Faculty of Business Environment and Society. Programme Specification for. BA (Hons) Accounting & Finance for International Business

Transcription

1 Faculty of Business Environment and Society Programme Specification for BA (Hons) Accounting & Finance for International Business FINAL Academic Year 2015/16 1

2 Contents Page Introduction 3 Part 1: Course Specification 1-10 Basic Course information 4 11 Educational Aims of the Course 5 12 Intended Learning Outcomes 5 13 Course Structure and Requirements 8 14 Support for Students and their Learning Criteria for Admission Methods for Evaluation and Enhancing the Quality and Standards of Teaching 12 and learning 17 Regulation of Assessment Indicators of Quality and Standards Additional Information List of mandatory and core option modules Curriculum Map Capabilities (Skills) Map 16 Part 2: Supporting information Relationship to the national Qualifications Framework, Subject Benchmarks and 18 Professional/Statutory Body requirements. Teaching and Learning Strategy 20 Assessment Strategy 22 Programme/Course management 25 Entry Requirements and Selection Procedures 26 Compliance with the University s Academic Regulations and Current Legislation 27 2

3 Introduction The BA (Hons) Accounting & Finance for International Business (Top-Up) one-year course is part of the suite of undergraduate programme Accounting & Finance courses offered by the Department of Economics, Finance & Accounting within the Faculty of Business, Environment and Society. The course is designed with a specific focus on accounting and finance in an international context and incorporates the advanced study of at least one European language. It will provide students with the opportunity to draw together previous studies and experience in order to develop their knowledge, understanding, critical-thinking and problem-solving in areas required by modern international accounting and finance organisations. In addition it will also enable them to improve their communication, language, interpersonal as well as life-long learning skills. This course allows entry to a degree programme at stage three for students from specific overseas partner institutions who have progressed from accounting and/or finance areas of study. It will allow students to undertake more in-depth study of particular areas of finance dependant on previous study and knowledge and help to prepare them for a career in international finance. In addition students will have access to appropriate resources to enable them to enhance their ICT abilities. It uses existing modules which will allow and encourage students to interact and compare experiences, thus reinforcing the international aspect the course. This course contributes to the achievement of the University s mission statement with regard to internationalisation and collaboration in that it is offered to selected international partners. In addition it makes a positive and valuable input to University and Faculty recruitment targets. 3

4 Part 1: Course Specification for BA (Hons) Accounting & Finance for International Business (Top Up) 1 Available Award(s) and Modes of Study Title of Award * BA (Hons) Accounting & Finance for International Business BA Accounting & Finance for International Business Mode of attendance* UCAS Code FHEQ Level* FT, One Year NN43 Level 6 Bachelor Degree with Honours Unclassified Degree 2 Awarding Institution/Body * Coventry University 3 Collaboration None 4 Teaching Institution and Location of delivery* Coventry University 5 Internal Approval/Review Dates 6 Course Accredited by* Not Applicable Date of latest review: May 2009 Date for next review: Academic year 2017/ Accreditation Date and Duration 8 QAA Subject Benchmark Statement(s) and/or other external factors * 9 Date of Course Specification * 10 Course Manager/Course Tutor * Not Applicable Accounting (2007) Finance (2007) - asp January 2014 Mr Daniel Johnson 4

5 11 Educational Aims of the Course * The degree in Accounting & Finance for International Business is offered in response to overseas demand for a one year top-up course in Accounting and Finance studies. The educational aims of this degree are to provide: 1. A course which reflects contemporary accounting & finance thought and practice, with an emphasis, where appropriate, on the application of theory to practice. 2. A course which will enable students to develop, or enhance, careers in the world of international accounting and finance. 12 Intended Learning Outcomes* This course satisfies the Accounting (2007) and Finance (2007) benchmark statements and Coventry University s Code of Practice for Academic and Professional Skills Development. Section 21 maps the intended learning outcomes as described in the next section to the courses mandatory and option modules (as listed in section 20) Section 22 shows the capabilities that students will be taught, given the opportunity to practise and will be assessed in. The principal teaching, learning and assessment methods normally used on the course to achieve these learning outcomes are identified in the next section Knowledge and Understanding* On successful completion of the BA (Hons) Accounting & Finance for International Business top up course a student should be able to demonstrate knowledge and understanding of: K1 K2 K3 K4 The function in which accounting and finance operate in an international context. Accepted techniques and practices of accounting and finance and how they can be applied to different contexts. The Accounting & Finance perspective in an international business context. How an organisation interacts with its external environment. The principal teaching, learning and assessment methods normally used to enable outcomes to be achieved and demonstrated are identified in the table overleaf. Teaching and Learning Assessment K1 Lectures, seminars, problem-based learning, textbooks, module webs, Examinations, Individual written coursework and/or project work, time constrained tests journals (hardcopy and electronic) K2 Lectures, seminars, problem-based learning, textbooks, module webs, Examinations, Individual written coursework and/or project work, time constrained tests journals (hardcopy and electronic) K3 Lectures, seminars, Problem-based learning, textbooks, module webs, Examinations, Individual written coursework and/or project work, time constrained tests journals (hardcopy and electronic), problem-based learning K4 Lectures, seminars, case studies Examinations, Individual written coursework and/or project work, time constrained tests - 5

6 12.2 Cognitive (thinking) Skills* On successful completion of the BA (Hons) Accounting & Finance course a student should be able to - CS1 communicate accounting and finance concepts, models and techniques in a clear and precise style through written and oral work - CS2 analyse and draw reasoned conclusions concerning structured and unstructured problems from sets of data drawn from a range of sources - CS3 analyse and discuss contemporary accounting and finance issues using appropriate accounting and finance principles and conventions - CS4 synthesise and evaluate quantitative or qualitative date from a range of sources - CS5 Demonstrate the ability to communicate and conduct financial business in a language other than their own native language The principal teaching, learning and assessment methods normally used to enable outcomes to be achieved and demonstrated are identified below. CS1 CS3 CS4 CS5 Teaching and Learning Problem based learning, projects. Workshops, ICT packages, seminars Independent research and specialist research methodology workshops Language labs, seminars and workshops Assessment Presentations, role play, seminar papers, written projects, examinations, problem solving exercises, case studies Advanced Dissertation in Accounting & Finance and Professional Skills. Research skills module with formative and summative feedback Oral and written communication 12.3 Practical Skills* On successful completion of the course a student should be able to - PS1 Record and summarise transactions and other economic events in accounting systems for presentation and decision-making purposes - PS2 Prepare and analyse financial statements through the use of recognised accounting conventions, statistical methods and computer-based techniques - PS3 Analyse and produce financial solutions to complex business decisions - PS4 Navigate the online library catalogue and the library databases and other sources of information; The principal teaching, learning and assessment methods normally used to enable outcomes to be achieved and demonstrated are identified below. PS1 PS2 PS4 PS3 Teaching and Learning Computer-based learning packages, example workshops, seminars, case studies, interactive lectures Lectures, seminars, case studies, outside speakers Assessment Computer-based time-constrained tests, examinations, written reports Individual research project Written reports, presentations, examinations 6

7 12.4 Transferable Skills * On successful completion of the BA (Hons) Accounting & Finance for International Business top up course a student should be able to: - TS1 Locate, extract and analyse data from multiple sources, including the acknowledgement and referencing of sources - TS2 Demonstrate appropriate numerical and statistical skills to enable the manipulation and presentation of financial and other numerical data - TS3 Work effectively in groups and demonstrate a critical appreciation of others ideas and contributions - TS4 Take responsibility for planning, preparing, and writing individual coursework and/or project work - TS 5 Act as independent learners and carry this ability into their future career development Transferable/key skills are generally incorporated within modules and related to relevant assessments as appropriate. Self-directed learning forms an element of all modules and the necessity to work within tight deadlines is an essential requirement across the curriculum. The ability to communicate orally and in writing will be developed across the range of modules. The wide range of assessment techniques will ensure that students are given every opportunity to demonstrate their skills in these areas. 7

8 13 Course Structure and Requirements, Levels, Modules, Credits and Awards Modules within the course, their status (whether mandatory or options), the stages at which they are studied, their credit value and pre/co requisites are identified in section 20. Modules within the course may be classed as: Mandatory (M) These modules are compulsory Core Options (O) These modules are chosen from a prescribed list of modules for the named award Patterns and Mode of Attendance The BA Accounting & Finance for International Business (Top-Up) course is available as a one-year direct entry at stage 3 on a full-time basis. Section 6.4 of University regulations (Mode C) concerning enrolment and registration are applicable to the course Course Structure The structure of the course and award routes is shown below. All modules are 20 credits. Key Course Themes Stage 3 Financial Accounting And Management Accounting 304ACC Corporate Reporting & Analysis (M) 384ACC Management Accounting for Business Decisions (M) Financial Management Finance and Quantitative Methods Integrations of Financial Accounting and Financial Management in a Global Context Research skills Personal/Career Development, Language Development and Employability 353FIN International Finance (M) 362FIN Financial Theory 303 Case Studies in Accounting & Finance 396DEL Academic English for Accounting and Finance 1 397DEL Academic English for Accounting and Finance 2 8

9 Proposed Mode of Delivery All modules are 20 credits unless otherwise stated Stage 3 Semester 1 (50 credits)* 396DEL Academic English for Accounting and Finance (M) 10 credits 304ACC Corporate Reporting & Analysis (M) 362FIN Financial Theory (M) Semester 2 (70 credits) 397DEL Academic English for Accounting and Finance 1 (M) 10 credits 353FIN International Finance (M) 384ACC Management Accounting for Business Decisions (M) 303ACC Case Studies in Accounting & Finance (M) M = mandatory module O = option module * Fewer credits (50) are taken in Semester 1 to enable students to better familiarise themselves with the nature of the learning environment in a UK HE context. * Potential to obtain Accounting Body Professional Exemption 13.3 Conditions for Awards Conditions for the award of a BA Accounting & Finance for International Business honours degree Requirements for the awarding of degrees are as specified in the University Regulations (Mode C) For an Honours degree in Accounting & Finance for International Business a student must have passed all 6 modules on the course (including those specified as Mandatory (M)) i.e. achieved 120 credits. Conditions for the award of a BA Accounting & Finance for International Business unclassified degree For an Unclassified degree in Accounting & Finance for International Business a student must have passed 5 modules on the course i.e. achieved 100 credits Condonement of Modules All modules on this course that are linked to the professional body exemption requirements are not condonable. For all other modules normal University regulations apply. 9

10 13.4 Cascade of Awards BA Honours Accounting & Finance for International Business BA Accounting & Finance for International Business 10

11 14 Support for Students and their Learning EFA places a great deal of importance on the support mechanisms available to the students during the course of their studies. This is demonstrated by the proactive approach our staff take in signposting the available resources to our students through both the induction route and the APT system. An induction programme is provided for all new students at the start of their studies. This gives an introduction to the following: o o o o o o o o The University and the Faculty of Business, Environment & Society Their course of study and timetable The library CU Online The Maths Support Centre The Centre for Academic Writing The Academic Personal Tutor System Key staff The development of a learning community with games and diagnostic testing in numeracy (for stage 1 students) and communication in English (for all stages) The allocation of an Academic Personal Tutor (APT) who may be consulted on academic matters, and who will direct students to appropriate support regarding pastoral issues A course guide, student handbook and individual module guides The allocation of a departmental specific dedicated Employability Personal Tutor (EPT) to provide career guidance and help enhance employability skills. A course VLE on CU Online, which will provide opportunities for discussions amongst student groups and with course tutors, and enable the posting of relevant support material or links to supporting websites (e.g. relating to personal development and careers, or study skills) The University and Faculty Student Support Centres Faculty careers advisors Introduction to Student Mentors Overseas students, including students from EU countries, receive additional support from the International office, and special events are put on for their benefit. Students may also avail of the advice and guidance offered by the Centre for Academic Writing. All support mechanisms are consistent with University policies on Equal Opportunities. Reasonable adjustments can be made to the teaching, learning, assessment and support of the course to maximise accessibility to students with disabilities. This will be done on an individual basis in consultation with the University Disabilities Unit. 11

12 15 Criteria for Admission 240 credits (120 ECTS) at stage 1 and 2 obtained in a relevant subject area. These should include any pre-requisite modules for the course of study. Prior learning credits should cover any prerequisite modules for the BA Accounting and Finance for International Business Course. All applicants will be considered on an individual basis in respect of the appropriateness of their background in Accounting and Finance. In respect of English language, all applicants must satisfy the University s requirement for an IELTS score of 6.5 or equivalent. Successful applicants will take a diagnostic test in English during Induction and specialist support will be provided in-house where necessary, e.g. specialists from the Center for Academic Writing. The general requirements are in line with University Policy. 16 Method for Evaluating and Enhancing the Quality and Standards of Teaching and Learning The Course is managed by the Economics, Finance and Accounting Board of Study in the Faculty of Business, Environment and Society. The Programme Assessment Board (PAB) for Economics Finance and Accounting is responsible for considering the progress of all students and making awards in accordance with both the University and course-specific regulations. The assurance of the quality of modules is the responsibility of the Boards of Study which contribute modules to the course. External Examiners report annually on the course and their views are considered as part of the annual quality monitoring process (AQM). Details of the AQM process can be found on the Registry s web site ( Students are represented on the Student Forum, Board of Study and Faculty/School Board, all of which normally meet two and four times per year. Staff proactively seek student views through the APT system; this operates as a regular feedback and feed forward system. Student views are also sought through module and course evaluation questionnaires. The Faculty of Business, Environment and Society also operate the following methods for evaluating and enhancing the quality and standards of teaching and learning: A faculty wide peer observation system whereby all fulltime and fractional staff are observed once per year The provision of in-house seminars and workshops on teaching and learning matters which all staff are encouraged to attend Support from the National Teaching Fellow currently based within the faculty Annual module reports 12

13 17 Regulation of Assessment University policy requires the internal moderation of all assessments. External Examiners are appointed for all named University awards. The role of the External Examiner at module level is to ensure that academic standards are in line with national norms for the subject. External Examiners undertake the moderation of examination papers and assessment tasks, and view representative samples of work for the modules for which they have responsibility. At programme level, External Examiners help to ensure fairness in the consideration of student progression and awards. They have the right to comment on all aspects of the assessment system and participate as full members of the assessment boards. The Pass mark for all modules is 40%. This overall module mark may comprise more than one component (e.g. coursework and exam). The individual module descriptors give the precise pass criteria and the weighting of the component marks that contribute to the overall module mark. On Undergraduate programmes, the Honours classification boundaries for First Class, Upper Second Class, Lower Second Class and Third Class are 70%, 60%, 50% and 40% respectively. 18 Indicators of Quality and Standards The following are key indicators of quality and standards: The course has been designed in accordance with the QAA benchmark statements for Accounting and the QAA benchmark statements for Finance The department s excellent links with employers including Price Waterhouse Coopers (PWC), Grant Thornton, Ernst & Young, IBM and Jaguar Land Rover The Department has excellent links with local employers; attends regular meetings of the ICAEW Coventry Branch with sponsorship of the ICAEW Dissertation award. The Accounting & Finance team has worked hard to significantly improve result in the National Student Survey with an overall satisfaction score of 95% (2011), up from 84% in 2010, which is ahead of our local competitors. ( Coventry was particularly strong in two areas: o Staff are good at explaining things (95%) o Staff are enthusiastic about what they are teaching (91%) The report of QAA s Institutional Audit undertaken in November 2008 confirmed that Confidence can be placed in the soundness of the institutions current and likely future management of the academic standards of its awards Confidence can be placed in the soundness of the institutions current and likely future management of the quality of the learning opportunities. 19 Additional Information Key sources of information about the course and student support can be found in Student Handbook Module Guide documents produced for all modules Module Information Directory ( Study Support information is accessible from student services home page 13

14 Please note: This specification provides a concise summary of the main features of the course and the learning outcomes that a typical student might reasonably be expected to achieve and demonstrate if s/he takes full advantage of the learning opportunities that are provided. More detailed information on the learning outcomes, content, and teaching, learning and assessment methods of each module can be found in the Module Information Directory (MID), student module guide(s) and the course handbook. The accuracy of the information contained in this document is reviewed by the University and may be verified by the Quality Assurance Agency for Higher Education. 20 Mandatory and Option Modules Module code Module title Credit value Pre/Co-requisite Stage 3 353FIN International Finance 20 Appropriate APL M 396/7DEL Academic English for Accounting and Finance 1 & 2 2 x 10 Appropriate APL M 384ACC Management Accounting for Business Decisions 20 Appropriate APL M 362FIN Financial Theory 20 Appropriate APL M 304ACC Corporate Reporting & Analysis 20 Appropriate APL M 303ACC Case Studies in Accounting & Finance 20 Appropriate APL M M = Mandatory (i.e. must be studied and passed for the named award) O = Option 14

15 21 Curriculum Map Knowledge and Understanding Cognitive (Thinking) Skills Practical Skills Transferable Skills Module codes KU1 KU2 KU3 KU4 CS1 CS2 CS3 CS4 CS5 PS1 PS2 PS3 PS4 TS1 TS2 TS3 TS4 TS5 396/7DEL 304ACC 384ACC 362FIN 353FIN 3xxACC 22 Capabilities (Skills) Map Module codes Learning to Learn Working with others Problem Solving and Innovation Numeracy IT and Online Learning Communication Career Management Information Management 396/7DEL P P P P T, P, A T, P, A T,P,A 304ACC P T, P, A T, P, A P T, P, A P P, A 384ACC P P T, P, A T, P, A P T, P, A P P, A 362FIN P T, P, A T, P, A T, P, A T, P, A P P, A 353FIN P T, P, A T, P, A T, P, A T, P, A P P, A 303ACC P P T, P, A T, P, A T, P, A T, P, A P, A T,P,A Key: T=Taught, P=Practiced, A=Assessed The Code of Practice for Academic and Professional Skills Development requires that each of the capabilities be demonstrated at least once during the course. Personal Development Planning 15

16 Capability Outlines (from the Code of Practice for Academic and Skills Development) Learning to Learn Working with Others Problem Solving and Innovation Students should be able to: Be ready to accept responsibility for their own independent learning. They should also be able to reflect on their learning and appraise their capabilities and achievements. Students should also be able to identify their individual needs for effective learning. Work effectively as part of a group, and respect the dignity, rights and needs of others. Use problem-solving skills in a variety of practical situations. They should be able to demonstrate creativity, flexibility, perception, decisiveness, confidence and an awareness of values. Experienced/demonstrated by: Formative assessments in relevant modules Seminar contributions, group assessments, presentations, online discussions Workshops, seminars, projects, presentations, coursework Numeracy Interpret, analyse and present numerical data. Workshops, seminars, phase tests, projects IT and Online Learning Communication Career Management Information Management Personal Development Planning Use computer-based systems for learning, communicating, collaborating with peers and tutors, and working with data. Communicate effectively in appropriate forms in a wide variety of situations. Appreciate the values, culture, structure and process of work organisations relevant to their area of study. Students should also appropriately match their experience and academic achievements to employer expectations. Carry out research relevant to their field of study by retrieving and using information drawn from a variety of resources. Demonstrate self-awareness, set personal goals and record achievement. CBL packages, directed study, online discussion groups, all coursework Seminar contributions, all coursework, presentations Study of indicative content of modules, external speakers, careers events Seminars and workshops, coursework, literature reviews, projects Literature review and presentation, opportunities for formative feedback on coursework assessments 16

17 Part 2: Supporting Information for BA (Hons) Accounting & Finance for International Business (Top up) 1 Relationship to the National Qualifications Framework, Subject Benchmarks and Professional/Statutory Body requirements The philosophy of the BA Accounting & Finance for International Business (Top-up Degree) is to contribute to the University s mission statement, in that it is offered in response to international needs and to facilitate access to Higher Education for a diverse range of international students. The provision of an internationally focussed set of accounting and financial skills will prepare the students for employment in a range of roles within the international business context. Students in the past have had optional choices which are largely finance modules. In order to keep it consistent with the BSc (Hons) International Finance & Economics (direct entry), all the modules Mandatory thereby ensuring that the course follows a coherent approach where there are a fair mix of both Financial and Accounting Modules. The educational aims of these degrees are to provide: Courses that reflect contemporary accounting and finance thought and practice, with an emphasis, where appropriate, on the application of theory to practice. Courses that enable students to develop, or enhance, careers in the worlds of business, accounting and finance. It is also equally important that overseas participants are exposed to the development of personal skills and reflective practice as this is at the heart of effective accounting and finance practice within the setting of a business context. This program offers focused English Language support as a mandatory module. Additionally, the course has a number of general objectives and outcomes, which collectively conform to the QAA benchmark statements for Accounting (2007), Finance (2007) and Business (2007), and to the University s Code of Practice for Academic and Professional Skills Development The following table demonstrates how the intended learning outcomes relate to the relevant qualification descriptor in the Framework for Higher Education Qualifications in England, Wales and Northern Ireland: NQF1 NQF2 NQF3 NQF4 NQF5 NQF abilities KU1 a, d KU2 a KU3 a KU4 a, d CS1 a CS2 c, d CS3 a CS4 a, b, CS5 a PS1 b, d PS2 c, d PS3 a, b, c, d 17

18 PS4 a, b TS1 a, d TS2 a, c, d TS3 a, b, d TS4 a, b, c, d TS5 a, d National Qualifications Framework Descriptor for a qualification at Honours (H) level: Bachelors degree with Honours Honours degrees are awarded to students who have demonstrated: NQF1: a systematic understanding of key aspects of their field of study, including acquisition of coherent and detailed knowledge, at least some of which is at or informed by, the forefront of defined aspects of a discipline; NQF2: an ability to deploy accurately established techniques of analysis and enquiry within a discipline; NQF3: conceptual understanding that enables the student: to devise and sustain arguments, and/or to solve problems, using ideas and techniques, some of which are at the forefront of a discipline; and to describe and comment upon particular aspects of current research, or equivalent advanced scholarship, in the discipline; NQF4: an appreciation of the uncertainty, ambiguity and limits of knowledge; NQF5: the ability to manage their own learning and to make use of scholarly reviews and primary sources (e.g. refereed research articles and/or original materials appropriate to the discipline). Typically, holders of the qualification will be able to: a apply the methods and techniques that they have learned to review, consolidate, extend and apply their knowledge and understanding, and to initiate and carry out projects; b critically evaluate arguments, assumptions, abstract concepts and data (that may be incomplete), to make judgements, and to frame appropriate questions to achieve a solution - or identify a range of solutions - to a problem; c communicate information, ideas, problems, and solutions to both specialist and non-specialist audiences; and will have: d qualities and transferable skills necessary for employment requiring: the exercise of initiative and personal responsibility; decision-making in complex and unpredictable contexts; and the learning ability needed to undertake appropriate further training of a professional or equivalent nature. The course structure and teaching, learning and assessment strategies have been designed to gain some exemptions from papers of the qualifications of the professional accountancy bodies, The Association of Chartered Certified Accountants (ACCA) and The Chartered Institute of Management Accountants (CIMA). The professional requirements will be met by a student completing the course and through the modules they take 18

19 2 Teaching and Learning Strategy In line with the University s Applied Research Strategy a number of the academic staff are engaging in research within their specialist discipline areas. This in turn underpins their teaching and is constantly being fed into the module content. BA Accounting & Finance for International Business is a top-up program offered to overseas students. Normally these students would enter our existing range of programs at Stage 3 with prior learning in the area of Accounting & Finance equivalent to Stages 1 & 2. The course has been designed with specific emphasis on International Accounting & Finance. A range of focussed accounting and financial modules are offered through mandatory and optional module choices. Modules. An advanced module in English is mandatory on this program with the aim of developing student s English skills to a higher level. This course will provide the student with the opportunity to consolidate their previous studies, whilst developing the higher level skills needed for international business. Students will be developing skills such as academic writing, critical thinking, numerical analysis, problem solving and communication through a range of assessments. The Module Information Descriptors are regularly reviewed to ensure the content is relevant and appropriate to students needs. The assessment methods are monitored, in the light of module results and student feedback. Assessment is designed in line with University policy and the Teaching and Learning Committee recommendations. A number of staff have attended events hosted by the Higher Education Academy s Subject Centre, BMAF. The department also has strong links with the Economics Network, another HEA subject centre. Members of staff have successfully bid for mini-projects which have looked at: embedding of threshold concepts; use of e-learning software such as Winecon in teaching; use of games and experiments in classrooms and pedagogic study on student motivation. i) Members of the teaching team have moved away from sole reliance on a content driven lecture approach to one that uses a range of different teaching and learning techniques. Influenced by the work of Kolb 1, the strategy is to use a variety of teaching methods so that students have an opportunity to participate in a learning activity that suits their style of learning. The range of teaching methods includes interactive lectures, tutorials, study groups, workshops, inquiry-led learning activities and projects. Activities are designed to create a more experiential learning environment thereby encouraging deeper learning. ii) iii) Co-operative learning is encouraged both inside and outside the classroom with the use of assessed group work, inquiry-based learning and problem based learning. Guidance is given both on working as a group, particularly through the integrative modules, and on presentation skills, where relevant. The method for the allocation of marks for group work is transparent, including a method to re-allocate marks to reflect a differential contribution if necessary. Regular immediate and dialogic feedback is a major element of the course s teaching and learning strategy. Feedback is offered at both module level and course level through, inter alia, interactive workshops and lectures, office hours, personal tutorial sessions and on-line, via VLE and . Feed forward is provided to help students prepare for summative assessments with instant feedback that directs students to relevant sections of the main text book in preparation for coursework and exams. Formative feedback on summative coursework also stresses the feed forward for later assessments. 1 Kolb, D.A. (1984) Experiential Learning Prentice-Hall Englewoods Cliffs NJ 19

20 iv) Accounting and Finance Society A student-led Accounting & Finance society facilitates interaction between students at different stages of the course, staff-student interaction through social events and student-staff seminars, and field trips. Additionally greater interaction with students from other courses comes through the Student Union led activities. v) Applied Research vi) The design and delivery of the course has been heavily influenced by applied research undertaken by academic staff who have developed strong links with the BMAF of the Higher Education Academy. Strong links have also been developed with the three leading professional bodies, ACCA, CIMA and ICAEW. Academic staff continue to apply for research funding from both sources. Publications Teaching is informed by broader applied research which has been published in peer reviewed publications, which include: Research in International Business and Finance Journal of Financial Planning Journal of Management and Governance International Review of Financial Analysis Accounting History Journal of Investing vii) viii) Employability Enhancing employability of all students is a strength of the course. Expert contributions made from outside the department, but from within the university, are made by staff from the International Experience and Mobility Service, University s Employability and Careers Department, the Faculty s Employability and Placement Unit and the Department s Employability Personal Tutor (EPT). Close links with major employers ensure the course is responsive to the need of potential employment sectors and hence prepares students for a successful transition into graduate employment. Personal Development Planning The course will offer the opportunity for students to engage in personal development planning (PDP), mainly through the Academic Personal Tutor system and a personal employability tutor, in addition to their student mentor. In addition, elements of PDP are embedded into the course in a number of ways:. Action planning and reflection on key skills of communication, teamwork, IT and numeracy throughout the year of study. Students will be given plenty of opportunities to develop their creative skills via numerous activities and thereby generate their own portfolio of work to evidence to employers. Written skills in various formats e.g. reports, essays, projects will be required across the suite of modules providing developmental evidence. Development of presentation skills, teamwork and negotiation in a number of modules via formative and summative coursework s. Regular formative assessments across the course provides the opportunity for formative feedback on performance, so enabling a student to reflect upon their learning and performance in preparation for future assessments. 20

21 Skill/career focused events will offer students opportunities to pinpoint their skills, identify areas for development and evaluate their potential via My Prospects. The final year project will again provide excellent evidence of in depth academic learning, conducted independently and demonstrating initiative. Through the various modules on the course students are encouraged to use a wide range of mediums to communicate and for research and learning. This is designed to develop their skills in digital literacy s Students are able to take full advantage of facilities with the BES including the Employability Placements Unit as well as other Student Services, such as the Careers Service. Various career development events throughout the academic year providing exposure of accounting professionals to students of all Stages. Examples have included members from the local ICAEW who holding a workshop on employment to PwC who provided excellent guidance on the application process for graduate jobs. Coventry and Young Warwickshire Professionals group a range of personal development events on campus for both students and local professionals were invited to attend. A group of students also attended a networking event off campus which proved to be very informative. 3 Assessment Strategy Assessments have been designed to provide opportunities for students to demonstrate achievement of all the module and course intended learning outcomes. The strategy is influenced by the Faculty Assessment and Feedback Strategy, as outlined below. In order to ensure transparency all assessment criteria are provided for each and every module via CU Online. 3.1 Constructive alignment The intended learning outcomes have been informed by the relevant subject benchmark statement. An assessment grid maps modules learning outcomes to the course learning outcomes to ensure coverage and alignment. 3.2 Appropriate workload both within modules and across the course In order to ensure that each student s assessment workload is consistent the assessment strategy for each module follows the Tariff Scheme developed and adopted by the Faculty of Business, Environment and Society. This scheme provides guidance on the appropriate burden and balance of assessment at different stages of the semesterised course. There is a range of formative and summative assessment methods to address the issues of varying learning styles of students, as evidenced in the assessment grid. Deadlines for coursework are communicated well in advance and are included in the module guide provided at the beginning of the module. The course manager is responsible for ensuring that pinch points for assessments during the semester are avoided. 3.3 High quality feedback/feed forward in the learning process An appreciation of the vital role that high quality feedback plays in the learning process underpins the design of assessment activities. For feedback to be effective it is timely, regular, verbal and dialogic. 21

22 Less emphasis is on written feedback, as was the case in the past. Early formative and summative assessments during the semester are also implemented; particularly on stage one of the course in order to ensure early (timely) feedback and guidance for students who are in transition to HE. Details of how feedback will be returned will be in the module guide. Feedback is prompt, written work being returned within two weeks, and immediately in some cases. Evidence suggests that immediate verbal feedback, even if it is basic, is more effective than detailed written feedback at a later date. Thus, regular immediate and dialogic feedback is a major element of the course s teaching and learning strategy and feed forward is provided to help students prepare for summative assessments, for example SCORM on the VLE is used to provide regular formative assessment with instant feedback that directs students to relevant section of the software tuition package. Across the course feedback is provided widely through a range of different learning environments including interactive lectures, workshops, personal academic tutorials, Feedback days in early July and through CU-Online, including e-assessment. 3.4 Develop the students self evaluative ability The assessment method enables students to develop their ability to self evaluate their own work and that of their peers, which is vital in order to aid progression from through the course. In order to achieve this it is crucial that there is a shared understanding between the tutor and students of the standard of high quality work. An example in the Advanced Dissertation in Accounting and Finance (385ACC) There is an innovative and integrative assessment which proved unique training in research methods and techniques for accounting undergraduates. Students are required to prepare and write an in-depth written report, present and defend their research in front of their tutor and peers. This provides an opportunity for students to synthesis material from a range of modules on the course. 3.5 Assessing students fairly The assessment process is designed to ensure that it impartially measures student learning and achievement throughout the course. A range of different assessment methods are used across each of the courses both to support the development of a variety of skills and knowledge, and to take into account the different learning styles of the students. Assessments with group work and presentations guidance is given both on working as a group and on presentation skills before the assessment. The method for the allocation of marks for group work is transparent, including a method to re-allocate marks to reflect a differential contribution if necessary. In order to discriminate between categories of student performance the accounting and finance team has developed and implemented the following criteria which are informed by the University s Assessment Strategy. 22

23 Class Mark range Guidelines Class I % 80 89% 70 79% In addition to that for 70 79% below, an outstanding answer that could hardly be bettered. High degree of understanding, critical/analytic skills and original research, where specified. Outstanding in all respects. In addition to that for 70 79% below, the answer will demonstrate an excellent level of understanding, presence of clear description, critical/analytical skills or research, as appropriate. Answer will demonstrate clear understanding of theories, concepts, issues and methodology, as appropriate. There will be evidence of wide-ranging reading and/or research, as appropriate, beyond the minimum recommended. Answers will be written/presented in a clear, wellstructured way with clarity of expression. At stage 3, evidence of independent, critical thought would normally be expected. Class II : I 65 69% 60 64% Answer demonstrating a very good understanding of the requirements of the assignment. Answer will demonstrate very good understanding of theories, concepts, issues and methodology, as appropriate. Answer will be accurate/appropriate, with few errors. Little, if any, irrelevant material may be present. Reading beyond the recommended minimum will be present where appropriate. Well organised and clearly written/presented. A good understanding, with few errors. Some irrelevant material may be present. Well organised and clearly written/presented. Some reading/research beyond recommended in evidence. Class II : II 55 59% 50 54% Answer demonstrating a good understanding of relevant theories, concepts, issues and methodology. Some reading/research beyond that recommended may be present. Some errors may be present and inclusion of irrelevant material. May not be particularly well-structured, and/or clearly presented. Answer demonstrating a reasonable understanding of theories, concepts, issues and methodology. Answer likely to show some errors of understanding. May be significant amount of irrelevant material. May not be well-structured and expression/presentation may be unclear at times. Class III 45-49% 40 44% An understanding demonstrated, but may be incomplete and with some errors. Limited use of material with limited reading/research on the topic. Likely to be poorly structured and not well-expressed/presented. Irrelevant material likely to be present. Basic understanding demonstrated, with some correct description. Answer likely to be incomplete with substantial errors or misunderstandings. Little use of material and limited reading/research on the topic in evidence. May be poorly structured and poorly expressed/presented. Some material may be irrelevant to the assignment requirements. 23

24 Marginal fail 35 39% Some relevant material will be present. Understanding will be poor with little evidence of reading/research on the topic. Fundamental errors and misunderstanding likely to be present. Poor structure and poor expression/presentation. Much material may not be relevant to the assignment. Fail 30 34% 20 29% 0 19% Inadequate answer with little relevant material and poor understanding of theories, concepts, issues and methodology, as appropriate. Fundamental errors and misunderstandings will be present. Material may be largely irrelevant. Poorly structured and poorly expressed/presented. Clear failure to provide answer to the assignment. Little understanding and only a vague knowledge of the area. Serious and fundamental errors and lack of understanding. Virtually no evidence of relevant reading/research. Poorly structured and inadequately expressed/presented. Complete failure, virtually no understanding of requirements of the assignment. Material may be entirely irrelevant. Answer may be extremely short, and in note form only. Answer may be fundamentally wrong, or trivial. Not a serious attempt. 4 Course Management The course is managed by a Course Manager, with overall responsibility for course design and delivery. Supporting the Course Manager are three tutors, responsible for each year. Each student will also have a personal tutor for academic and pastoral matters and a tutor for employability. In addition, the course administrator, staff in the Student Support Office (SSO) and individual student mentors can also offer support to students. This structure is communicated to the students during induction week and is outlined in the student Handbook, which is made available in hard copy and via the VLE. The key responsibilities of the course manager and the course tutors have been determined at faculty level and are as follows: Programme manager To oversee the running of courses within the programme To produce programme documentation, and update for changes To head the development for revalidation of the course To coordinate the development of courses within the programme To co ordinate and manage the course tutors To act as a point of contact for student advice/appeals To represent the course on Faculty and University committees To become involved in/lead course/course initiatives To advise on and oversee articulation agreements with partner institutions To liaise with tutors with cross faculty student support roles and the Student Support Centre To engage in the Student Forum meetings for their course(s) and ensure that issues raised are followed up 24

25 Course Year Tutor To represent the students at PAB s and determine their progression To advise students post PAB on progression issues To provide academic advice to students where the Student Support Centre staff require assistance To up-date student records where involvement with a student has occurred To take a full part in planning for and running Induction processes for students on their course(s) To ensure that students on their course(s) follow the correct enrolment procedures and to deal with any timetabling issues at the beginning of and during the academic year To assist the Recruitment tutor in preparing for, and taking part in open days and other recruitment activities as required Personal Tutors Each student will have an Academic Personal Tutor (APT) and an Employability Personal Tutor (EPT) is located within the department and is available for all students within EFA. APT s are members of the EFA Department and provide support to undergraduate students including: Academic (e.g. help with module choice, timetable issues and engaging with feedback) Personal (pastoral and welfare support, the emphasis being on signposting students towards expert help) Professional (discussing careers, encouraging CV building, enhancement of accounting related skills and sharing their professional experience) The APT role is supported by the Department s own EPT. Student Forums Student Forum meetings are held at a course level. The Students Union ensures that student representatives are elected from all of the courses within the programme. Two Student Forum meetings are held each term covering all years of the programmes. This is not only expeditious, but also encourages students to raise issues or solve problems between themselves. The personal tutor system is more immediate and is able to deal with some issues before they reach the student forum. 5 Entry Requirements and Selection Procedures The Programme Manager works very closely with the Partnerships office in BES and also the International Office regarding admissions. The minimum University entry requirements to BA Accounting & Finance for International Business are as follows: 240credits (120 ECTS) at Stage 1 and Stage 2 obtained in a relevant subject area. These should include any pre-requisite modules for the course of study. In addition to IELTS 6.5 or equivalent All courses within the Undergraduate Accounting and Finance Programme have higher entry requirements which are reviewed annually by the Programme Manager, the Admissions Tutor and the Head of Economics, Finance and Accounting. Other Qualifications The RAO and Faculty Admissions Office have detailed tables of equivalences for these and other 25