MSc Accounting and Finance

Transcription

1 MSc Accounting and Finance 2014/15 Postgraduate Students Award title MSc Accounting and Finance Programme code(s) MSCAF Faculty Faculty of Business and Law School School of Accounting, Finance and Economics

2 Our Student Charter Our Student Charter outlines what you can expect from Leeds Beckett University during your time here, as well as what you should do to get the most out of your studies. Our Charter was developed by our University and the Students Union together. It is summarised here: Your University s commitments to you To help you get the most out of your University experience we aim to: Provide high standards of learning and teaching Offer a flexible and relevant curriculum Provide a supportive, inclusive and welcoming environment Prepare you for employment and lifelong learning Deliver responsive customer service Your Students Union s commitments to you To help you get the most out of your University experience we aim to: Represent students on and off campus Be open, democratic and fair to all Assist students with academic and welfare issues Support active student engagement Your commitments to us To get the most out of your University experience you should: Take an active part in your learning Give us feedback and information Seek support and advice when you need it Act responsibly See section 6 of this handbook for further information. 2

3 Our Student Entitlements As a full-time or part-time campus-based student you are entitled to: 1. Access online learning materials and resources for every module through a virtual learning environment and have access to the resources and information of an up to date library. 2. Opportunities for on-going feedback on your work and progress towards your assessments in every year of your course. 3. Participate in a course induction, which will be provided at the beginning of each year of your course. 4. A meeting with your personal tutor once per semester. [All new students will be invited to a meeting with their personal tutor within four weeks of the start of their studies]. 5. A course that has been informed in its development by external stakeholders, (e.g. employers, professional bodies). 6. Participate in Personal Development Planning within the context of your course. 7. Have the opportunity to engage in embedded activities within your course which develop and enhance your employability and lifelong learning. 8. Receive clear dates at the beginning of each module about your assessment, submission dates, when and how you receive formative feedback on assessment during every module, and how you will receive feedback on marked assessments within the 4 week feedback period. 9. Receive clear and easy to understand information about your course and the services available to you. 10. Be engaged, via your course student representative, in your course review, evaluation and development processes. 11. Have your questions to our University s services responded to within the advertised timescales in our corporate service standards. 12. Normally be given your course timetable no later than four weeks before the beginning of each semester. 3

4 Contents 1 Welcome to the Course Studying on this Course Assessment and Feedback Where to get help What to do if you Relevant Policies

5 1 Welcome to the Course 1.1 Message from the Dean Hello, and welcome to new and returning students to Leeds Beckett University s Faculty of Business and Law. On behalf of all the Faculty staff I d like to say how proud we are to have you studying with us, and how excited we are to engage with you throughout every stage of your learning. We re an internationally focussed faculty with a strong business and professional remit that has an impressive history of producing exceptional graduates. Many of our previous students have found great success in their field, from journalism and law, to business, finance and PR. They represent just how our values of commitment, professionalism, enterprise and let s not pretend hard work really does pay off. During your time with us, you ll have plenty of opportunity to extend your learning beyond that of your course. We host a programme of external lectures and events, offer placements to boost both your professional and personal development, and have wellestablished links with various industry organisations and accrediting bodies to help you expand your network. Enjoy your time with us and all the best with your studies. I look forward to meeting you and hearing about your successes. Professor Chris Prince Dean, Faculty of Business and Law 5

6 1.2 Message from your Course Leader This handbook provides you with information that you will need to succeed on your course. You should find it helpful when you first start, when you are preparing for assessment and at any time that you need help or advice in connection with your studies here. You will also receive a module handbook for each module you study on your course. The course team is looking forward to working with you this year and we hope that your time studying with us at Leeds Beckett University is both enjoyable and successful. On behalf of our University and the whole course team I would like to wish you well in your studies. Dr Justine Simpson Course Leader MSc Accounting and Finance 6

7 1.3 Academic Calendar Our standard student calendar is summarised below: w/c Monday Student Calendar Student Welcome & Induction Week Semester 1 Teaching Starts Christmas Break Bank Holiday / Christmas Break Christmas Break Formal examinations period Formal examinations period Futures Fest / Welcome / Refreshers Semester 2 Teaching Starts Easter Break Bank Holidays Bank Holiday Formal examinations period Formal examinations period Bank Holiday

8 Full details of this and future standard student calendars are at: Once you have enrolled, you will have a student login. You can then find confirmation of your personal timetable by selecting the appropriate link after logging in on the Student Hub web page from: Key Contacts While at University you may on occasion need to access some form of support. The aim is to provide academic guidance and pastoral support at university, faculty, and course level in order for students to develop intellectually and individually during their course of study and enhance the student experience allowing students to use their talents to the full. This will be provided through Helpzones and other support services and mechanisms. Course Leader Course Leaders provide additional support and guidance, particularly on the operation of the course and regulations, and may also undertake a personal / year tutor role separately from and in addition to the course leadership. Your acting Course Leader contact details are given below. Contact details: Justine Simpson [email protected] Personal Tutor (Justine Simpson) The Undergraduate Scheme operates a Personal Tutor Scheme to ensure that confidential help and support is made available to students. You will have a Personal Tutor assigned to you. The personal tutor will provide academic counselling and pastoral care in the academic sense as it affects your learning capabilities. This will enable reasons for academic difficulties to be identified, and support offered at an early stage. Your Personal Tutor is primarily concerned with academic progress and helping to remove any barriers to academic success. They will ensure, in consultation with your Administration Team and other academic staff, that you receive adequate academic guidance and counselling and provide direction on academic matters and issues such as electives, changing courses, regulations, university policies and practice etc. Your Personal Tutor also provides a point of contact within the faculty with whom you may discuss non-academic problems and difficulties. Whilst not expert counsellors your personal tutor may provide advice, sympathy and common sense, details of the network of support systems within Leeds Beckett University and the assistance offered by other agencies within the university. For issues outside the remit of the Personal Tutor you will be referred to relevant sources of information and advice. It is hoped that students will be able to remain with their personal tutors throughout their time at University, but this cannot always be guaranteed. 8

9 Student Liaison Officer Student Liaison Officers (SLOs) are all recent graduates of our University, who are here to support you throughout your time here and to make sure you have access to and are aware of the support, opportunities and services our University provides. Each faculty has at least one SLO to offer confidential advice and help with: Personal problems & academic issues Advice on mitigation, appeals & complaints procedure Links to services that can assist with a variety of issues (Financial Advice, Disability Support, Course Administration, Accommodation, Counselling, Careers Advice, Students' Union, Skills for Learning, Volunteering and much more) Recruitment and co-ordination of faculty and course Student Academic Representatives (STARS) who they can put you in contact with Finding out what's going on at our University and how you can get involved If you're not sure who can help you, asking your SLO is a great place to start! You can contact them on: [email protected] Course Representative Details about being a course rep are available at Student Administration Team Your Administration Team is here to support you throughout your studies, as well as your Personal Tutor, Course Leader and the Student HUB. Your administration team can advise on any issues directly relating to your course, throughout your time at Leeds Beckett University. Team members will be able to aid you with a range of issues, for example timetables, tutorial groups and changes in contact details or simply to talk about any problems you might be experiencing. The easiest way to contact the admin team directly is by ing the following address using your student account (not personal accounts): [email protected] When writing please include your name, student ID number and the full details of your query. Your will be picked up by a team member and resolved as quickly as possible. You can also contact them on

10 Where you have a confidential issue that you need to discuss in person such as mitigation / extenuating circumstances, you will either be invited to make an appointment to see one of our administrators or you will be able to visit an interview room to discuss the issue privately. Academic Librarian Each course has a specific Academic Librarian who has detailed knowledge about your chosen subject. He or she will buy all the resources for your subject in the library and will teach you how to make the most of the information available to you during your course. You will meet your Academic Librarian at your induction. Further help is available at the Help and Information Point in each Library. They can be contacted on: Keeping in Touch Academic and administrative staff at our University use your student address to contact you. It is important that you check this account regularly. You can forward s from your student address to a preferred personal address. However quarantine and spam filters needed by our University mean that s sent from external addresses may be delayed, blocked or deleted. It is therefore important that your student address is the only address that you use to contact University staff. You can find how to forward your student address to a preferred personal address or mobile device from: We will inform you of cancelled classes / activities / course notices as soon as possible. This will be via the student portal (Blackboard), an to your student address or if it urgent, via a text to the mobile phone number on our contact records. For each module, the module handbook will include the preferred method of communicating general information about that module to you. Please make sure that you inform your course admin team whenever you change your address and contact details. It is important that you also update your records yourself. To do this, select the appropriate link from the My Account tab after logging in from the Student Hub at: This will ensure we can always contact you in an emergency, and that you receive any important University communications that we may need to send you. 10

11 2 Studying on this Course 2.1 Programme Specification The programme specification is a concise description of your course's aims and objectives and how you will be taught and assessed to achieve the required learning outcomes. It includes information on course structure and the maintenance of academic standards. The full programme specification for this course can be found in appendix A of this handbook. Course Structure The course structure outlines the modules that will be delivered on this course. Full details of the structure for this course can be found in the programme specification (appendix A). Course Learning Outcomes All courses benchmarked against the Framework for Higher Education Qualifications in England, Wales and Northern Ireland (FHEQ). The FHEQ can be viewed on the Quality Assurance Agency website: For more details on the Course Learning Outcomes specific to this course please view the programme specification. 2.2 Course Resources The programme specification specifies the physical and online resources available to students on this course. 2.3 Skills you will Gain during the Course Skills Developed On successful completion of their programmes of study within the route, students will be able to: 1. Demonstrate a critical, ethical and reflective approach to the domain of accounting and finance. 2. Critically evaluate, synthesise and apply advanced and contemporary theories and techniques within accounting and finance to a range of complex and open-ended business issues, problems and situations. 3. Apply with a degree of creativity and sophistication, intellectual, transferable and subject/professional skills to a range of complex and open-ended business problems and situations. 4. Evaluate and apply with due regard to ethical considerations, research methodologies relevant to their area of study. 11

12 5. Make informed judgements in the absence of complete data. 6. Learn interdependently and independently and accept responsibility for subsequent career and continuing professional development. 7. Demonstrate originality in the application of theory and techniques, drawn from earlier studies, through the production of a significant piece of high level independent research. Additional Activities / Recognition You will have opportunities to gain recognition during your time at Leeds Beckett University for the extra activities you do in addition to your studies, including volunteering, student societies, playing in our University sports teams and being a student academic representative. 2.4 Opportunities for Graduates The programme specification includes details of any accreditations, career paths, further study options and other opportunities for graduates. 2.5 External Examiner The external examiner assures that you are assessed fairly in relation to other students on the same course and also the standard of your own award in relation to students in other higher education institutions nationally on similar courses. The details of the external examiner for this course are as follows: Edward Kerr Head of Accounting & Finance Group, Principle Lecturer in Finance University of Hertfordshire Your Student Administrator can provide details of the External Examiner s report on request. Further details on all External Examiners reports can be located here: 12

13 3 Assessment and Feedback 3.1 Assessment Assessment Strategy Information on the various methods of assessment can be found in the programme specification (appendix A). University Assessment Regulations Our University s assessment regulations are contained within the Academic Principles and Regulations (sections C3 and C4 in particular). The regulations are available at: Assessment Schedule Please note the exam / assessment periods in the academic calendar (see Section 1) and make sure that you are available during that period. Examination The examination schedule will be published on the student portal. Please keep checking for updates. Coursework Where a module is wholly or partly assessed by coursework, the submission date will be clearly stated on the assessment brief when it is circulated to students. Submitting Assignments An important part of your assessment whilst studying will be in the form of assignments which need to be handed in for grading. Your tutor will confirm the method of submission which could be on-line via the X-Stream System, or a physical hand-in of a disk or hard copy assignment. A room will be designated as a hand-in area for students to submit their work in a timely way. This service is promoted nearer the time of submission. Outside office hours a post box system is utilised in the Rose Bowl and in Cloth Hall Court. You should obtain a front sheet for your assignment (either from reception or adjacent to the post boxes), complete it and attach it to the assignment before submitting. Details of where to submit assignments will be provided through the student portal/notice boards nearer the date. 13

14 When you submit an assignment it is important that you ensure the following information is on the assignment front sheet: Your name Course Year and semester of the course you are studying Name of the tutor for whom the assignment has been done Name of the module for which the work has been done IMPORTANT If you are granted an extension for your assignment, you must attach a copy of the signed Mitigating Circumstances Form to it when submitting. IMPORTANT Students should obtain a receipt for the hand-in of coursework assignments and keep these receipts in case of any query. If you have to post an assignment to the University it must be: Sent to the appropriate site office i.e. Rose Bowl or Cloth Hall Court addressed to the relevant Administration Team sent recorded delivery and the receipt kept. Your responsibilities: Keep a record of your work Ensure your work is handed in within the published deadlines IMPORTANT ADVICE: KEEP COPIES OF ALL ASSIGNMENTS Each piece of assessed work will receive a mark and some feedback. The method and form of feedback for each module will depend on the assessment method. Once the module leaders complete marking and moderation, most assignments (depending on format) will be returned to the Administration Team. It is important that you keep copies of all work submitted until after you have graduated. You should also keep any receipts confirming the submission of assignments. In the event of your submitted work being lost you may be required to produce a copy of the work and submission receipt. If you are unable to do so, your work will not be marked. 3.2 Giving your Feedback about this Course We are keen to work with you to enhance your course. Opportunities for you to feedback to us formally include: course meetings, end of module evaluation, mid module review, internal student experience surveys, course rep forums and student surveys. Informal 14

15 feedback is also welcome at any time either via your personal or module tutor or via your course rep. 3.3 What Happens with your Feedback about this Course? Your feedback helps us to continually enhance this course. You can find out what actions have been taken in response to your feedback through your course rep, the Students Union, your tutors or through the library. Your Faculty also provides updates on action taken through the Like it and You Said, We Did posters prominently displayed around our University. 3.4 Getting Feedback on your Assessed Work Our University has committed to a four week turnaround for feedback. Each module handbook will provide you with specific guidelines on the turnaround for feedback. The programme specification explains how feedback will be provided on both formative and summative assessments (see appendix A). 3.5 How do I Get my Results? Results from module assessments are available on the Results Online system from: Results will only appear within Results Online five working days after the date of the Board of Examiners meeting (the meeting where your end of year outcome will be decided) or the Examination Committee meeting (the meeting where modular outcomes are decided). If you are unsure about when you might receive your results or have queries relating to your results, you should contact your Student Administrator. 3.6 Issues with Assessment Extenuating Circumstances and Mitigation If you are experiencing problems which are adversely affecting your ability to study (called 'extenuating circumstances'), then you can apply for mitigation. The University operates a fit to sit / fit to submit approach to extenuating circumstances which means students who take their assessment are declaring themselves fit to do so. Examples of acceptable evidence to support a claim for extenuating circumstances: Medical Appointment Letter Doctors Note from tutor Death Certificate 15

16 Funeral Order of Service Crime report and number (this should also be accompanied by evidence of the work you had been preparing such as notes, work plan, draft assignment) The following will not be accepted as evidence: Note from a friend Wedding invitation Corrupt USB stick Bank Statements If you have consulted the University Student Wellbeing Service in relation to your circumstances you may submit a statement of attendance as supporting evidence. It is expected that you would also have some other form of evidence of your circumstances to verify your request. Examples of acceptable extenuating circumstances include: Bereavement Illness Hospitalisation Victim of crime Transport cancellation, where this may be evidenced Court attendance Traumatic incident Serious family illness where the impact on the students ability to undertake assessment may be demonstrated Accident The following are not acceptable extenuating circumstances: Holidays Weddings Family celebrations Printing problems Computer failure, corrupt USB sticks Financial problems Work related problems Pressure or anxiety associated with assessment preparation or exams Accommodation issues 16

17 Mild illness less than 7 days would not normally warrant mitigation. The Faculty Mitigation Co-ordinator will determine whether a mild illness warrants an extension to the assessment deadline should an extension be requested Mis-reading assessment arrangements Further guidance on extenuating circumstances and mitigation can be found at: Late Submission Without any form of extenuating circumstances, standard penalties apply for late submission of assessed work. These range from 5% to 100% of the possible total mark, depending on the number of days late. Full details (section C1.5) of the penalties for late submission of course work are available at: Re-assessment If you have not passed a module at the first attempt you will be eligible for re-assessment. You will need to make sure you are aware of the relevant re-assessment process (e.g. whether it is coursework, an examination, a presentation or other form of assessment / when it will take place / what the deadline is). You will be advised via Results Online of your options for re-assessment. You are advised to contact your Course Leader, Student Administrator or personal tutor for any necessary clarification. Student Appeals If you feel that you have in some way been disadvantaged during your studies and this is reflected in your results, then you may have grounds for an academic appeal. After your results are available on Results Online you have 15 working days to submit a request for an appeal hearing. You will find the information you need, including grounds for appeal, when and how to appeal and frequently asked questions at: You are strongly advised to seek guidance from the Student Union Advice Service on whether you have grounds for an appeal and the completion of the paperwork see Section 4 for Student Union Advice Service contact details. Cheating, Plagiarism and other forms of Unfair Practice Our University wants to give you credit for your learning and for work which you have done yourself. Academic misconduct occurs when you have not done the work yourself. 17

18 Academic misconduct can take many forms and may be intentional or unintentional. The different forms may include: cheating, plagiarism and other forms of unfair practice. Plagiarism includes self-plagiarism where a student submits work for credit that they have already received credit for either in this University or anywhere else. Plagiarism also includes a lack of in-text referencing. Unfair practice includes collusion, ghost writing and falsification of data. To help you understand very clearly what is and is not permitted and how to use other people s ideas in your assessed work, it is strongly recommended that you familiarise yourself with The Little Book of Cheating, Plagiarism and Unfair Practice, available from the Student Hub at: The serious consequences of plagiarism and other types of unfair practice are detailed in section C9 of the Academic Regulations at: If you are unsure on how to reference your work correctly please seek advice from your tutors or from Skills for Learning (see Section 4). 18

19 4 Where to get help 4.1 Personal tutors Your personal tutor (see Key contacts in Section 1) will usually be an academic member of staff who teaches you on your course. Your Course Leader will make sure that you are given the name and contact details of your personal tutor at the beginning of each year, usually in your course induction. Normally, your tutor will aim to follow you right through the duration of your course. Your personal tutor has an important role to play in supporting you in academic and personal matters while you are studying on this course. The meetings will include discussion about career aspirations, your course, your progress, and your academic results. You may want to set objectives for academic and life goals which you can store on your e-portfolio. Personal tutors are not trained counsellors and will signpost you to other University services if they can t help you. These services may, for example, be the Students Union, the counselling service or the student hub. At the beginning of your course, your tutor will probably initiate communication to set up the meetings at a mutually convenient time, but later in your course it should be your responsibility to set up the meeting. If you ask for information to be kept confidential it will be and a note will be kept securely in your University notes with an indication of who can access the information. You are entitled to have one meeting per semester with your personal tutor in each year of your course. But your personal tutor may ask you to come to see them more frequently and you should feel free to contact them if you need to see them urgently. Please see Section 6 for full details of our personal tutor policy. 4.2 Student Hub If you have any questions about or problems with life at our University, the first place to call, or pop into is the Student Hub. The team can help with a broad range of enquiries including: funding and money advice, being an international student, disability, counselling and wellbeing support, student cards, accommodation, fee payments, support from the Students Union, how to access on-line services, getting help with your CV, preparing for an interview, careers guidance and getting a part-time job. Details of these and other services are available at There is a Student Hub on the ground floor of the Rose Bowl at City Campus and one also in Campus Central at Headingley. Our telephone number is and our address is [email protected]. We work closely with Faculties, the Students 19

20 Union, all University Services and external organisations to make sure that if we don t know the answer to your question we will know who will. You can also use 'my Hub' which is an online resource available 24/7 where you can access information and guidance about a range of services, register and make appointments with Services, register for workshops and employability tutorials, search for job vacancies and use a range of careers resources. 4.3 Disability and Dyslexia Support Disability Support is available from the Disability and Dyslexia Centre. The Disability Advisers will work with students to ensure support is provided to meet their individual needs: Disabled students can also access the Disability Resource Areas in each library and the support provided by the Library Learning Support Officers. 4.4 Library Help Academic Librarian Your academic librarian (see Contacts in Section 1) liaises with your lecturers to ensure physical and electronic information resources for your subject are available. They are available to support you personally and will work with you throughout your time here to help you develop information and digital literacy skills. Skills for Learning Skills for Learning provides a wide range of web resources on topics including plagiarism, group skills, research, maths, critical awareness and reflective skills, Harvard Referencing, essay writing and time management. For full information and contact details of the workshop and individual support programme see: Help and Information Points If you have any questions about using the library or concerns about IT, such as logging-in, printing or using our various software packages you can get help: from the Help and Information Point on the ground floor of each library online: by phone (including 24/7 IT support). 20

21 Library Website The Library s website ( provides access to thousands of resources and information about Library services. You can also access key services via your smart phone or tablet. Distance Learners If you are registered on a distance-learning course, you may be eligible for the Library s Offsite help and advice. The service offers help with accessing electronic resources, access to other libraries, postal book loans and journal article supply. For details of eligibility and the full range of services provided you can access Offsite at: Students Union Advice Service The Students Union advice service offers free, independent and confidential advice and representation to students. Professional advisers are employed directly by the Students Union to represent your interests even if you are in dispute with our University. Advice is available on a large number of issues including: academic problems, housing, money health and wellbeing. Tel: (0113) or [email protected]. There are full details of all services available at: 21

22 5 What to do if you 5.1 are absent for more than one day You must notify your Student Administrator if you are absent for more than one day (for example for an interview, emergency unforeseen circumstances, or for compassionate leave). If you are going to apply for mitigation you will need to provide written evidence of the reason for your absence (see section 3). International students Please be aware that our University fully complies with United Kingdom Border Agency policy at all times. There are legal reporting requirements relating to UKBA immigration procedures in the UK for all non-eu students studying in the UK with a Tier 4 student visa. Full attendance is mandatory for all Tier 4 students. For up to date information about visas, immigration issues and other related information, contact the International Student Advice Service at [email protected] for advice and guidance. Failure to meet Border Agency attendance requirements as required by the terms and conditions of your immigration status could lead to your academic sponsorship being withdrawn and your visa being revoked. 5.2 are ill If you are absent because of illness for more than seven consecutive days (including weekends), you must provide us with a Fit Note. If you are absent through illness on the day of an examination or assignment deadline and you intend to apply for mitigation, you must also provide us with details and any available evidence as soon as possible. Contact your Student Administrator to get a copy of the appropriate extenuating circumstances form. You can hand in or send a Fit Note to your Course Leader or Student Administrator. Further information is available in the General Regulations (section 6) at: have a comment, compliment or complaint We are committed to providing a high quality experience for all our students. We welcome comments and compliments from students, and find them valuable for on-going improvements to our provision. Comments and compliments about your course can be raised with your course representative or directly with your personal tutor. 22

23 If you have a specific complaint about an act or omission of our University, you may be able to make a complaint under the Student Complaints Procedure. In the first instance, you should raise the matter as soon as possible with the member of staff most directly concerned, or with the person who can best resolve it. If this does not resolve the matter, or if the complaint is too serious to be addressed in this way, then you should make a formal complaint in writing. Information about how to make a complaint, including the student complaints procedure and a complaints form, is available online at: are considering withdrawing from the course If you are considering withdrawal from your course you should speak to your personal tutor, a member of staff at our Student Hub or the Students Union to discuss your reasons. If there is a problem, University or Students Union staff may be able to help. It may be possible to arrange temporary withdrawal from your course and if you decide to withdraw permanently or temporarily, you must complete a withdrawal form. This form must be submitted as soon as possible to your faculty office as withdrawals cannot normally be backdated. For further details see General Student Regulations at: 23

24 6 Relevant Policies 6.1 Student Charter Our University and Students Union recently agreed upon the Student Charter which outlines what is expected of students of Leeds Beckett University and what students can expect from our University. The most recent version of our Student Charter is at: Student Entitlements Our student entitlements, listed at the front of this handbook, will help to ensure the student charter is embedded as part of our approach to providing a good quality, consistent learning experience for all our full-time and part-time undergraduate students. You can find the full student entitlements from: Personal Tutors You are entitled to have one meeting per semester with your personal tutor in each year of your course. See Key contacts in Section 1 for details of how to contact your personal tutor. See Section 4 for an overview of the support you can expect from your personal tutor. You can find full details of our personal tutor policy from the Student Hub webpages: Safety, Health and Wellbeing Policy Statement Our University is committed to providing a vibrant, ethical and sustainable working environment that values wellbeing and diversity. This commitment exists alongside our wider legal and moral obligations to provide a safe and healthy working environment for our staff, students and members of the public who may be affected by our activities. There are further details at (see H - Health and Safety Policy Policy Statement). Smoking No smoking is permitted in any of our University buildings, this includes the use of vapour cigarettes (or other similar devices); if you do smoke outside our buildings please make sure that you stand at least five metres way from building entrances and boundaries. 24

25 Use of Laptops within our University If you need to charge your laptop battery, please make sure that the battery charger/lead are undamaged, and only plug it into a designated power socket if you are unsure of where these are, please ask a member of staff. Please make sure your battery charger cables do not create a trip hazard. Fire Safety Procedures Fire information is present on Fire Action Notices displayed in all University buildings. These are normally present in corridors. Please read and follow the instructions. All fire exit routes are clearly identified. You should familiarise yourself with the location of fire exit routes and fire assembly points for the buildings that you may use in the course of your studies. If you discover a fire, you should sound the alarm by operating the Fire Alarm Call Point. You should report the circumstances and site of fire using the emergency number indicated on the Fire Action Notice. Do not tackle the fire unless you have been trained to do so. Evacuate the building to the fire assembly point indicated on the Fire Action Notice. Do not re-enter the building until officially authorised to do so. On hearing the Fire Alarm, everyone should proceed calmly to the nearest available safe fire exit, as indicated by the green and white fire exit signage. Take appropriate action to assist visitors and mobility-impaired persons or wheelchair users to a safe refuge. Upon exiting the building, continue on to the fire assembly point so as not to impede the remaining evacuees exiting the building. Evacuation is practised through fire drills. However, you should regard any continuous sounding of the alarm as a fire incident and act accordingly. Disabled Students You are expected to declare any disability that would affect your safety in the event of a fire, e.g. hearing impairment or the use of a wheelchair. If you are referred to the Disability Adviser, a Personal Emergency Evacuation Plan (PEEP) will be developed for you as appropriate. Disabled students must declare their disability, to the University, for it to be taken into consideration. You can find further information about the support available to disabled students studying at our University and contact details on our website: 25

26 First Aid First Aid Notices (green and white) are displayed in all University buildings alongside the Fire Action Notices (predominantly blue and white) and alongside, or adjacent to, each First Aid box. First Aid Notices provide all the information you may require to seek and summon assistance. First Aider contact details can also be obtained from the Student Hub or from Security: City Campus, internal ext or Headingley Campus, internal ext Accident and Incident and Reporting All accidents and incidents and dangerous occurrences, must be reported to, and recorded by University staff. Accident report forms (HS1) are available at faculty reception offices, Security and Student Hubs. Infectious Disease Campus-based students who have been diagnosed with a serious infectious disease such as TB, measles, meningitis or chicken pox should notify their Course Leader or administrator as soon as possible giving information regarding which groups of students (and/or colleagues and clients on placements) you have been in contact with and when. For diseases such as TB or meningitis, the West Yorkshire Health Protection Team may also wish to speak to you (or your family) to determine if others require screening or medication. You should follow advice given by the hospital or your GP about when it is safe to return to University. 6.5 University Regulations There are two sets of regulations you need to be aware of, The University Academic Principles and Regulations and The General Regulations: Leeds Beckett University Students. The Academic Principles and Regulations relate specifically to your studies and your course. They cover issues such as assessment, progression and award requirements amongst a range of other issues. The General Student Regulations deal with a range of issues which apply to all students of our University. 6.6 Academic Principles and Regulations Our University Academic Principles and Regulations can be found at: You should familiarise yourself with the Academic Principles and Regulations. The following sections are of particular relevance to your course: Assessment general provisions (C1) 26

27 Achievement of credit (C2) Student progression (C3) Conferment of awards (C4) Management of assessment (C5) Conduct of assessment: coursework and other assessed work (C6) Administration and conduct of examinations (C7) Written examinations: regulations for candidates (C8) Cheating, plagiarism and other forms of unfair practice (C9) Disabled students and students with specific learning difficulties (C10) Boards of examiners and examination committees (C12) Disclosure of assessment results (C14) Extenuating circumstances and mitigation (C15) Appeal against a decision of a board of examiners or examination committee (C16) The Students Union Advice service ( is able to offer advice and guidance on how to understand and use the Academic Principles and Regulations. Where students are undertaking any form of research project, reference should be made to the Research Ethics Policy and Research Ethics Procedures which can be found at: General Regulations The General Student Regulations are available at the following web link: You should familiarise yourself with the student regulations relevant to you. 27

28 Appendix A Programme Specification Course Overview and Aims MSc Accounting and Finance is designed to provide students with an understanding of accounting and finance as an academic discipline and an appreciation of its practical applications in the broader business environment. The route provides a conceptual framework and skills in application for students who wish to pursue a professional career in accounting and/or finance. It prepares students for a career in general management where an understanding of the financial implications of decision-making is essential to career progression. With an ever increasing need for postgraduate qualifications in the workplace this course sees good and growing demand due to its subject specialisms and exemptions from professional qualifications. The route is designed for students planning a career in accounting and finance without a relevant academic background. However it is open to all and graduates of accounting and/or finance may also find the route of value. Non-relevant graduates are expected to have had some exposure to business concepts either in their degree or the in workplace and are required to attend an Accounting Induction. Postgraduate Employability and Professional Context The course is designed for students who wish to build on their existing knowledge in the field and also to fast track those who have not previously studied the subject but would like to gain specialist knowledge in accounting and finance. The course equips students with a well-developed understanding of both international financial reporting and management accounting. The course explores both the theoretical principles underpinning these subjects and the issues and challenges faced by companies when applying them. In addition to accounting, the course is designed to enrich knowledge in other areas of international finance and business. The course is accredited by the ACCA so for students looking to continue onto a professional qualification, on completion of the course they will gain exemptions from the following ACCA papers: F1, F2, F3, F4, F5 and F7. The course has 8 Core modules and students select one elective in semester 2. The course provides a sounds basis for students who wish to follow a career as an accountant, auditor, tax adviser or a more general business role with a number of students successfully obtaining employment in finance related roles upon completion of the course. 28

29 Employers are regularly questioned as to the skills they are looking for in graduates to ensure that the course retains relevance and professional accounting qualifications reviewed to ensure up to date and appropriate syllabuses are offered. Subjects studied in the classroom are related to work based case studies, sets of financial statements to assist in learning helping with work related skills. Course Learning Outcomes 1 Demonstrate a critical, ethical and reflective approach to the domain of accounting and finance. 2 Critically evaluate, synthesise and apply advanced and contemporary theories and techniques within accounting and finance to a range of complex and openended business issues, problems and situations. 3 Apply with a degree of creativity and sophistication, intellectual, transferable and subject/professional skills to a range of complex and open-ended business problems and situations. 4 Evaluate and apply with due regard to ethical considerations, research methodologies relevant to their area of study and make informed judgements in the absence of complete data. 5 Learn interdependently and independently and accept responsibility for subsequent career and continuing professional development. 6 Demonstrate originality in the application of theory and techniques, drawn from earlier studies, through the production of a significant piece of high level independent research. Course Learning Outcomes Mapping Title and Level Core (Y) CLO 1 CLO 2 CLO 3 CLO 4 CLO 5 CLO6 Financial Reporting Y Management Accounting Information Management Y Corporate Finance Y 29

30 Contemporary Issues in Accounting Y Entrepreneurship Y Forensic Accounting Investment Fund Management Financial Decision Analysis Managing Financial Resources Dissertation Y Course Structure Semester 1 Core (Y) Semester 2 Core (Y) Financial Reporting Y Contemporary Issues in Accounting Y Management Accounting Information Management Y Entrepreneurship Y Corporate Finance Y Option (See list below) Dissertation Y Options Forensic Accounting, Investment Fund Management, Financial Decision Analysis, Managing Financial Resources Learning & Teaching Approaches 30

31 The teaching and learning strategy to be used by each module is given in each module specification. These illustrate that a variety of methods will be used. Typically modules will consist of a mix of lectures, tutorials, group and individual activities, workshops and case study analysis. The students themselves are an important resource for the route and will be encouraged to share their experience and knowledge. The role of staff is seen more as facilitators than lecturers. Simulations and presentations will help develop skills of group working, problem solving and communicating. Opportunities to use these competencies will be provided through the route, in particular there is an expectation that these will be demonstrated within assessments and the dissertation. The learning and teaching strategy for the MSc in Accounting and Finance is compliant with the University s Learning and Teaching Strategy The course team is committed to the values articulated in the Strategy (inspiring/creative/enterprising/purposeful/respectful and professional). The course team puts students at the centre of the School s activities by providing a flexible and relevant curriculum with excellent teaching and learning. Team members are committed to the development of their own areas of professional practice and specialisms and this contributes hugely to the quality of learning and teaching experienced by students. This Course is concerned with the practical application of theory to a working environment and the opportunity for students to think about, discuss and where possible relate theory to practice. The teaching and learning style will be student-centred and many students will require careful counselling particularly during the early stages of the programme. It is appropriate that knowledge and skills acquired should be tested in the Course. Each of the modules will require some new knowledge/capability to be acquired and will test this. The manner of this assessment will vary. All students will be required to complete all modules and these will be assessed by group activity, presentations and written exams, which relate to accounting and finance theory and its application to real world case studies. Students take an active role in the strengthening of student satisfaction, achievement and employment by being involved with the quality assurance processes both formally and informally. Learning and Teaching Activities Modules will consist of a mix of lectures, tutorials, group and individual activities, workshops and case study analysis. The students themselves are an important resource for the route and will be encouraged to share their experience and knowledge. The role of staff is seen more as facilitators than lecturers. Simulations and presentations will help develop skills of group working, problem solving and communicating. Opportunities to use these competencies will be provided through the route, in particular there is an expectation that these will be demonstrated within assessments and the dissertation. 31

32 The teaching and learning strategy to be used by each module is given in the module specifications as set out in the MATs. The modules use a variety of methods; typically each block will consist of a mix of tutorials, group and individual activities, workshops and case study analysis where appropriate students will be given opportunities to relate the material covered to the workplace. The integration of students is seen as an important opportunity for students to learn by sharing their and their peers experience through discussion. Modules at this level will be characterised not only by the inclusion of more advanced knowledge, but also by being more open-ended in the realistic situations in which students are required to identify and tackle problems. The progressive problem solving philosophy, together with the complementary encouragement of independent learning, will shift the mix of work away from that done in class and towards that done outside. To further assist students a number of developments are underway in LBS. For example learning packs of pre-reading and delivery of guidance and practice are a central part of the programmes. Use of VLE The VLE (X-Stream) is an integral part of the course. Each module has its own site containing copies of learning and teaching materials and online learning activities. Students can access course information, receive announcements, assessments and communicate with each other and staff via and discussion boards. At induction students are introduced to a VLE accessed through the university portal. In addition a zero credit module provides course related information to students, such as the Powerpoint presentations used in induction sessions, and documentation and links to relevant sites in support of student broader learning. The VLE will be used in many ways including supporting action learning sets with the provision of discussion areas and formative assessment activities. Further the discussion area can be used as part of the summative assessment activity where students can peer review each other's conference abstracts or learning set events. Turnitin is also employed extensively for the purpose of assignment submission and feedback, and its use will be further expanded on the proposed version of the degree. Use of Blended Learning N/A 32

33 Assessment Strategy Appropriate and effective assessment will enable students to demonstrate the outcomes of learning intended for the programme. Assessment methods are based on a mixture the following, essay assignments, practical reports, a dissertation, written examinations, problem-solving exercises and oral. Programmes may assess not only academic skills but also other skills and competencies including, the requirements of the ACCA which accredits the award. Students have opportunities to deliver presentations, work in groups, practise final assessment skills in weekly course work. Case studies help provide a context appropriate to workplace and global economic issues and apply technical knowledge to develop a greater depth of understanding. All feedback on assessment methods from students is reacted to and responded to when designing courses. Feedback on Student Assessments Students will receive written and oral feedback on their assessments with the opportunity to seek further advice and information on their performance as required through the course and module leader teams. How is feedback from students gathered and used in course design/ enhancement? Module evaluation, PG Surveys, student forums and student representation initiatives are used to gather feedback to instigate changes and monitor their effectiveness. The course will undergo annual review in accordance with University regulations and associated procedures. Feedback is gathered from students through the meetings between the course leader and student representatives, and the formal university Development and Enhancement meetings. The following specific issues will be considered within the annual review process: course statistics (age, ethnicity, gender), curriculum content, assessment, progression and achievement, operational issues, module evaluation, external examiners reports. All modules are subject to student evaluation in the semester in which they are delivered. Student representation is facilitated during the annual review process by student representatives. Student Reps also attend Faculty level meetings 33

34 and student focus group meetings. How are students informed of actions taken/ how is the feedback loop closed? Feedback about the course is given to students through the formal university Annual Review meetings, and Enhancement and Development processes. Actions originating from student suggestions are reported back to students through the review of action plans at the Annual Review meetings. Student focus groups informing the course Enhancement and Development meetings, and student reps at those meetings, have been employed as the means of sharing feedback to students and encouraging students to reflect on their own experience. Indicators of Quality and Standards Rationale for Change We are reviewing our Postgraduate courses, drawing on past and current successes, to ensure that all courses are: flexible in terms of place, mode and pace distinctive to encourage market responsiveness, employer engagement and professional body engagement. We will enable student access to mentoring, internships, work related learning and career advice, where appropriate. Streamlined in content and utilise on-line learning resources, where available and appropriate. Inclusive of shell modules drawing on existing on-line learning. The course is designed to enable professional skills applicable to the workplace to be developed alongside academic learning and should enhance student employability and development needs. The course has been positively received by its students and judged by the external examiner as achieving standards appropriate to a master s degree. The principal innovations in the new programme will be firstly the integration of research methods into the dissertation module, whereas, as originally approved, research methods constituted a separate module. Some students struggled with the distinct configuration of the modules and were not always clear about the nature of a literature review and how to integrate it into their own research projects. Bringing the previously discrete research methods and dissertation modules together is intended to address this. This also follows a more 34

35 integrated approach linking to action research. Student consultation regarding changes to the course. The feedback was obtained in three open sessions where students booked personal tutor meetings and provided feedback about their experiences. The feedback was as follows: All students spoke very positively about the tuition they were receiving saying that the tutors explained material well and were very approachable. Some subjects were easier than others but good support was available for areas of difficulty. There has been some confusion as to what is required for the PDP module at first, but via seminars and X-stream they were getting to grips with the nature of what is for them a very different type of subject area. The allocation of dissertation supervisors has been an area which has caused concern for students but this process has now been explained to them and they seem happy with the new procedures involved. Part time students highlighted that due to the nature of their method of studying that they sometimes feel that they miss out as full time students spend more time together and have a better support network. Overseas students need time to adjust to UK teaching methods and UK culture the February intake particularly struggled with the culture shock this time. A lot of students need help with their academic writing skills and need extra help with this so are using things like the library learning skills online. The Corporate Finance module students find particularly hard but find the tutor excellent and since passing comments on about their difficulties have received extra help. All students praise the amount of support they get from all staff at Leeds Met and in particular how much more support they get here compared to their experiences at other universities. The feedback shaped the new course in terms of: The basic structure of the course is largely the same as current students seem very positive about the structure and the modules studied. Amendments have been mainly to PDP, research methods and the dissertation as these were the modules that students mostly struggled with. PDP and research methods have been removed, 35

36 Outcomes of PG Related Student Surveys with the latter forming part of a 60 credit dissertation module Issue Proposed Actions PT students do not feel as involved as FT students. Scheduling of inductions to enable ease of attendance for PT. Organisation a social events to integrate PT and FT students. Need for student feedback. To discuss with student reps about future involvement in meetings Use of databases in the courses Ensure FAME and OSIRIS are covered in Research Method part of the Dissertation module. Problem with databases in Managing Financial Analysis Lack of recommended MAIM text book in library. To log issues with library and check resolution. Updated list forwarded to librarian to ensure future cohorts have suitable texts to study from. Analysis of Course Trend Data Mixture of FT and PT students with increase in PT students. 09/10 10/11 11/12 Full time Part time Total Majority of students are overseas, with good growth of admissions in this area. 09/10 10/11 11/12 Home Overseas Total Predominantly male students in the over 25 s age bracket. 09/10 10/11 11/12 Male Male Female Female Total A quarter of the intake has been Asian or Asian British. 36

37 Module Evaluation Focus groups are held and minuted and also one to one personal tutor meetings carried out with each students once a term to obtain feedback about modules and the course generally. Student survey forms are held and course review meetings. Examples of feedback and actions are below: Personal Development Planning some students find it rather confusing whereas other s know that it is a useful module and useful for CV s. They seem to be unsure of the assessments. Action Point Module leader consulted and Blackboard enhanced to clarify and also delivery of seminars. Many of the part time students do not feel as involved as full time students in the MSCAF course. The student s did not have any ideas on how to resolve this issue. It is difficult for them to come to induction and their attendance is hit and miss due to other commitments. Action Point PH and JS to look at ways to make PT students feel included including scheduling and possible social events. What Methods Are Used to Monitor and Assess Quality? The course is annually reviewed by the following process: In-year Enhancement & Development There are two Course/ Scheme Enhancement and Development Meetings defined within the process. These should be scheduled to take place at the end of both semester 1 and semester 2. The emphasis of these meetings is in-year monitoring and maintenance rather than review. Annual Review A single Course Annual Review Meeting is established in the November following the year being reviewed. This meeting considers a defined set of data to a fixed agenda. The core themes of the revised process are engagement and responsibility: Engagement with students concerns at course level - course leaders taking responsibility for remedial actions or enhancements which are highlighted by student feedback or management information. Engagement at faculty level, to provide support and to intervene where necessary at course or scheme level. Responsibility at faculty level, for taking action on provision 37

38 which is failing. Engagement at institutional level, to align priorities and lead on relevant enhancement and development themes. Responsibility at institutional level, to embed those priorities which improve the student experience and to link these to our strategic plan. Four Components of Review There are four components of annual review as defined in the Academic Regulations which can be summarised under the heading of annual monitoring and review activity. Each has an important role in the continuum of monitoring and review and marks a specific point of engagement and reflection in what is conceived as ongoing activity. The four components are: Student Focus Groups In line with growing sector expectations, the university supports the ongoing consideration of student views relating to the operation and development of schemes and courses. To facilitate that consideration, student meetings, defined as focus groups in the Academic Regulations, are established at defined points of the year. There is no limit on the number of such engagements which course/ scheme management teams, subject groups or faculties choose to convene since a comprehensive and regular range of feedback from students is seen as critical in effective monitoring and review activity. In-Year Course Enhancement and Development Meetings The role of these meetings is to monitor the contemporaneous delivery of the course and to address issues which have presented themselves in-year. A standardised agenda is provided for the meeting and whilst it is recommended that this forms the basis of the order of the meeting, course teams are at liberty to pursue discussions which are of relevance to the maintenance of quality and standards relating to that particular curriculum area. Indeed, they are encouraged to do so. Course Annual Review Meetings A single Course Annual Review Meeting is established in the November following the review year to consider a more defined set of data relating specifically to the year in question. 38

39 The Annual Review Meeting will be focussed on the performance of courses in the context of: Assessment, learning and teaching matters; year trend data from prescribed management information; external feedback; student feedback; resources and sustainability; external drivers and market research; university and faculty priorities. Annual Reports Monitoring and review activity is captured for the course, the faculty and the university through a hierarchical reporting structure. The purpose of the reports is to provide assurance that monitoring and review activity is taking place appropriately and to highlight issues and enhancement opportunities to those with the responsibilities for intervention and promulgation. The reports may also inform faculty and university priorities. External Examiner Reports Research and Scholarly Activity Staff Development Feedback on assessment and marking has been positive with a requirement to evidence internal moderation in more detail. This has been addressed by internal moderation providing detailed feedback on all work in future. External examiners have been happy that quality and standards have been maintained. Academic staff delivering modules on the course are actively engaged in further study (a number have completed and others are progressing with masters and doctoral awards in relevant subject areas. Members of the academic team produce textbooks used on the course and have achieved publication in academic journals. The Business School also has a guest lecture series with numerous relevant and interesting topics to enhance formal taught courses. Staff are encouraged to study for further awards and engage in further research (e.g. PGCHE, doctoral awards). Staff also have substantial professional experience to enhance their academic skills and credibility in delivering technical material. 39