Teaching Methodologies
The teaching and learning methodologies of the Risk Assessment and Management course unit should be linked to a student-centred pedagogical model that promotes active learning, critical reflection and the integration of theory and practice. The combination of expository, collaborative and project-based (problem-solving) methods allows students to develop analytical, decision-making and problem-solving skills in real-life risk contexts.
Pedagogical framework
The course adopts a teaching model geared towards the active construction of knowledge, in which students are jointly responsible for their educational path. Hybrid environments (face-to-face and online) and digital resources that promote autonomy, self-regulation and flexible access to information are favoured. Notes containing solved and unsolved exercises are made available.
Teaching methodologies
Theoretical and practical lectures are used to frame concepts, standards, and models of risk assessment and management, ensuring understanding of the fundamental references. These sessions are combined with analysis of texts, technical documents, videos, and case studies, stimulating debate, questioning, and connection to professional situations.
Active and collaborative learning
Active methodologies are used, such as flipped classrooms, case studies and problem solving, in which initial contact with the content is made independently and classes are dedicated to its application. Group work is central, allowing the development of projects to identify hazards, assess and treat risks in real or simulated contexts, promoting collaboration, argumentation and shared decision-making.
Articulation with the pedagogical model
The activities are designed to engage students in research, discussion and critical reflection on qualitative, semi-quantitative and quantitative risk assessment methods, in line with a pedagogical model of inquiry-based learning. The use of e-learning platforms to provide materials, discussion forums and assignment submission reinforces the continuity of learning and consistency between face-to-face and distance learning.
Teaching-assessment integration
Teaching methodologies are linked to formative and continuous assessment, which values participation, project work and the ability to justify methodological choices in risk management. This consistency ensures that the methods used in class are the same as those that students will have to use in solving assessment problems, reinforcing the role of assessment as learning.
Learning Results
1. The learning objectives of the Risk Assessment and Management course focus on three dimensions: knowledge, skills and competences. Students should acquire solid knowledge of risk concepts, vulnerability, risk identification and analysis methodologies, as well as the applicable legal and regulatory framework.
2. In terms of skills, students are expected to be able to select and apply techniques for identifying and assessing risks qualitatively and quantitatively, interpret results and propose mitigation measures appropriate to different organizational contexts. The competences to be developed include critical thinking, decision-making in uncertain scenarios, collaborative work and communication of risk assessment results.
3. These objectives are compatible with theoretical-practical teaching methods, case analysis, group projects and the use of programming and artificial intelligence, which favour the articulation between theory and practice and student autonomy.
Program
1. Uncertainty and Risk
Definition of Uncertainty and Risk; Elements of Uncertainty and Risk in Decision-Making and Project Structuring; The Nature and Sources of Uncertainty; Uncertainty and (the role of) Sensitivity Analysis; Uncertainty and (the role of) Risk Management.
2. Risk Assessment
Risk and Uncertainty Modelling; Risk Assessment in Industrial Projects;
3. Simulation
Value of Information; Modelling Risk Attitude; Use of Spreadsheets (Excel) and Programming Languages (Matlab and Python) in Simulation; Use of Artificial Intelligence in Solving Risk Assessment Problems.
4. Risk Management
Key Concepts; Reasons for Using Formal Risk Management Processes; Risk Management Processes and their Information Base; Risk Management Initiated at Different Stages of the Project Life Cycle; Effective and Efficient Risk Management; Risk Management from a Contract Perspective
5. The ISO 31000 Standard
Curricular Unit Teachers
Jorge Alexandre Caldeira Gonçalves de AlmeidaGrading Methods
- - Practical work (50%) and exam (50%) or Final Exam - 100.0%
Internship(s)
NAO
Bibliography
1. ISO. (2018). ISO 31000: Risk management – Guidelines.
2. ISO. (2019). ISO 31010: Risk management – Risk assessment techniques.
3. Aven, T. (2016). Risk assessment and risk management: Review of recent advances on their foundation. European Journal of Operational Research, 253(1), 1-13.
4. Hopkin, P. (2018). Fundamentals of risk management (5th ed.). Kogan Page.
5. Bromiley, P., McShane, M., Nair, A., & Rustambekov, E. (2015). Enterprise risk management: Review, critique, and research directions. Long Range Planning, 48(4), 265-276.
6. Power, M. (2021). Modelling, measuring and managing risk: Rethinking the risk management of everything. Accounting, Organizations and Society, 90, 101198.
7. IRM. (2018). A Risk Management Standard (Updated ed.). Institute of Risk Management.
8. Renn, O. (2017). Risk governance: Coping with uncertainty in a complex world (2nd ed.). Routledge.
9. Hillson, D. (2017). The risk management handbook: A practical guide to managing