TU Delft
Education Type
Education print this page print this page     
2012/2013 Technology, Policy and Management Master Complex Systems Engineering and Management
Strategic Management of Large Engineering Projects
Module Manager
Name E-mail
Dr. W.W. Veeneman    W.W.Veeneman@tudelft.nl
Name E-mail
Dr.ir. M.G.C. Bosch-Rekveldt    M.G.C.Bosch-Rekveldt@tudelft.nl
Dr. S. Filippov    S.Filippov@tudelft.nl
Dr. W.W. Veeneman    W.W.Veeneman@tudelft.nl
Prof.dr.ir. A. Verbraeck    A.Verbraeck@tudelft.nl
Dr. J.L.M. Vrancken    J.L.M.Vrancken@tudelft.nl
Contact Hours / Week x/x/x/x
Education Period
Start Education
Exam Period
Course Language
Expected prior knowledge
SPM4132 Designing Multi-actor Systems from an Actor Perspective
Domain specific profile electives (for example spm9228 or spm6101)
Complex technological projects show a:

technological complexity: advanced technologies are applied with many technological interdependencies. This offers a situation where technology is dynamic and many uncertainties exist.;
social complexity: many different actors are involved with diverging interests and capacities.
The focus is on managing this type of projects. Attention is given to the role of planning, budgeting and design, steering in a situation of asymmetric information and external legitimating. A distinction is made between two management types:

project management (Alexander Verbraeck)
process management (Wijnand Veeneman).
The course is split up into three parts, first introducing the role of project management in large engineering projects, second reintroducing process management and its role in these projects, and finally a focus on the integration of both perspectives.
Course Contents
See Blackboard
Study Goals
Integration of traditional project management and process management is used as a basis for the analysis of complex technological projects and formulate recommendations for their management. Students are put in situations where they can acquire and apply skills. The objective is to let students understand how the application of project management and process management can support project goals. The analytical part focuses on understanding the pro�s and cons of both approaches and understand how they can be combined intelligently. The skills part focuses on the applying the acquired understanding in the simulated complex technological projects. The focus here is on Learning-by- doing.
A variety of forms is used: lectures, assignments, and simulation games. Also the examination focuses on the application of knowledge acquired during the course, using a short case description.

Learning goals are:
� Recognize complex technological projects.
� Apply project management in complex technological projects.
� Apply process management in complex technological projects.
� Explain the applicability of project management and process management tools for given cases.
� Appraise project situations for management interventions
� Select and combine appropriate responses from project management and process management.
Education Method
The course tries to combine analysis with experience. This means the course makes ample use of alternative forms of meetings, including assignments, simulation games, and workshops. These can be scheduled on different hours than the standard lecture hours. A full program is available at the opening lecture.
The assignments are handed out and discussed during the lectures and available on Blackboard. As the course makes ample use of alternatives form of lectures, dates and times of meetings can change. As Blackboard is the basis for communication, enrolment in Blackboard is requested.
Literature and Study Materials
Reader spm4416, available from Blackboard at the start of the course.

Miller, R. and D.R. Lessard, [2000] The strategic management of large engineering projects, MIT Press
The simulation game requires active participation. All assignments together form a case portfolio. This portfolio is 40 percent of the grade at the end of each quarter. Two written exams at the end of each quarter offer 60 percent of the grade at the end of each quarter. The final mark is the average of both quarters. Each assessment element should be passed with a minimum grade of 6.0.