96194 - Research and Project Management in Wop Psychology

Course Unit Page

  • Teacher Marco De Angelis

  • Credits 4

  • SSD M-PSI/06

  • Language English

  • Campus of Cesena

  • Degree Programme Second cycle degree programme (LM) in Work, Organizational and Personnel Psychology (cod. 5829)

  • Course Timetable from Mar 01, 2022 to May 10, 2022


This teaching activity contributes to the achievement of the Sustainable Development Goals of the UN 2030 Agenda.

Good health and well-being Decent work and economic growth Reduced inequalities

Academic Year 2021/2022

Learning outcomes

At the end of the module students will be able to design a research/intervention study in the field of Work, Organizational and Personnel Psychology to assess common questions regarding the relationship between psychological variables, display effectively the findings to different audicences, and to develop project management skills in research and innovation activities

Course contents

The course aims to offer a comprehensive view of the types of interventions and research conducted in organisations, presenting the five main phases involved in the design, implementation and evaluation of interventions/research in occupational contexts according to a participatory and bottom-up approach. Lessons will develop each phase in detail, allowing the presentation of the main methods and techniques in analysing the organisational context, evaluating processes and mechanisms involved in each phase, familiarising with mixed methods approaches and a multilevel perspective. A specific focus will be devoted to digital-based interventions. The design and development of a process evaluation plan to ensure the adaptation of the intervention to the organisational context will be addressed.
The course will devote emphasis to project management requirements and activities such as the definition of a steering group and the communication phases of the intervention/research. On the one hand, the course will address the necessary steps for the elaboration of a communication plan consistent with the type of intervention and research designed, on the other hand, the main communication and graphic techniques for the presentation of technical and scientific results will be presented according to the different stakeholders involved in the field.

  • Designing participatory organisational intervention/research
  • Proximal and distal variables
  • Mixed-method and multilevel intervention approaches
  • Process evaluation of interventions: analysing not only what works but for whom and under what circumstances
  • Digital-based interventions
  • Communication plan, ability to disseminate results


Nielsen, K., Randall, R. (2013). Opening the black box: A framework for evaluating organizational-level occupational health interventions. European Journal of Work and Organizational Psychology,22,5, 601-617.

Nielsen, K., & Abildgaard, J.S. (2013). Organizational interventions: A research-based framework for the evaluation of both process and effects. Work & Stress, 27, 278-297.

Nielsen, K. & Miraglia, M. (2017). Critical essay: What works for whom in which circumstances? On the need to move beyond the “what works?” question in organizational intervention. Human Relations, 70(1) 40-62.

Nielsen, K.M. and Noblet, A. (2018) Organizational interventions: where we are, where we go from here? In: Nielsen, K. and Noblet, A., (eds.) Organizational Interventions for Health and Well-being: A Handbook for Evidence-Based Practice. Routledge , London , pp. 1-22. ISBN 9781138221413

Schwabish, J. (2016). Better presentations: A guide for scholars, researchers, and wonks. Columbia University Press

Teaching methods

Participation. The course is designed to be highly interactive, relying on active student participation. Therefore, attendance is strongly encouraged. Small group work, simulations, case studies and classroom presentations are the main elements of the course. Classroom discussions will be stimulated by reading scientific articles provided on the VIRTUALE platform.
The small group work includes the elaboration of a research/intervention project, a communication plan and a process evaluation design and will conclude with related classroom presentations.

Policy on the use of technology in class. Students are encouraged to take notes on their personal laptops, any other use is highly discouraged. The use of any other devices in class (mobile phones, cameras, etc.) is not permitted. Students who need to use voice recorders for class lectures must receive explicit permission from the teacher to do so.

Code of Ethics. All students are required to follow the University of Bologna's code of ethics. Furthermore, students are expected to treat others, themselves, the professor and the teaching staff with respect and courtesy, including respect for diversity of all kinds.

Assessment methods

The course includes several tests, staggered over time. Each test allows the student to obtain a mark that will contribute to the final grade. The grading scale is from 0 to 30, 18 being the minimum passing grade.

  • Weekly tests, due before the end of the lessons. Two in-class group presentations on topics covered during the previous lessons (0 to 6 points for each presentation).
  • At the end of the course. Small groups must deliver a process evaluation plan of the planned intervention/research (0 to 15 points). The final presentation will also be evaluated taking into account aspects related to the communication of the technical contents and the graphic layout of the slides (0 to 3 points).

Penalties. A penalty will be applied for each lesson missed (0.5 points for every 2 hours missed) except for justified reasons (e.g. doctor's visits, health problems, emergencies) discussed in advance with the professor. Furthermore, any assignment that is submitted after the deadline, without a proper medical justification or without the prior permission of the tutor involved, will be penalised as follows: 0.5 points will be deducted for each day (including Saturday, Sunday and any holiday) after the deadline. The tasks assigned during the course will have clearly defined objectives and deadlines.

Teaching tools

The VIRTUALE e-learning platform will be the main support for the teaching activity.

Scientific papers, useful materials, further reading, lessons slides and assignments will be shared on the e-learning platform.
At the beginning of the course, all course-related information (exercises, deadlines, assessment criteria, etc.) will be available on the VIRTUALE platform.

Detailed rules for group work will be available for download at the beginning of the course from the VIRTUAL platform and will be explained during the first day of class.

Students with disabilities or specific learning needs are invited to contact the teacher to discuss special needs or possibilities for adapting the exam methods.

Office hours

See the website of Marco De Angelis