Administracja Centralna Uczelni - Wymiana międzynarodowa (S1)
Sylabus przedmiotu Cost-Benefit Analysis and Optimisation:
Informacje podstawowe
| Kierunek studiów | Wymiana międzynarodowa | ||
|---|---|---|---|
| Forma studiów | studia stacjonarne | Poziom | pierwszego stopnia |
| Tytuł zawodowy absolwenta | |||
| Obszary studiów | — | ||
| Profil | |||
| Moduł | — | ||
| Przedmiot | Cost-Benefit Analysis and Optimisation | ||
| Specjalność | przedmiot wspólny | ||
| Jednostka prowadząca | Katedra Konstrukcji, Mechaniki i Technologii Okrętów | ||
| Nauczyciel odpowiedzialny | Zbigniew Sekulski <Zbigniew.Sekulski@zut.edu.pl> | ||
| Inni nauczyciele | |||
| ECTS (planowane) | 6,0 | ECTS (formy) | 6,0 |
| Forma zaliczenia | zaliczenie | Język | angielski |
| Blok obieralny | — | Grupa obieralna | — |
Formy dydaktyczne
Wymagania wstępne
| KOD | Wymaganie wstępne |
|---|---|
| W-1 | Cost-Benefit Analysis (CBA), industrial projects, decisions, optimisation |
Cele przedmiotu
| KOD | Cel modułu/przedmiotu |
|---|---|
| C-1 | To give relevant knowledge for calculating and comparing benefits and costs of industrial project or decision (hereafter, "project"). Lecture has two purposes: (1) to determine if it is sound investment/decision (justification/feasibility), (2) to provide basis for comparing projects. It involves comparing total expected cost of each option against total expected benefits, to see whether benefits outweigh costs, and by how much. |
Treści programowe z podziałem na formy zajęć
| KOD | Treść programowa | Godziny |
|---|---|---|
| projekty | ||
| T-P-1 | Cost benefit analysis steps of the sample business project – a short summary. STEP 1 – Define the problem/opportunity; Describe the background: (1.1) problem or opportunity statement, (1.2) objective/objectives, (1.3) the voice of the stakeholder (customer) and decision criteria, (1.4) background, (1.5) quick review. STEP 2 – Define scope; Formulate facts and assumptions: (2.1) scope, (2.2) formulate facts and assumptions, (2.3) quick review. STEP 3 – Define alternatives: (3.1) introduction, (3.2) define the status quo, (3.3) the status quo as a baseline, (3.4) documenting the status quo, (3.5) define alternatives / courses of action (COA), (3.6) describe second and third order effects (cause and effect), (3.7) quick review. STEP 4 – Develop cost estimates for each alternative: (4.1) cost concepts, (4.2) other types of costs, (4.3) the cost analysis / estimating process, (4.4) cost analysis process, (4.5) cost estimating strategy, (4.6) trade offs, (4.7) organizing cost data for display, (4.8) inflation and its impact on costing, (4.9) quick review. STEP 5 – Identify quantifiable and non-quantifiable benefits: (5.1) benefits analysis overview, (5.1.1) quantifiable benefits, (5.1.2) non-quantifiable benefits, (5.2) identify, estimate, and evaluate benefits, (5.2.1) identifying benefits, (5.2.2) benefit categories, (5.2.3) estimating quantifiable benefits, (5.2.4) evaluating non-quantifiable benefits, (5.2.5) quantifying benefits, (5.3) quick review. STEP 6 – Define alternative selection criteria: (6.1) introduction, (6.2) alternative selection criteria, (6.3) how to develop selection criteria, (6.4) quick review. STEP 7 – Compare alternatives: (7.1) introduction, (7.2) compare costs and benefits, (7.3) risk assessment, (7.4) risk mitigation, (7.5) decision support tools/methods, (7.5.1) the decision matrix, (7.5.2) other quantitative tools /methods, (7.6) perform sensitivity analysis, (7.7) billpayers, (7.8) quick review. STEP 8 – Report results and recommendations: (8.1) documenting the CBA, (8.2) supplementary content, (8.3) briefing the results of the CBA, (8.4) quick review. | 30 |
| 30 | ||
| wykłady | ||
| T-W-1 | Introduction. A short historical background of cost-benefit analysis. | 2 |
| T-W-2 | Discussing sample costs might be included in cost-benefit analysis: (1) direct costs would be direct labor involved in manufacturing, inventory, raw materials, manufacturing expenses; (2) indirect costs might include electricity, overhead costs from management, rent, utilities; (3) intangible costs such as customer impact of pursuing a new business strategy, project, or construction of a manufacturing plant, delivery delays of product, employee impact; (4) opportunity costs such as alternative investments, or buying a plant versus building one; (5) cost of potential risks such as regulatory risks, competition, and environmental impacts. | 3 |
| T-W-3 | Discussing sample benefits might be included in cost-benefit analysis: (1) revenue and sales increases from increased production or new product, (2) intangible benefits, such as improved employee safety and morale, as well as customer satisfaction due to enhanced product offerings or faster delivery; (3) competitive advantage or market share gained as a result of the decision. | 3 |
| T-W-4 | Economic profitability: introduction, Payback Period analysis, time value of money, discount rate, Net Present Value, Internal Rate of Return, a profitability example. | 5 |
| T-W-5 | Financial feasibility: introduction, feasibility calculation, feasibility example. Final comment. | 4 |
| T-W-6 | Optimisation problems in financial managements and analysis of projects. | 4 |
| T-W-7 | Single- and multi-objective optimization problems in cost-benefit analysis. | 2 |
| T-W-8 | Risk and uncertainty in cost-benefit analysis. | 2 |
| T-W-9 | Advantages and disadvantages of cost-benefit analysis. | 2 |
| T-W-10 | Limitations of Cost-Benefit Analysis. | 1 |
| T-W-11 | Evaluation of knowledge. | 2 |
| 30 | ||
Obciążenie pracą studenta - formy aktywności
| KOD | Forma aktywności | Godziny |
|---|---|---|
| projekty | ||
| A-P-1 | Class participation and active engagement for developing and refining students ability to critically and productively engage with the subjects being studied. | 30 |
| A-P-2 | Preparation of homeworks and projects. | 65 |
| A-P-3 | Preparation to skills evaluation. | 10 |
| 105 | ||
| wykłady | ||
| A-W-1 | Participation in classes. | 30 |
| A-W-2 | Self study. | 34 |
| A-W-3 | Preparation to knowledge evaluation. | 10 |
| 74 | ||
Metody nauczania / narzędzia dydaktyczne
| KOD | Metoda nauczania / narzędzie dydaktyczne |
|---|---|
| M-1 | Lectures |
| M-2 | Exercises |
Sposoby oceny
| KOD | Sposób oceny |
|---|---|
| S-1 | Ocena formująca: Student attendance and participation in class sessions play a vital role in successful course completion. |
| S-2 | Ocena podsumowująca: Students will be expected to complete written tests, projects and homework assignments as specified by the teacher. |
Zamierzone efekty uczenia się - wiedza
| Zamierzone efekty uczenia się | Odniesienie do efektów kształcenia dla kierunku studiów | Odniesienie do efektów zdefiniowanych dla obszaru kształcenia | Cel przedmiotu | Treści programowe | Metody nauczania | Sposób oceny |
|---|---|---|---|---|---|---|
| WM-WTMiT_1-_??_W01 To give relevant knowledge for calculating and comparing benefits and costs of industrial project or decision (hereafter, "project"). Lecture has two purposes: (1) to determine if it is sound investment/decision (justification/feasibility), (2) to provide basis for comparing projects. It involves comparing total expected cost of each option against total expected benefits, to see whether benefits outweigh costs, and by how much. | — | — | C-1 | T-W-1, T-W-2, T-W-3, T-W-5, T-W-4 | M-2, M-1 | S-2, S-1 |
Zamierzone efekty uczenia się - umiejętności
| Zamierzone efekty uczenia się | Odniesienie do efektów kształcenia dla kierunku studiów | Odniesienie do efektów zdefiniowanych dla obszaru kształcenia | Cel przedmiotu | Treści programowe | Metody nauczania | Sposób oceny |
|---|---|---|---|---|---|---|
| WM-WTMiT_1-_??_U01 The ability to use the acquired knowledge to solve practical problems. | — | — | C-1 | T-P-1 | M-2 | S-1, S-2 |
Zamierzone efekty uczenia się - inne kompetencje społeczne i personalne
| Zamierzone efekty uczenia się | Odniesienie do efektów kształcenia dla kierunku studiów | Odniesienie do efektów zdefiniowanych dla obszaru kształcenia | Cel przedmiotu | Treści programowe | Metody nauczania | Sposób oceny |
|---|---|---|---|---|---|---|
| WM-WTMiT_1-_??_K01 Improvement of social and personal competencies including self-awareness, self-management, social awareness, relationship skills, responsible decision-making and others. Encouraging dialogue and mutual respect between peoples of different nations, cultures and faiths. | — | — | C-1 | T-P-1 | M-2 | S-1, S-2 |
Kryterium oceny - wiedza
| Efekt uczenia się | Ocena | Kryterium oceny |
|---|---|---|
| WM-WTMiT_1-_??_W01 To give relevant knowledge for calculating and comparing benefits and costs of industrial project or decision (hereafter, "project"). Lecture has two purposes: (1) to determine if it is sound investment/decision (justification/feasibility), (2) to provide basis for comparing projects. It involves comparing total expected cost of each option against total expected benefits, to see whether benefits outweigh costs, and by how much. | 2,0 | Failing, Students performing at this level demonstrate no evidence of the knowledge, skills, and practices embodied by the course assessed at their grade level. The range for the grade of 2.0 is from 0% to 50% of the total possible score (100%). |
| 3,0 | Acceptable, Students performing at this level demonstrate a minimal command of the knowledge and/or skills embodied by the course assessed at their grade level. The range for the grade of 3.0 is from 51% to 60% of the total possible score (100%). | |
| 3,5 | Below Average, Students performing at this level demonstrate a beginning command of the knowledge and/or skills embodied by the course assessed at their grade level. The range for the grade of 3.5 is from 61% to 70% of the total possible score (100%). | |
| 4,0 | Average, Students performing at this level demonstrate a developing command of the knowledge, skills, and practices embodied by the course at their grade level. The range for the grade of 4.0 is from 71% to 80% of the total possible score (100%). | |
| 4,5 | Above Average, Students performing at this level demonstrate a moderate command of the knowledge, skills, and practices embodied by the course. Students at this level are approaching the standards at their grade level. The range for the grade of 4.5 is from 81% to 90% of the total possible score (100%). | |
| 5,0 | Outstanding, Students performing at this level demonstrate a distinguished and strong command of the knowledge, skills, and practices embodied by the course. Students at this level are meeting or extending the standards at their grade level. The range for the grade of 5.0 is from 91% to 100% of the total possible score (100%). |
Kryterium oceny - umiejętności
| Efekt uczenia się | Ocena | Kryterium oceny |
|---|---|---|
| WM-WTMiT_1-_??_U01 The ability to use the acquired knowledge to solve practical problems. | 2,0 | Failing, Students performing at this level demonstrate no evidence of the knowledge, skills, and practices embodied by the course assessed at their grade level. The range for the grade of 2.0 is from 0% to 50% of the total possible score (100%). |
| 3,0 | Acceptable, Students performing at this level demonstrate a minimal command of the knowledge and/or skills embodied by the course assessed at their grade level. The range for the grade of 3.0 is from 51% to 60% of the total possible score (100%). | |
| 3,5 | Below Average, Students performing at this level demonstrate a beginning command of the knowledge and/or skills embodied by the course assessed at their grade level. The range for the grade of 3.5 is from 61% to 70% of the total possible score (100%). | |
| 4,0 | Average, Students performing at this level demonstrate a developing command of the knowledge, skills, and practices embodied by the course at their grade level. The range for the grade of 4.0 is from 71% to 80% of the total possible score (100%). | |
| 4,5 | Above Average, Students performing at this level demonstrate a moderate command of the knowledge, skills, and practices embodied by the course. Students at this level are approaching the standards at their grade level. The range for the grade of 4.5 is from 81% to 90% of the total possible score (100%). | |
| 5,0 | Outstanding, Students performing at this level demonstrate a distinguished and strong command of the knowledge, skills, and practices embodied by the course. Students at this level are meeting or extending the standards at their grade level. The range for the grade of 5.0 is from 91% to 100% of the total possible score (100%). |
Kryterium oceny - inne kompetencje społeczne i personalne
| Efekt uczenia się | Ocena | Kryterium oceny |
|---|---|---|
| WM-WTMiT_1-_??_K01 Improvement of social and personal competencies including self-awareness, self-management, social awareness, relationship skills, responsible decision-making and others. Encouraging dialogue and mutual respect between peoples of different nations, cultures and faiths. | 2,0 | Students performing at this level demonstrate no evidence of increased social and emotional skills, improved attitude toward self and others, improved positive social behaviors, decreased conduct problems and emotional distress. |
| 3,0 | Acceptable student's achivements in increased social and emotional skills, improved attitude toward self and others, improved positive social behaviors, decreased conduct problems and emotional distress. | |
| 3,5 | Below average student's achivements in increased social and emotional skills, improved attitude toward self and others, improved positive social behaviors, decreased conduct problems and emotional distress. | |
| 4,0 | Average student's achivements in increased social and emotional skills, improved attitude toward self and others, improved positive social behaviors, decreased conduct problems and emotional distress. | |
| 4,5 | Above average student's achivements in increased social and emotional skills, improved attitude toward self and others, improved positive social behaviors, decreased conduct problems and emotional distress. | |
| 5,0 | Oustending student's achivements in increased social and emotional skills, improved attitude toward self and others, improved positive social behaviors, decreased conduct problems and emotional distress. |
Literatura podstawowa
- Brent R.J., Applied cost-benefit analysis, Edward Elgar, Cheltenham, 2007
- Boardman A.E., Cost-Benefit Analysis: concept and practice, Pearson Prentice Hall, Upper Saddle River, Upper Saddle River, New Jersey, 2006
- Pearce D.W., Cost-Benefit Analysis, Macmillan Publishers Limited, London, 1983, ISBN 978-0-333-35281-6, DOI https://doi.org/10.1007/978-1-349-17196-5
Literatura dodatkowa
- Gramlich E.M., A guide to benefit-cost analysis, Waveland Press, Prospect Heights, Illinois, 1998
- Keeney R.L., Raiffa H., Decisions with multiple objectives: preferences and value tradeoffs, Cambridge University Press, Cambridge (UK), 1993