Important notice
The course guide is provisional.
The PDF version of the course guide may take a few days to become available in the DDD.
Project Management and Communication
Code: 44751Credits: 9
| Degree programme | Type | Course |
|---|---|---|
| Archival Studies and Information Governance | OB | 2 |
Contact lecturer
- Name :
- Xavier Carmaniu Mainadé
- Email :
- xavier.carmaniu@uab.cat
Teaching staff
- Antoni Esparó Torras
- Jordi Gelabert Culla
- Anna Ferran Roig
Group languages
You can consult this information at the end of the document.
Prerequisites
L1. Marketing and Communication
No requirements
L2. Preventive conservation and archival equipment
No requeriments
L3. Project Management
No requirements
Objectives
L1. Marketing and Communication
- Knowing both the basic concepts and the basic techniques of marketing and communication as well as the latest trends that are being developed in the world of cultural communication in general.
- Learning to apply all these acquired knowledge about the archives and know how to apply them both from the archives themselves and from the perspective of the independent professional.
L2. Preventive conservation and archival equipment
- To provide the basic knowledge so that students, upon completing the training course, can identify the materials that make up a documentary collection, assess their state of conservation, and determine the treatments and preventive measures to be adopted to guarantee their future conservation.
- To provide knowledge on the different aspects that determine the good physical condition of a collection, both in its usual storage and during handling, consultation, digitization, or exhibition. The lines of action to be adopted both preventively and directly on the documents are presented.
L3. Project Management
- Understand the fundamental concepts and principles of project management.
- Learn skills and practical techniques for effective planning, execution, monitoring and control of projects.
- Develop the ability to plan and manage projects.
- Develop skills related to problem solving and communication skills in the context of project management.
Learning outcomes
- CA25 (Devise a communication system and preservation conditions for an archive centre, using non-sexist language and from an ethical, democratic perspective of archival science.) Devise a communication system and preservation conditions for an archive centre, using non-sexist language and from an ethical, democratic perspective of archival science.
- CA26 (Design the process and quality management system of an archive centre in keeping with the principles of ethical responsibility and respect for diversity.) Design the process and quality management system of an archive centre in keeping with the principles of ethical responsibility and respect for diversity.
- KA36 (Describe the project management and strategic planning of an archive centre.) Describe the project management and strategic planning of an archive centre.
- KA37 (Describe the communication, marketing, dissemination and educational services of archives.) Describe the communication, marketing, dissemination and educational services of archives.
- KA38 (Identify pathologies and preventive conservation of physical documentation.) Identify pathologies and preventive conservation of physical documentation.
- SA29 (Determine an archive centre's management system.) Determine an archive centre's management system.
- SA30 (Identify the equipment and conditions of archive services.) Identify the equipment and conditions of archive services.
- SA31 (Develop communication and marketing plans for an archive.) Develop communication and marketing plans for an archive.
Contents
L1. Marketing and Communcation
1. Introduction to marketing
2. The marketing plan
3. The communication plan
4. The communication channels
5. The use of Public Relations as a tool for communication in Archive Institutions
L2. Preventive conservation and archival equipment
1. Conservation concepts; preventive conservation, curative conservation, restoration.
2. Traditional materials and typologies of documentary heritage
3. Documentary supports and elements supported
4. Intrinsic causes of degradation and more common alterations (paper and parchment support)
5. Extrinsic causes of degradation and more common alterations (paper and parchment support)
6. Preventive conservation
6.1 Control of environmental variables
6.2 Pest control
6.3 Maintenance and cleaning
6.4 Manipulation and consultation
7. Deposit and storage
8. Restoration processes
9. Prevention plan
L3. Project Management
1. Introduction to project management
1.1. Definition of \"project\"
1.2. Project management
1.3. Objectives of a project
1.4. Key processes in Project Management
1.5. Phases in Project Management
1.6. Project Management Methodologies (Waterfall, Agile, Kanban, etc.)
2. The roles in a Project
2.1. The project team
2.2. The project manager
2.3. The customers
2.4. The stakeholders
2.5. The sponsors
3. Research and conceptualization
3.1. Collection of Information and/or requirements
3.2. SWOT analysis in projects
3.3. Other common analysis tools
4. Design of a project
4.1. Structure of Objectives
4.2. Creativity techniques applicable to projects
4.3. Business Model Canva and MK Mix in Project Management
5. Planning a project
5.1. The Technical Organization Chart or WBS
5.2. Efficiency improvement techniques
5.3. Resolution of planning conflicts
5.4. Duration estimation
5.5. Planning with computer tools (Project Libre)
6. Implementation of a project
6.1. Interactions within the team
6.2. Prototyping
6.3. Adapting to changes
6.4. Correction of deviations
6.5. Monitoring with IT tools
6.6. Implement in an agile environment
7. Preparation of a project (supervised)
7.1. Design of an MVP (Minimum Viable Product Version) of the project
7.2. Self-evaluation of the MVP
8. Public presentations of the projects
8.1. Building a 'deck' of presentations
8.2. Transforming a 'deck' into a 'pitch presentation'
Learning activities and methodology
| Title | Hours | ECTS | Learning outcomes |
|---|---|---|---|
| L3.Oral Presentation | 1 | 0.04 | |
| L2. Practical Activities | 15 | 0.6 | |
| L2. Virtual Sessions | 11 | 0.44 | |
| L3.Project Development | 15 | 0.6 | |
| L2. To accomplish working files about practical activities and visits | 10 | 0.4 | |
| L1. Case study projects | 10 | 0.4 | |
| L2. Visit to Archival Institutions | 4 | 0.16 | |
| L3.Lecture | 2 | 0.08 | |
| L1. Interactive classes (online if required) | 15 | 0.6 | |
| L2. Study and Analysis of case study | 5 | 0.2 | |
| L3.Project Follow up | 5 | 0.2 | |
| L3.Workshops and Class discussions | 2 | 0.08 | |
| L1. Study and analysis of cases chosen by the students | 15 | 0.6 | |
| L1. Online sessions | 15 | 0.6 | |
| L2. Reading of papers and articles | 5 | 0.2 |
The course wil be teach in catalan
L1. Marketing & Comunication
The training methodology includes face-to-face/virtual lectures, as well as continuous assessment activities during the course (case studies, exercises, etc.) to be developed individually and/or in groups. This line also includes the completion of a final project where all the learning acquired throughout the sessions will be implemented.
L2. Preventive conservation and archival equipment
The methodology of the training course includes face-to-face/virtual classes, as well as assessment activities during the course (practicals and visits) to be carried out individually and/or in groups. This line also includes a final multiple-choice exam.
The language used during the course will be Catalan.
A detailed schedule outlining the content of each session will be presented on the first day of the course and will be available on the course’s Virtual Campus, where students will find the various teaching materials deemed appropriate by the instructors and necessary information for effective course monitoring. Should the teaching modality change for reasons of force majeure according to the competent authorities, the teaching staff will inform students of any modifications to the course schedule and teaching methodologies.
Note: The course content will be sensitive to issues related to gender perspective and the use of inclusive language.
L3. Project Management
The training methodology includes face-to-face/virtual lectures, as well as continuous assessment activities during the course (case studies, exercises, etc.) to be developed individually and/or in groups. This line also includes the completion of a final project where all the learning acquired throughout the sessions will be implemented.
Assessment
Continuous assessment activities
| Title | Weight | Hours | ECTS | Learning outcomes |
|---|---|---|---|---|
| L3. Final deck delivery | 45% | 12 | 0.48 | CA25, CA26, KA36, KA37, SA29, SA30, SA31 |
| L2. Practical activities | 40 % | 20 | 0.8 | KA38, SA30 |
| L1. Participation | 10% | 5 | 0.2 | CA25, CA26, KA36, KA37, KA38, SA29, SA30, SA31 |
| L3. Final Presentation | 10% | 3 | 0.12 | CA25, CA26, KA36, KA37, SA29, SA30, SA31 |
| L1. Practical exercices | 40% | 10 | 0.4 | CA25, CA26, KA36, KA37, KA38, SA29, SA30, SA31 |
| L2. Technical Visit Assignment | 10 % | 5 | 0.2 | KA38, SA30 |
| L3. Development of a Project | 45% | 10 | 0.4 | CA25, CA26, KA36, KA37, SA29, SA30, SA31 |
| L2. Writing Exam | 50 % | 20 | 0.8 | KA38, SA30 |
| L1. Evaluation activities | 50% | 10 | 0.4 | CA25, CA26, KA36, KA37, KA38, SA29, SA30, SA31 |
L1. Marketing and Communication
The evaluation of the L1 will consist of a project and complementary exercises previously agreed upon at the beginning of the learning sessions.
L2. Preventive conservation and archival equipment
The evaluation of the L2 will consist of practical exercises, a written exam and a commentary on an archive visit.
This course/module does not provide for a single-assessment system.
For this subject, the use of Artificial Intelligence (AI) technologies is allowed exclusively in support tasks, such as bibliographic or information search, proofreading or translations. The student will have to clearly identify which parts have been generated with this technology, specify the tools used and include a critical reflection on how these have influenced the process and the final result of the activity. Non-transparency of the use of AI in this assessable activity will be considered as academic dishonesty and may lead to a partial or total penalty in the mark for the activity, or higher penalties in serious cases.
Students will be entitled to reassessment in the course if they have been evaluated on a set of activities accounting for at least two-thirds of the total course grade.
The performance of any irregularity in an evaluation act (academic fraud, plagiarism or improper use of AI, unless this use is expressly authorized by the teaching guide), which may lead to a significant variation in the grade, assumes that this act will be graded with a 0. In the event that the teaching guide foresees that in order to pass the subject it is an essential requirement to have obtained a minimum grade in this evaluation act or that there are several irregularities in the evaluation acts of the same subject, the final grade of this subject is 0. Apart from this, a disciplinary process may be instructed to the student that incurs any of these irregularities.
Any student suspected of submitting assignments that have been generated by AI, written by others or copied; include unattributed AI-generated content, or fall outside the permitted scope, may be asked to provide the preliminary work or other materials that can demonstrate it is original work and the result of their own authorship. They may also be asked to separately explain or justify their work. Teachers may also use AI detection systems or carry out any verification tasks they deem appropriate. If, after review, the instructor detects irregularities, the assignment may be graded zero, and the student may be subject to further disciplinary action.
L3. Project Management
The evaluation of the project management training course includes three evaluation blocks:
- Development of a project
- Delivery of a project deck
- Final presentation of the project
In the event of failing all of the above, the student will opt for re-evaluation through a theoretical-practical exam.
Bibliography
L1. Marketing & Comunication
AA.DD (2009). Archivos y cultura. Manual de dinamización. Gijón: Ediciones Trea.
ABATI, G.; IMAS, J. (2010). Guia d’innovació en màrqueting i processos comercials. Barcelona: Generalitat de Catalunya, Departament d’Innovació, Universitats i
ALBERCH, R.; BOIX, L.; NAVARRO, N.; VELA, S. (2001). Archivos y cultura. Manual de dinamización. Gijón: Ed. Trea.
CHABIN, M-A. (2005). “L'èxit del mot 'arxiu' als mitjans de comunicació: una oportunitat per als arxivers”. A: Lligall [Barcelona], núm. 23, p. 135 – 151.
CHARBONNEAU, N. (1994). “Marketing de archivos. El control de resultados”. A: Tábula, núm. 3, p. 235-246.
CHIAS, J. (1995). Marketing público. Madrid: McGraw-Hill / Interamericana de España, S.A.
COLBERT, François; CUADRADO, Manuel (2003). Marketing de las artes y la cultura. Barcelona: Ariel.
FONTANALS, R; SAURÍ, M. C.; SERCHS, J.; SOLÀ, F.; TORRAS, M.; BORRÀS, J. (2005). “La comunicació externa dels arxius a Catalunya: per un 'feedback' global”. A: Lligall [Barcelona], núm. 23, p. 153 – 189.
GARCIA RIBAS, Carmen (2005). “Claus per a una comunicació eficaz”. A: Lligall [Barcelona], núm. 23, p. 11-16.
GRAELLS, J. (2011). “Les xarxes socials revolucionaran la professió d‟arxiver”. A: Lligall [Barcelona], núm. 32, p. 157 – 171.
HALLAM, E. (2005). “Establint contactes: els arxius i el públic”. A: Lligall [Barcelona], núm. 23, p. 77 – 115.
ITURRATE, G. (1993). “Aproximació teòrica a la tipologia dels usuaris d’arxius”. A: Lligall [Barcelona], núm. 7, p. 77-96.
KOTLER, PH. (2004). El marketing de servicios profesionales. Barcelona: Paidos.
KOTLER, N.; KOTLER, PH. (2001) Estrategias y marketing de museos. Barcelona: Ariel.
LAPORTE, A. (2004). “3r Laboratori d'Arxius Municipals: El coneixement i la imatge dels arxius a Catalunya”. A: Lligall [Barcelona], núm. 22, p. 485-502.
LEWIS, M. (1993). “Marketing i publicitat per a arxivers”. A: Lligall [Barcelona], núm. 7, p. 65-74.
LOZANO, F., i altres (1996). El Archivo, un centro vivo y abierto a la actividad escolar. Propuesta didáctica. Toledo: Consejeria de Educación y Cultura.
MAURI, A. (1995). \"La imatge de l'arxiu\". A: Lligall [Barcelona], núm. 9, p. 97-103.
PARMERLEE, David (2002). Cómo preparar un plan de marketing. Barcelona: Gestión 2000.
PIETERSE, W. (1995). “L’arxiu i la difusió”. A: Lligall [Barcelona], núm. 10, p. 189- 195.
RANDALL, Geoffrey (2003). Principios de marketing. Madrid: Thomson; Paraninfo.
REVERTÉ VIDAL, Maria Pilar (2004). “Patrimoni documental, patrimoni de tots: una reflexió per la creació d'una xarxa de serveis didàctics en arxius”. A: Lligall [Barcelona], núm. 22, p. 123-159.
SAINZ DE VICUÑA, J.M. (2000). El plan de marketing en la práctica. Madrid: Esic Editorial.
SANCHO ROYO, D. (2002). Gestión de servicios públicos: estrategias de marketing y calidad. Madrid: Editorial Tecnos.
SANTESMASES, M. (2001). Marketing, conceptos y estrategias. Madrid: Ediciones Pirámide.
SAURÍ 1999
SAURÍ, Concepció (1999). \"Mitjans de comunicació i arxius municipals: l'experiència de l'Arxiu Municipal de Palafrugell\". A: Lligall [Barcelona], núm. 15, p. 185-207.
SUQUET, M. Àngels (2003). “Els arxius com a agents culturals”. A: Lligall [Barcelona], núm. 21, p. 73-84.
TARRADELLAS PRAT, E. (2012). “L‟ús de Twitter en el món dels arxius”. A: Lligall [Barcelona], núm. 33-34, p. 35 – 63.
TARRÉS, A. (2005). “Propostes per a l'aplicació del màrqueting als arxius”. A: Lligall [Barcelona], núm. 24, p. 181 – 222.
TARRÉS, A. (2006). Márquetin y archivos. Gijón: Ediciones Trea.
TRIBÓ, G. (Coord.) (2002). Didàctica amb fonts d’arxius. Llibre d’actes. Primeres jornades Ensenyament –Arxius. Barcelona: ICE.
YAKEL, E. (2005). “Els arxius a l'era de l'accessibilitat”. A: Lligall [Barcelona], núm. 23, p. 117 – 134.
L2. Preventive conservation and archival equipment
AA.VV 2006. AA.VV. La problemàtica dels fongs en el patrimoni documental. Barcelona: Departament de Cultura, 2006. (Col·lecció Arxivística i gestió documental. Sèrie Conservació i restauració; núm. 1).
AA.VV 2008. AA.VV. Protocols per a la prevenció, el control i el tractament de les infeccions per microorganismes que afecten al patrimoni documental. Barcelona: Departament de Cultura i Mitjans de Comunicació, 2008. (Col·lecció Arxivística i gestió documental. Sèrie Conservació i restauració; núm. 2). ISBN 978-84-393-7848-8.
AA.VV 2008 AA.VV. Conservación preventiva y procedimientos en exposiciones temporales. [Madrid]: Grupo Español del IIC, [2008]. ISBN 978-84-612-6181-9.
VAILLANT1996 Vaillant Callol, Milagros; Valentín Rodrigo, Nieves. Principios básicos de la conservación documental y causas de su deterioro. Madrid: Instituto del Patrimonio Histórico Español, 1996. ISBN 84-8181-150-5.
TACON 2008 Tacón Clavaín, Javier. La conservación en archivos y bibliotecas : prevención y protección. Madrid: Ollero y Ramos, [2008]. ISBN 978-84-7895-252-6.
TACON 2009 Tacón Clavaín, Javier. La restauración en libros y documentos: técnicas de intervención. Madrid: Ollero y Ramos, 2009. ISBN 978-84-7895-257-1.
TACON 2011 Tacón Clavaín, Javier. Soportes y técnicas documentales: causas de su deterioro. Madrid: Ollero y Ramos, 2011. ISBN 978-84-7895-263-2
MC CLEARY 2001 Mc. Cleary, John; Crespo, Luís.El cuidadode libros ydocumentos : manual práctico de conservación yrestauración. Madrid: Clan, 2001. (Artes y oficios del libro; 2). ISBN 84-89142-51-3.
MAYNÉS 2005 Maynés, Pau. La conservació de col·leccions de fotografies. [Barcelona]: Departament de Cultura, 2005. (Museus. Documentació). ISBN 84-393-6756-2.
PAVÁO 2001 Paváo, Luís. Conservación de colecciones de fotografia. Andalusia: Instituto Andaluz de Patrimonio Histórico, Centro Andaluz de la Fotografía, 2001. (Cuadernos técnicos / Centro Andaluz de Fotografía; 5). ISBN 84-8266-174-4.
SANCHEZ 1999 Sánchez Hernampérez, Arsenio. Políticas de conservación en bibliotecas. Madrid: Arco/Libros, [1999]. ISBN 84-7635-393-6
CALVO 2004 Calvo Torras, M Angeles; Corcuera Marín, Esther. Alteraciones del soporte celulósico provocadas por hongos. Butlletí de Conservació-Restauració del Grup Tècnic. 2004, núm. 47. PH Boletín del Instituto Andaluz del Patrimonio Histórico. 2005, núm. 53, p. 18-23.
URGELLÈS 2002 Bello Urgellès, Carme; Borrell Crehuet, Àngels. El patrimonio bibliográfico y documental : claves para su conservación preventiva. Gijón: Trea, [2002]. (Biblioteconomía y administración cultural; 57). ISBN 84-9704-033-3.
VERGARA 2002 Vergara, José. Conservación y restauración de material cultural en arxivos y bibliotecas. València:Biblioteca Valenciana, 2005. (Colección profesional) 84-482-4252-1.
GASCOIGNE 2004 Gascoigne, Bamber. How to Identify Prints: A Complete Guide to Manual and Mechanical Processes from Woodcut to Inkjet. Thames & Hudson, 2004
LAVÉDRINE 2009 Lavédrine, Bertrand. Photographs of the Past: Process and Preservation. Getty Publications Imprint: Getty Conservation Institute; 2009. ISBN 978-0-89236-957-7
JÜRGENS 2009 Jürgens, Martin C. The Digital Print – Identification and Preservation. Getty Publications, Imprint: Getty Conservation Institute; 2009
WEBSITES
http://www.nedcc.org/free-resources/preservation-leaflets/overview
http://www.heritagepreservation.org/
http://www.getty.edu/conservation/
http://www.bl.uk/blpac/publications.html
http://www.bnf.fr/fr/professionnels/conservation.html
https://www.imagepermanenceinstitute.org/
https://www.culturalheritage.org/resources/collections-care
https://www.conservation-wiki.com/wiki/Photographic_Materials
https://www.conservation-wiki.com/wiki/Preventive_Care
https://www.canada.ca/en/conservation-institute.html
https://app.pch.gc.ca/application/cdl-ldc/description-about.app?lang=en
https://ipce.culturaydeporte.gob.es/conservacion-y-restauracion.html
https://collectionstrust.org.uk/wp-content/uploads/2017/03/Museums-Galleries-Commission-Relative-Humidity-and-Temperature-Pattern-Book-2000.pdf
https://www.english-heritage.org.uk/learn/conservation/collections-advice-and-guidance/
L3. Project Management
ANDERSON, David J.; CARMICHAEL, Andy. (2016). Essential Kanban condensed. Seattle: Lean Kanban University Press.
BATALLER, Alfons. (s.f.). Gestió de projectes. Barcelona: UOC.
GOODPASTURE, John C. (2016). Project Management The Agile Way, J. Ross Publishing.
GROSSMAN, Scott. (2017). Minimum Viable Product: Master Early Learning and Develop an MVP with Scrum, CreateSpace Independent Publishing Platform.
JAJAMOVICH, MELINA. (2019). Agilidad en 4 estaciones, Temas Grupo Editorial.
LUCAS SANZ, Araceli (2024). Gestión de proyectos, Ideaspropias Editorial.
NOKES, Sebastian; GREENWOOD, Alan. (2006). La guía definitiva de la gestión de proyectos, Pearson Educación, Madrid.
OZGULER, IPEK SAHRA. (2020). The Perspective of Women Project Management Professionals.
PEREÑA BRAND, Jaime. (1996). Dirección y Gestión de Proyectos, Ed. Díaz de Santos.
SCHWABER, Ken; SUTHERLAND, Jeff. (2020). Scrum guide. Creative Commons. Available at: https://scrumguides.org .
SOSHOBA, ZUZANA. (2016). The great scrummaster, Addison-Wesley Professional.
VV.AA. (2017). Guía de los fundamentos de la gestión de proyectos – Séptima edición. Pensilvania: Project Management Institute.
Software
Microsoft Teams
Course groups and languages
The information provided is provisional until November 30. After this date, you will be able to consult the language of each group through this link. To access the information, you will need to enter the course CODE
| Type of teaching | Group | Language | Semester | Shift |
|---|---|---|---|---|
| (TEm) Theory (master) | 1 | Catalan | first semester | afternoon |