Risk Assessment
Riskbedömning

VBRF50, 7.5 credits, G2 (First Cycle)

Valid for: 2026/27
Faculty: Faculty of Engineering LTH
Decided by: PLED BI/RH
Date of Decision: 2026-04-09

General Information

Main field: Technology Depth of study relative to the degree requirements: First cycle, in-depth level of the course cannot be classified
Mandatory for: BR3
Language of instruction: The course will be given in Swedish

Aim

The course aims, together with previous courses, for the student to have the opportunity to assimilate tools for risk assessment and how they can be used as a basis for decisions about safety-related risks. Furthermore, the course aims to form a basis for further studies in the area of ​​risk management.

Learning outcomes

Knowledge and understanding
For a passing grade the student must

• be able to report on different perspectives of the concept of risk and be aware of the implications of adopting the different perspecives in a risk management context.
• be able to describe risk assessment methods, their areas of applicability, especially in the area of safety-related risks and their strengths and weaknesses.
• be able to describe relevant risk measures, their limitations and strengths and how they can be applied to evaluate risks.
• be able to describe different types of uncertainty and how they can be addressed and handled in a risk assessment context.
• be able to describe how input from risk assessments can be utilised as a basis for decision-making and emergency preparedness planning.
• demonstrate an understanding of various sources of information that can be used and the challenges in using them as input to risk assessments.

Competences and skills
For a passing grade the student must

• be able to utilize, the concepts, methods and tools used in risk assessment, in new situations and in situations about safety-related risks.
• be able to evaluate the contents of existing risk assessments.
• be able to report, both orally and in writing, and discuss the implications of a performed risk assessment in a way understandable to persons with different knowledge backgrounds.
• be able to utilise material in scientific publications relevant for risk assessment

Judgement and approach
For a passing grade the student must

• be able to critically reflect on the benefits and limitations of risk assessments as an input to decision making.
• be able to reflect upon ethical and subjective dimensions of risk assessments.

Contents

The overall elements of the course risk assessment methods consist of: introduction to the area of ​​risk analysis and risk management, treatment of the concept of risk, risk analysis methodology that focuses on safety-related risks, uncertainty analysis, risk measurement, risk evaluation and cost-benefit, risk perception and decision-making regarding risks.

During the course, assignments, both individual and group work, will be completed.

Examination details

Grading scale: TH - (U, 3, 4, 5) - (Fail, Three, Four, Five)
Assessment: The examination represents a combination of results of a written examination, the project assignment undertaken and individual home assignments. 

The examiner, in consultation with Disability Support Services, may deviate from the regular form of examination in order to provide a permanently disabled student with a form of examination equivalent to that of a student without a disability.

Modules
Code: 0125. Name: Risk Assessment.
Credits: 4.5. Grading scale: TH - (U, 3, 4, 5). Assessment: Written examination. The module includes: The education consists of a number of lectures and exercises.
Code: 0225. Name: Assignments and Seminars.
Credits: 3.0. Grading scale: UG - (U, G). Assessment: Successfully completed assignments and presence and active participation in seminars. The assignments is reported in writing and in one case also orally for a slightly more comprehensive task. The module includes: During the course, a number of assignments are carried out, both individual assignments and those carried out in groups. Seminars highlight parts where a deeper understanding is needed. Further information: In group work, active participation is assumed. Each group member must be able to report and answer for the content individually. If a member does not meet the others' requirements for active participation, or disregards his commitments, a decision by the examiner on relocation to another group or a failing grade can be obtained.

Admission

Assumed prior knowledge: FMA430 Calculus in Several Variables or FMAB30 Calculus in Several Variables and basic course in statistics e.g. TNX071 Statistics with Decision Theory, EXTA60 Statistics, FMSF55 Mathematical Statistics, Basic Course
The number of participants is limited to: No
Kursen överlappar följande kurser: VBR180 VRSN05 VBRN01 VBRN45

Reading list

• Guidelines for Chemical Process Quantitative Risk Analysis. Center for Chemical Process Safety, American Institute of Chemical Engineers, New York, 2000, ISBN: 9780816907205.
  https://eds.p.ebscohost.com/eds/detail/detail?vid=0&sid=af61b6dd-3bcd-40b8-935c-d8b2d50f6b51%40redis&bdata=JkF1dGhUeXBlPWlwLHVpZCZzaXRlPWVkcy1saXZlJnNjb3BlPXNpdGU%3d#AN=lub.6189695&db=cat07147a
• Evans, A. W. and Verlander, N. Q: What is Wrong with Criterion FN-Lines for Judging the Tolerability of risk. 1997. Risk Analysis 17(2): 157-168.
• Garrick, B. J: Technological stigmatism, risk perception, and truth. 1998. Reliability Engineering & System Safety 59: 41-45.
• Hansson, S. O: Risk: objective or subjective, facts or values. 2010. Journal of Risk Research 13(2): 231-238.
• Henrion, M. and Granger Morgan, M: Uncertainty: A Guide to Dealing with Uncertainty in Quantitative Risk and Policy analysis. Cambridge, Cambridge University Press, 1990.
• Kaplan, S: The Words of Risk Analysis. 1997. Risk Analysis 17(4): 407-417.
• Kaplan, S. & Garrick, B. J: On the Quantitative Definition of Risk. 1981. Risk Analysis 1(1): 11-27.
• Klinke, A. and Renn, O: A New Approach to Risk Evaluation and Management: Risk-Based, Precaution-Based, and Discourse-Based Strategies. 2002. Risk Analysis 22(6): 1071-1094.
• Lauridsen, K. et al: Assessing the Uncertainties in the Process of Risk Analysis for Chemical Establishments: Part I - Towards a Safer World, European Conference on Safety and Reliability. ESREL, Torino Italy, 2001.
• Lauridsen, K. et al: Assessing the Uncertainties in the Process of Risk Analysis for Chemical Establishments: Part II - Towards a Safer World, European Conference on Safety and Reliability. ESREL, Torino Italy, 2001.
• Paté-Cornell, M. E: Uncertainties in Risk Analysis: Six Levels of Uncertainty Treatment. 1996. Reliability Engineering & System Safety 54: 95-111.
• Slovic, P: The Risk Game. 2001. Journal of Hazardous Materials 86: 17-24.
• Paté-Cornell E: Uncertainties in Risk Analysis: Six Levels of Uncertainty Treatment. Reliability Engineering & System Safety 54: 95-111.
• Davidsson G, Lindgren M, Mett L: Värdering av risk. SRV Rapport P21-182/97.
• Hurley M & Rosenbaum E: Performance-based design. SFPE Handbook of Fire Protection Engineering, 2016.
• Hadjisophocleous G & Mehaffey J: Fire scenarios. SFPE Handbook of Fire Protection Engineering, 2016.
• Wolski A, Dembsey N, Meacham B: Accomodating perceptions of risk in performance-based building fire safety code development. Fire Safety J, Vol 34, pp 297-309, 2000.
• Analysmetod och samhällsekonomiska kalkylvärden för transportsektorn: ASEK 6.1. Version 2018-04-01. Trafikverket, 2018.

Contact

Course coordinator: Håkan Frantzich, hakan.frantzich@brand.lth.se
Course administrator: Linnéa Ekman, linnea.ekman@ebd.lth.se

Further information

In group work, active participation is assumed from all group members. Each group member must be able to individually report and answer for the content of the group work. If an individual student does not meet the requirements for active participation, or disregards his commitments, a decision by the examiner on reassignment to another group or a failing grade can be obtained. Some teaching may be in English.

Generative AI may be used in a similar way as other tools used for gathering information. Using the resulting text, figure, code or similar created by a GAI tool is treated as deceptive and is treated as cheating. The use of GAI tools shall be stated in written material for examination. Recommendation on the use of GAI tools is presented on the course area on Canvas.