Curricular Unit:			Code:
Quality Costs			997CQD
Year:	Level:	Course:	Credits:
2	Undergraduate	Quality, Environment and Safety Management	6 ects
Learning Period:		Language of Instruction:	Total Hours:
Spring Semester		Portuguese/English	78
Learning Outcomes of the Curricular Unit:
At the end of the course unit the student must: Being able to identify the costs of quality and non-quality. Be able to categorize quality costs in the context of the quality framework (Feigenbaum). Identify costing methodologies: their operation, characteristics, advantages and disadvantages. Identify the estimation methodologies: their operationalization, characteristics, advantages and disadvantages. Identify the cost allocation methodologies: their operationalization, characteristics, advantages and disadvantages. Work the costs in the project context (PMBOK).
Syllabus:
Quality cost theoretical basis NP 4239 Costing methodologies Cost estimation Cost allocation Project management and quality costs
Demonstration of the Syllabus Coherence with the Curricular Unit's Objectives:
The discipline is supported by two branches of knowledge and techniques: theories of Accounting and Quality. The theoretical basis for quality cost methodologies are the: Failures / Assessment / Prevention model, and its systematization in “NP 4239, Bases for Quantifying Quality Costs”, thus forming the frame of reference for the integration of the remaining concepts. Bearing in mind that students are completely unaware of the theoretical framework of accounting, a conceptual approach is first made and then its framing in quality practices and theories. Since the students attending the undergraduate course are mostly professionals in the field, the program provides for the integration of their practices and / or professional needs in their teaching. The operationalization of the discipline will consist of lectures followed by exercises to apply the knowledge.
Teaching Methodologies (Including Evaluation):
The teaching will essentially be based on: a) Theoretical componente: where the concepts related to the topics of the program are discussed. b) Practical component where the students using practical cases, will apply the theoretical concepts Evaluation Test: 70% Portfolios: 20% Continuous assessment: 10%
Demonstration of the Coherence between the Teaching Methodologies and the Learning Outcomes:
Theoretical component aims to endorse to students to the knowledge and the understanding of quality costs and their impact, by referring the main authors methods and technics. Theoretical-practical class, aims to deploy the subjects both in practice exercises and from the student’s professional experience. Both components are complemented by the assessment system, namely in the individual, group work and continuous assessment tutored by the docent. Students a stimulated to exercise their judgement capability, information gathering and management in order to decision making. This work is public presented in sessions where all class enhances is capability to communicate information and ideas, problems and solutions, both for specialists and non specialists audiences. The execution of the discipline shall not forget the social and ethical implications.
Reading:
Castro, R.A. (2012) Lean Six Sigma, IST IPQ(1994) NP 4239 , Bases para Quantificação dos Custos da Qualidade , IPQ Wood, Douglas c.(2007), Quality Cost Programs, ASQ Robles, A. (2003), Custos da Qualidade, Atlas Custos da Qualidade e/ou Benefícios - Manual Prático para a gestao-qualidade (2009) Dashöfer Holding Lt. Kim, Y. J., Roh, E. H., & Park, S. (2021). A literature review of quality, costs, process-associated with digital pathology. Journal of exercise rehabilitation, 17(1), 11–14. https://doi.org/10.12965/jer.2142018.009 Documentação e exercícios fornecidos pelos docentes