Business and IT Management Code:  22.616    :  6
View general information   Description   The subject within the syllabus as a whole   Professional fields to which it applies   Prior knowledge   Information prior to enrolment   Learning objectives and results   Content   View the UOC learning resources used in the subject   Additional information on support tools and learning resources   Guidelines on assessment at the UOC   View the assessment model  
This is the course plan for the first semester of the academic year 2024/2025. To check whether the course is being run this semester, go to the Virtual Campus section More UOC / The University / Programmes of study section on Campus. Once teaching starts, you'll be able to find it in the classroom. The course plan may be subject to change.

This course makes an introduction to two professional contexts which are strongly connected and with which professionals in Techniques of Software Development will have to deal with: organizations and projects. 

There is no doubt that it is necessary to understand some basic knowledge about the logic of the organizations (public, private, profit-oriented or not...) where TSD professionals will work on services/products. In fact, most organizations already use the "project-like'' approach to obtain these services/products regardless of whether they're outsourced or subcontracted or even managed internally by the organization itself. Besides, the organizations that usually work with projects, they end up having a structure adapted or oriented to projects. Therefore, taking into account the large amount of interactions between projects and organizations it makes sense to study them together.

Regarding the organizations and their context (the first half of the course), we will start the course presenting some important concepts: mission, vision, goals, area of activity, organizational structure, etc. The aim is to show the impact of these concepts when it comes to technology management in the organization, introducing examples of real organizations. Moreover, due to the strong link of these concepts to project management we'll also introduce Change Management. Following this, we present another perspective which is growing in importance in organizations: corporate social responsibility. This is related to the ethically oriented practices within the organizations and with their stakeholders or interested groups (workers, shareholders, customers, suppliers, etc). In addition, topics such as environmental sustainability will be introduced in this course due to its synergies with corporate social responsibility. Concerning this topic, some examples of the implementation of this corporate social responsibility will be discussed. 

Besides, we will introduce some main concepts about Economics, such as Supply and Demand and Finance (Risk, Net Present Value, etc...). These concepts have an impact on decision making processes concerning investments and funding of projects and they're naturally one of the pillars of project management.

Concerning the topics included in the second half of the course, we would like to highlight that projects are not only a technical issue (what is to be implemented, methodologies to be applied for developing the design of a software or for providing a service). They are also an organizational issue: they require applying tools and methodologies to make sure that the project is endorsed by the stakeholders inside and outside the organization and aligned with their expectations and all resources required to develop the product or service are in place. The body of knowledge related to project management activities can be applied in a wide range of fields or activities. In other words, it can be applied when building a bridge or when  making a scenic show. Currently, there are different methodologies and tools that provide guidelines and knowledge concerning project management such as PMBoK, PRINCE2 o PM2.  This course mainly follows PM2 (pronounced Project Management Squared or PM Squared) developed by the European Commission. It's quite simple and available to all organizations.

There are projects that have clear goals and a stated scope of the work since the starting phase of the project: they are predictive projects. In these projects, it's very easy to know what needs to be done at an early stage. This allows us to make predictions and create project schedules. However, there are other projects, especially in the software development area of activity, that usually don't have clear goals/scope/outcomes when starting the project. Therefore, we're not able to plan the schedule and/or anticipate the evolution of the project. These projects are adaptive or agile projects. In this scenario it's necessary to be flexible when determining the scope. An Agile framework has different tools and methodologies that are usually applied to these projects.

At the end of the course we will know the difference between activities related to developing service/products and all the activities related to project management. Concerning organizations, we will know how organizations impact on projects and vice versa.


This is an introductory course of the Bachelor in Advanced Techniques of Software Development. It is a compulsory course, related with other compulsory courses such as Entrepeneurship, and other compulsory courses related to design and development (for instance: Advanced Web Programming, Database Design or Mobile Application Development).

Knowledge acquired in this course about organizations and projects which be also relevant in case the student conducted an Intership (optional).  Project methodologies introduced in this course will be useful, at least, when conducting Bachelor's Degree Final Project (mandatory).


The professional skills and competences of this course will be useful to have a general overview of the context of the organizations where the software developer conducts his/her job, or the organizations that use software. In addition, we will practice the basic skills of a team project member and we will gain basic knowledge of the project manager's role.


This is an introductory course that doesn't require any previous knowledge.


In order to pass the course the student must deliver all the mandatory activities (Continuous Assessment). Activities related to project management may require using project management software.


The course aims to provide a basic knowledge about organizations (broadly speaking: business companies, public administration, non profit-oriented organizations...) and provide a general overview of the internal function and the interactions with other external agents. Secondly, it aims to gain knowledge about the main skills of a project manager and what it's expected from him/her to be able to act as an active member of a project team. It aims to give shape to the intuitive knowledge that everybody with some professional experience has about what is an organization and what is a project.

Therefore, according to the official course plan of the Bachelor, the key competencies gained throughout the course are:

  • CT1. Express ideas in writing clearly and correctly, to show mastery in terms and expressions that are specific to areas of software development in both academic and professional contexts.
  • CE1. Identify the features of different organizations and the role played in them by ICT.
  • CE2. Evaluate software solutions and draw up proposals for software development projects taking into account resources, available alternatives and market conditions.
  • CEGC. Act honestly, ethically, sustainably, socially responsible and respectful of human rights and diversity, both in academic practice and professional practice.


The subject is organized into four challenges / content blocks:

- Challenge / Block 1. Organizations and technology. Organizations have relevant features that allow us to classify them: we will learn the key elements to understand this context where technology is also crucial.

- Challenge / Block 2. Corporate social responsibility, finance and technology. Ethical principles, environmental sustainability, or gender equality are as important to organizations as their technology. Moreover, this block will cover some key elements about analysis of financial states and financing/investment decisions.

- Challenge / Block 3. From intuition to formalization of Project Management. This block introduces project management, key concepts such as life cycle methodologies and the role of the project manager. It also introduces the structure of the PM2. 

- Challenge / Block 4. Adapting to change: being agile. This block introduces predictive and adaptive (or agile) approaches and the different scenarios where they are applied, and it also presents some of the main agile tools and techniques.



The learning resources for each challenge / block that you will find available in the specific area of the classroom interface below the schedule are:

  • Mandatory content. Mainly in textual format but, in some cases, in video format.Their study and review is absolutely necessary as it will allow you to understand the theoretical contents of course and to be able to successfully address the deliverables of each challenge / block.
  • Optional / complementary content. Mainly in textual format. Their aim is to expand the knowledge of the block or go deeper into the topic. Reading these materials is not mandatory.
  • Software. A minimum level of understanding and practice of some of the most popular project management tools (such as planners and kanban boards) may be required.
  • Other complementary content that may eventually be provided by the course instructor.

For each item of the schedule you will also find the Study Guides, which are the instructions that will tell you how to read and study these resources.


Assessment at the UOC is, in general, online, structured around the continuous assessment activities, the final assessment tests and exams, and the programme's final project.

Assessment activities and tests can be written texts and/or video recordings, use random questions, and synchronous or asynchronous oral tests, etc., as decided by each teaching team. The final project marks the end of the learning process and consists of an original and tutored piece of work to demonstrate that students have acquired the competencies worked on during the programme.

To verify students' identity and authorship in the assessment tests, the UOC reserves the right to use identity recognition and plagiarism detection systems. For these purposes, the UOC may make video recordings or use supervision methods or techniques while students carry out any of their academic activities.

The UOC may also require students to use electronic devices (microphones, webcams or other tools) or specific software during assessments. It is the student's responsibility to ensure that these devices work properly.

The assessment process is based on students' individual efforts, and the assumption that the student is the author of the work submitted for academic activities and that this work is original. The UOC's website on academic integrity and plagiarism has more information on this.

Submitting work that is not one's own or not original for assessment tests; copying or plagiarism; impersonation; accepting or obtaining any assignments, whether for compensation or otherwise; collaboration, cover-up or encouragement to copy; and using materials, software or devices not authorized in the course plan or instructions for the activity, including artificial intelligence and machine translation, among others, are examples of misconduct in assessments that may have serious academic and disciplinary consequences.

If students are found to be engaging in any such misconduct, they may receive a Fail (D/0) for the graded activities in the course plan (including final tests) or for the final grade for the course. This could be because they have used unauthorized materials, software or devices (such as artificial intelligence when it is not permitted, social media or internet search engines) during the tests; copied fragments of text from an external source (the internet, notes, books, articles, other students' work or tests, etc.) without the corresponding citation; purchased or sold assignments, or undertaken any other form of misconduct.

Likewise and in accordance with the UOC's academic regulations, misconduct during assessment may also be grounds for disciplinary proceedings and, where appropriate, the corresponding disciplinary measures, as established in the regulations governing the UOC community (Normativa de convivència).

In its assessment process, the UOC reserves the right to:

  • Ask students to provide proof of their identity as established in the UOC's academic regulations.
  • Ask students to prove the authorship of their work throughout the assessment process, in both continuous and final assessments, through a synchronous oral interview, of which a video recording or any other type of recording established by the UOC may be made. These methods seek to ensure verification of the student's identity, and their knowledge and competencies. If it is not possible to ensure the student's authorship, they may receive a D grade in the case of continuous assessment or a Fail grade in the case of the final assessment.

Artificial intelligence in assessments

The UOC understands the value and potential of artificial intelligence (AI) in education, but it also understands the risks involved if it is not used ethically, critically and responsibly. So, in each assessment activity, students will be told which AI tools and resources can be used and under what conditions. In turn, students must agree to follow the guidelines set by the UOC when it comes to completing the assessment activities and citing the tools used. Specifically, they must identify any texts or images generated by AI systems and they must not present them as their own work.

In terms of using AI, or not, to complete an activity, the instructions for assessment activities indicate the restrictions on the use of these tools. Bear in mind that using them inappropriately, such as using them in activities where they are not allowed or not citing them in activities where they are, may be considered misconduct. If in doubt, we recommend getting in touch with the course instructor and asking them before you submit your work.


You can only pass the course if you participate in and pass the continuous assessment. Your final mark for the course will be the mark you received in the continuous assessment.