research to identify suitable indicators for their IT project proposals. They will explore various resources, including EU-funded project databases, to understand which indicators align well with their specific objectives and strategic goals.

Building on the first draft and their findings on indicators, students will continue working on the LFM for their IT project. They will further develop project objectives, results, activities, and indicators. Students will align their LFM with the strategic goals of their proposed EU-funded projects.

Teams will present their draft LFM to peers for critique. They will receive constructive feedback aimed at improving clarity, alignment with project objectives, and comprehensiveness of risk management strategies. This activity helps students refine their projects based on peer insights.

Based on the received feedback, students will further upgrade the draft LFM for their IT projects. They will submit the final version for assessment.

In class, the teachers presents students with examples of WBSs from real projects. The examples are discussed based on the questions given by the teacher (e.g., what is the difference in WPs considering the rules of different calls; how many levels and WPs seems plausible with regard to projects of different complexity and budget; where are the WBS elements placed in an LFM).

Students engage in a lecture with discussion on dissemination.

Students engage in a lecture with discussion on project management in the context of an international R&D project compared to an IT project performed by one provider.

Students reflect on their knowledge on WBS from the first part of the course, reading materials and their LFM and prepare the first draft of the WBS for their R&D project.

Teams present the WBSs for their R&D projects and get feedback from teachers and peers.

Working in teams, students prepare dissemination plans for their R&D projects.

Teams switch their dissemination plans and provide peer feedback. They can also ask the teacher for feedback.

Teams finalize their dissemination plans, incorporating the received feedback. They submit the assignment for assessment.

Students investigate the financal rules of the given call ahead of the class.

Students will attend a lecture where they discuss with the teacher the specific financing rules of EU-funded R&D projects. The session will cover the categories of eligible costs and how funds are allocated for different activities and work packages.

Students will take a short quiz covering the basics of project financing.

Students will investigate examples of previous R&D projects that were successfully funded by the EU. They will explore and analyze the financial structures and allocations presented in these project proposals, gaining insights into practical applications of the rules.

Students will start creating a basic financial plan for their R&D project. They will categorize eligible costs and allocate funds in accordance with the EU financing rules learned in the unit.

Students will work to estimate costs and categories of costs for each work package. Facilitated by teachers, the workshop will provide guidance and feedback on appropriate cost allocation.

Each project team will consolidate their budgeting efforts into a formal presentation that outlines their financial plan, cost justifications, and alignment with financing rules. This presentation will be assessed by teachers and peers.

Students will work in teams to finalize the budget for their R&D projects, incorporating the received feedback. They will submit the assignment for assessment.

Students will attend a lecture that provides an overview of theoretical insights and practical guidelines on impact planning, implementation, and monitoring of R&D projects. The lecture will address key components such as analyzing roles and responsibilities, preparing a detailed impact plan, and ensuring the fulfillment of project goals.

Students will investigate real-world case studies of successful R&D project implementations. This activity involves exploring project documentation to identify critical success factors, challenges, and the methods used to address them in alignment with EU project rules. Student will be provided with project reports, impact plans, evaluations.

In a hands-on workshop, students will work in teams to create a detailed impact plan for their R&D project proposal. They will be tasked with drafting strategies to ensure consistent monitoring and successful achievement of the predefined impacts.

Teams will consider the project application form (in line with the call) and ask the teacher any questions related to the finalization of the project proposal.

Student independently prepare for the periodical exam.

Student independently prepare for the periodical exam.

Student independently prepare for the periodical exam.

Student independently prepare for the periodical exam.

Student independently prepare for the periodical exam.

Student take the exam.

Students reflect on the results of the exam based on the analysis presented by the teacher.

Teams work collaboratively to finalize their R&D IT project applications, integrating feedback received throughout the course and aligning with specific EU tender criteria.

Students will analyze the evaluation criteria for R&D IT projects. Based on that, they will make further adjustments to their R&D project applications.

Students submit their final project proposals and participate in a peer review session, evaluating each other's project applications based on the tender criteria and conditions. They provide feedback to peers to improve the quality of the applications. Teacher will assess the final applications.