Programme Specification Postgraduate

Programme Specifcation PG Programme Specification Postgraduate Applicable to postgraduate programmes Please click here for guidance on completing this specification template. Part A: Programme Summary Information 1. Title of programme: MSc Corporate Finance (in partnership with Laureate Online Education) 2. Programme Code: LACF 3. Entry Award(s): Credit: Level: MA MSc 180 Level 7 PGDip 120 Level 7 PGCert 60 Level 7 PG Award DPS CPS Other (please specify below: 4. Exit Awards: Credit: Level: PGDip 120 Level 7 PGCert 60 Level 7 PG Award 30 Level 7 CPS Exit awards will automatically bear the name of the entry award. If an exit award is to be unnamed (i.e. it will show only the qualification achieved) or if it is to have a different name from the entry qualification you must indicate this below: The PG Award is an unnamed exit award. 1 of 15

5. Date of first intake: December 2009 6. Frequency of intake: Continuous: 3 entry points each year. 7. Duration and mode of study: Part Time 2 6 years by online learning 8. Applicable framework: University Framework for Full-time and Parttime Postgraduate Programmes Framework exemption required: Please indicate the applicable boxes: No (please go to section 9) Yes (please provide a brief summary below) Date exemption approved by AQSC: 9. Applicable Ordinance: Ordinance 42 General Ordinance for Modular Master s Degrees, Postgraduate Diplomas and Postgraduate Certificates New/revised Ordinance required: Please indicate the applicable boxes: No (please go to section 10) Yes (please provide a brief summary below) Date new/revised Ordinance approved by Council: 10. Faculty: Humanities and Social Sciences 11: Level 2 School/Institute: The University of Liverpool Management School 12. Level 1 unit: NA 13. Campus: Online 14. Other contributors from UoL: 15: Teaching other than at UoL: NA Delivered in partnership with Laureate Online Education 16: Director of Studies: Sue Green Sue.Green@liverpool.ac.uk 17: Board of Studies: Board of Studies for Online Programmes in Management 18: Board of Examiners: Online MSc Postgraduate Board of Examiners under the auspices of the ULMS 2 of 15

19. External Examiner(s): Name Institution Position 20. Professional, Statutory or Regulatory body: 21: QAA Subject benchmark Statements(s): Professor Nathan Joseph Aston University NA Business and Management 22. Other reference points: AACSB EQUIS 23. Fees: Fees charged by Laureate Online Education, within the terms of the institutional agreement between Laureate and the University. http://www.university-liverpoolonline.com/online-learning/fees-and-finance 24. Additional costs to the student: NA 25: AQSC approval: 2009 Part B: Programme Aims & Objectives 26. Aims of the Programme No. The aim of the programme is to provide postgraduate-level education in corporate finance principles, theories and practice within a global context. The programme s aim is to provide a sound theoretical basis for understanding and analysing practical issues in corporate finance and to provide knowledge of international financial markets and institutions as a context within which corporate financial decision making takes place. The programme deals with key themes relating to how companies manage their investment, financing and distributions decisions and the consequences of these decisions for valuation. The intent is to provide students with the ability to apply concepts and techniques in corporate finance and related disciplines and to understand relevant issues, analyse problems and provide advice Aim: 1 Enhancing skills of quantitative and qualitative analyses; 2 Promoting understanding of the nature and functions of international financial markets and institutions; 3 Applying knowledge of the principles of finance and accounting to interpret the performance and position of organisations and to value entities and their financial instruments; 4 Supporting the development of practical knowledge and skills necessary for employment in management and finance positions. 3 of 15

27. Learning Outcomes No. Learning outcomes Master s degree 1 Employing appropriate statistical, algebraic, and other quantitative techniques to analyse risk relationships, calculate returns, determine valuations, analyse financial statements, and solve financial-related problems. 2 Assessing market value of a business, including analysis of the effects of international financial market participants and global market structures. 3 Analysing and constructing financial statements for planning, reporting and transactional purposes, using International Financial Reporting Standards (IFRS). 4 Developing an organisation s global enterprise risk management strategy. 5 Determining appropriate actions to maintain optimal financial liquidity and capital structure in support of corporate strategy. 6 Combining financial theory and best practices to explain financial market phenomena such as interest rate and foreign exchange rate fluctuations. 7 Evaluating and explaining how regulatory, ethical and business practice standards protect stakeholder groups and enhance organizational sustainability. 8 Analysing how business leaders create an environment for ethical financial practice and make responsible and legal financial decisions. No. Learning Outcomes Learning outcomes Postgraduate Diploma 9 Assessing market value of a business, including analysis of the effects of international financial market participants and global market structures. 10 Analysing and constructing financial statements for planning, reporting and transactional purposes, using International Financial Reporting Standards (IFRS). 11 Developing an organisation s global enterprise risk management strategy. 12 Determining appropriate actions to maintain optimal financial liquidity and capital structure in support of corporate strategy. 13 Combining financial theory and best practices to explain financial market phenomena such as interest rate and foreign exchange rate fluctuations. 14 Evaluating and explaining how regulatory, ethical and business practice standards protect stakeholder groups and enhance organizational sustainability. 15 Analysing how business leaders create an environment for ethical financial practice and make responsible and legal financial decisions. No. Learning Outcomes Learning outcomes Postgraduate Certificate 16 Assessing market value of a business, including analysis of the effects of international financial market participants and global market structures. 17 Determining appropriate actions to maintain optimal financial liquidity and capital structure in support of corporate strategy. 18 Combining financial theory and best practices to explain financial market phenomena such as interest rate and foreign exchange rate fluctuations. 19 Evaluating and explaining how regulatory, ethical and business practice standards protect stakeholder groups and enhance organizational sustainability. 20 Analysing how business leaders create an environment for ethical financial practice and make responsible and legal financial decisions. 4 of 15

No. Learning Outcomes Learning outcomes Postgraduate Award (Exit Only) 21 Determining appropriate actions to maintain optimal financial liquidity and capital structure in support of corporate strategy. 22 Evaluating and explaining how regulatory, ethical and business practice standards protect stakeholder groups and enhance organizational sustainability. 23 Analysing how business leaders create an environment for ethical financial practice and make responsible and legal financial decisions. 27a. Mapping of subject-based learning outcomes: Learning outcome No. Module(s) in which this will be delivered Mode of assessing achievement of learning outcome 1 KMGT670, KMGT661, KMGT650 2 KMGT661, KMGT662 3 KMGT671, KMGT669 4 KMGT670, KMGT661, KNGT662, KMGT665, KMGT708 5 KMGT670, KMGT661 6 KMGT662, KMGT665 7 KMGT670, KMGT661 8 KMGT670, KMGT661 9 KMGT661, KMGT662 10 KMGT671, KMGT669 11 KMGT670, KMGT661, KNGT662, KMGT665, KMGT708 12 KMGT670, KMGT661 13 KMGT662, KMGT665 14 KMGT670, KMGT661 15 KMGT670, KMGT661 16 KMGT661, KMGT662 17 KMGT670, KMGT661 18 KMGT662, KMGT665 19 KMGT670, KMGT661 20 KMGT670, KMGT661 21 KMGT670, KMGT661 22 KMGT670, KMGT661 PSRB/Subject benchmark statement (if applicable) 5 of 15

23 KMGT670, KMGT661 28. Skills and Other Attributes No. Skills and attributes: 1 Communication Skills: Students will have opportunities to develop written and oral communication skills through group discussions, presentations and coursework. This will be assessed by written assignments, reports, the dissertation and short individual and group presentations. 2 Problem Solving and Decision Making: Students will be challenged to think critically about organisational issues and dilemmas. They will do this by gathering and synthesising information, analysing alternative perspectives and options and presenting a considered opinion or course of action in their course assessment. 3 Numeracy Skills: Students will learn to apply financial and statistical techniques. These are developed as part of the modules covering finance, accounting, microeconomics, macroeconomics and econometrics. 4 Information and Communication Technology Skills: Students will have opportunities to improve their ICT skills. Students will demonstrate skills in the use of software applications including word processing, visual presentations, data bases, econometric packages, spreadsheets and using the internet for information searches in the course of researching and presenting coursework. 5 Group Working and Networking Skills: Some of the assignments will require students to work in groups and manage the interaction and relationships with other group members. In doing so, they will gain experience in negotiation, persuasion, influencing and managing conflict. Furthermore, students will be required to engage with fellow students and external business contacts in establishing a networked resource for the exchange of ideas and the development of future business relationships. 6 Personal Effectiveness: This applies to all modules where students will be encouraged to think critically about theory and practice and to challenge and critique assumptions about management, economic and financial theory. 7 Time management. This applies to all modules of the programme and is relevant for planning scheduled work and meeting assessment deadlines. This will be evident in the students independent management of their assignments and coursework and by meeting coursework deadlines. 28a. Mapping of skills and other attributes: Skills and other attributes No. Module(s) in which this will be delivered and assessed Learning skills, research skills, employability skills 1 ALL MODULES Teamwork, presenting, essay writing, discussions reports. 2 ALL MODULES Strategic (scenario) analysis of range of real, client and simulated finance case studies. Mode of assessing achievement of the skill or other attribute 6 of 15

3 ALL MODULES Financial understanding and decision making, financial statement analysis, investment decisions, case studies. 4 ALL MODULES Using Office software to prepare presentations and coursework. Searching the internet and electronic library catalogue for resources. 5 ALL MODULES Meaningful contributions to a team, demonstrating the ability to recognise and utilise individuals' contributions in group processes and to negotiate and persuade or influence others leading to a decision on a financial management problem. 6 ALL MODULES KMGT650 7 ALL MODULES KMGT650 Critical thinking about diferent approaches to financial management and how financial analysis methods and techniques can be used in practice. Feedback from diagnostics, reflection on financial theories and models. Independent management of data sourcing, reseach and analysis. Dissertation Dissertation 7 of 15

29. Career opportunities: It is expected that programme graduates will be equipped with the knowledge and skills to reach senior managerial positions and become successful financial managers of the future. Specifically the international theme parallels the expansion of global financial markets and institutions, thereby providing worldwide employment opportunities in developing financial markets. Also, the theme of pragmatic application of concepts in finance includes treasury management and risk management which have become more relevant in contemporary capital-constrained markets with restricted credit. Part C: Entrance Requirements 30. Academic Requirements: Route* Route 1 Route 2 Route 3 Route 4 Qualification Masters Degree or Bachelors (Hons) Degree 1 in a relevant discipline Masters Degree or Bachelors (Hons) Degree 1 in any discipline OR equivalent professional qualification in a relevant discipline HND / HNC, Certificate in HE, Diploma in HE, NVQ4 or equivalent professional qualification in a relevant discipline Associate Degree, 3 A Levels, GCE Advanced OND / ONC or NVQ3 OR no formal academic qualifications matching the above * - please refer to corresponding route in Work experience section 1 - The degree should generally be at least a 2i. 31. Work experience: Route* Experience Route 1 No work experience required Route 2 No work experience required 1 Route 3 Between three and five years work experience in a financial role Route 4 A minimum of five years work experience in a financial role 2 1 - Detailed Application Form and Motivational Statement which must demonstrate a clear rational for wanting to study this subject area 2 - Entry level work experience which involves highly administrative duties cannot be considered to offer relevant experience as it is unlikely to sufficiently prepare an individual or provide evidence to suggest successful participation in a Masters programme. For example, simple bookkeeping responsibilities would not be deemed to provide sufficient experience whereas developing knowledge of accounting systems (e.g. IFRS) would be more acceptable. 32. Other requirements: All applicants must be able to demonstrate English proficiency comparable to a minimum of IELTS 6.5, TEEP 6.5, TOEFL 600 or GCSE C. Part D: Programme Structure 8 of 15

33. Programme Structure: MSc Corporate Finance: Required Modules KMGT670 Corporate Finance 1 (15 credits) KMGT661 Corporate Finance 2 (15 credits) KMGT662 International Corporate Finance (15 credits) KMGT669 Financial Analysis and Valuation (15 credits) KMGT671 International Financial Reporting and Analysis (15 credits) KMGT665 Financial Markets and Institutions (15 credits) KMGT698 Research Methods (15 credits) KMGT650 Dissertation (60 credits) Elective Modules (1 to be selected) KMGT708 Risk Management and Ethics (15 credits) KMGT668 Entrepreneurial Finance (15 credits) Postgraduate Certificate in Corporate Finance: Required Modules KMGT670 Corporate Finance 1 (15 credits) KMGT661 Corporate Finance 2 (15 credits) KMGT662 International Corporate Finance (15 credits) KMGT669 Financial Analysis and Valuation (15 credits) Postgraduate Diploma in Corporate Finance: Required Modules KMGT670 Corporate Finance 1 (15 credits) KMGT661 Corporate Finance 2 (15 credits) KMGT662 International Corporate Finance (15 credits) KMGT669 Financial Analysis and Valuation (15 credits) KMGT671 International Financial Reporting and Analysis (15 credits) KMGT665 Financial Markets and Institutions (15 credits) KMGT698 Research Methods (15 credits) Elective Modules (1 to be selected) KMGT708 Risk Management and Ethics (15 credits) KMGT668 Entrepreneurial Finance (15 credits) 34. Industrial placement/work placement/year abroad: NA 35. Liaison between the Level 2 Schools/Institutes involved: NA Part E: Learning, Teaching and Assessment Strategies 9 of 15

36. Learning, Teaching and Assessment Strategies: The Learning, Teaching and Assessment strategy for the programme ensures that the subject-based learning outcomes (section 26, above) are delivered and that students have the opportunity to develop the key skills (section 27, above) during their year of study. The strategy draws upon the requirements and recommendations of professional accrediting bodies such as AACSB (The Association to Advance Collegiate Schools of Business). A number of learning goals have been defined for AACSB accreditation purposes and modules are reviewed annually to ensure that there is evidence of learning in relation to each of these goals. The AACSB goals are embedded in the outcomes and skills sections, above. The AACSB requirement that all learning goals must be assessed is now a formal part of School strategy and any proposed changes to the assessment methods used on a module are scrutinised by the Board of Studies in relation to both the programme s requirements and the AACSB requirements. The School s strategy requires that a diverse range of assessment methods should be used throughout a programme. This ensures that students have a range of assessment opportunities in which to provide evidence of their learning. The benefits of this are twofold. Firstly, there are wider opportunities for students to develop essential learning and employability skills, including teamwork, presentation skills, independent learning and written communication. Secondly, the School recognises the diversity of its student body and that some students may perform better in some types of assessment than others. By offering a range of assessment methods, the School ensures that all students have opportunities to excel as well as opportunities to develop their skills in assessment areas where they feel less confident. 36 a. Learning, Teaching and Assessment methods: The mode of delivery of taught modules is by online learning. This mode of study enables students to pursue modules via home study. Module delivery involves the establishment of an online classroom in which a relatively small group of students (usually 15-20) work under the direction of the module instructor, using an internet-based distance learning package. Module delivery proceeds via a series of one-week online seminars, each of which typically includes: An online lecture, and other learning materials, posted electronically to a public folder in the online classroom. assignments, which may include both reading assignments and practical work, results from which are posted to closed folders in the online classroom. Class discussions and group-based project assignments, facilitated and moderated by the class instructor, carried out within open folders. Communication within the online classroom is asynchronous, preserving the requirement that students are able to pursue the module in their own time, within the weekly time-frame of each seminar. Two broad principles inform the teaching and learning strategy: constructivism, and collaborative enquiry. Constructivism describes a view of learning in which students construct their own unique understanding of a subject, through a process which includes social interaction so that the learner can explain 10 of 15

understandings, receive feedback from teachers and other students, clarify meanings, and reach a group consensus. Collaborative enquiry via internetmediated communication provides a framework for this mode of learning. The aim is to use the medium to foster the creation of a learning community which will enable dialogue between participants, sharing of information, and collaborative project work. This mode of learning is particularly appropriate when, as in this case, the students themselves will often bring to the class knowledge and expertise that is outside the experience of the module teacher, and which can be shared with the group. A key feature of the approach is the use of moderated discussions of material introduced in the online classroom. Every taught module includes, each week, a discussion of topics specified by the instructor. Participation in these discussions is a requirement for students attending, and forms part of the basis for assessment. This requirement ensures a continuing commitment from the students to the learning process. Assessment is entirely based on work carried out in the online classroom, including contribution to discussions, weekly assignments, and longer individual or group-based projects. The weighting assigned to each component is prescribed separately for each module. The main aim of the assessment strategy is to verify the achievement of learning outcomes within the broad framework of the degree classification, i.e. at Pass (threshold), Merit and Distinction levels, rather than to produce a fine-grained classification. Projectbased modules, including in particular the concluding major dissertation or consultancy project, are also carried out online, normally via individual supervision. All communications that take place within the online classroom, including all assignments carried out by students and assessments by instructors, are recorded and are available for scrutiny by staff with appropriate access permissions. This enables two aspects of quality control: Module delivery is monitored by staff of the University of Liverpool Management School e-learning Unit to ensure that defined syllabi, procedures, and assessment processes are followed, appropriate standards are maintained, and to check for plagiarism. All assessment is subject to moderation both by the Management School e-learning Unit and by the external examiner. All students, at the start of the Programme, complete a (non-assessed) online induction module to gain familiarity with the learning system and software being used. This serves an additional purpose of verifying the English Language skills of any students for whom this is not their first language, before the start of the Programme proper. The methods of assessment to be used on the online programme include: collaborative activities that take into account theoretical understanding of management, quality of dialogue with peers, contribution to debate; coursework assignments that include individual written work that relate theory to practice; project work that may be individual or group-based and cumulative over the time of study in the class. Over an eight-week period during which a class would normally run, 23 points of assessment usually occur. The following table provides the typical assessment model for all MSc modules apart from the intake module which runs over 10 11 of 15

weeks: Week 1 2 3 4 5 6 7 8 EOM weight Weight % of EOM Discussion Question (DQ) X X X X X X X X 32% 32% Discussion Question Follow-on 20% X X X X X X X X (DQF) 20% Hand-in Assignment X X X X 20% 20% Individual Project X X 14% 14% Final Project X 14% 14% 37. Assessment information for students: Code of Practice on Assessment The University has a Code of Practice on Assessment which brings together the main institutional policies and rules on assessment. The Code is an authoritative statement of the philosophy and principles underlying all assessment activities and of the University's expectations in relation to how academic subjects design, implement and review assessment strategies for all taught programmes of study. The Code of Practice includes a number of Appendices which provide more detail on the regulations and rules that govern assessment activity; these include: The University marks scale, marking descriptors and qualification descriptors; The framework for modular, postgraduate programmes; Information about students progress, including guidance for students; The procedure for assessment appeals; Regulations for the conduct of exams; The University s policy on making adjustments to exam arrangements for disabled students. The code of practice relating to external examining (see also below) The Academic Integrity Policy, which covers matters such as plagiarism and collusion and includes guidance for students; The policy relating to mitigating circumstances which explains what you should do if you have mitigating circumstances that have affected assessment; and The policy on providing students with feedback on assessment. Please click here to access the Code of Practice on Assessment and its appendices; this link will also give you access to assessment information that is specific to your cohort: A summary of key assessment information is also available in the Your University handbook. Marking criteria: 12 of 15

Each student's work in a module is assessed to provide an end-of-module grade that should represent work which typically has the characteristics described below: Grade Description A* High Distinction-level work [Exceptional work Instructor is intellectually challenged by the student s contribution]: Factually almost faultless; authoritative coverage of topic; strong evidence of outside reading/research; substantial elements of originality and independent thought. Perceptive; aptly focused; very well written and directed. Exceeds all requirements. A Distinction-level work: Displays in-depth understanding of material; comprehensive coverage of topic; good evidence of outside reading/research; originality of thought or approach. Enlightening; well focused; very well written and directed. Exceeds most requirements. B Merit-level work: Factually sound (few, if any, minor factual errors); thorough understanding of material; evidence of relevant outside reading/research; some originality of thought or approach. Regular use of effective logical thinking, critical analysis and judgment. Suitably focused; well written and directed. Meets all requirements. C Pass-level work [Satisfactory work Worthy effort but undistinguished outcome]: Essentially correct, possibly missing important points, but no serious errors; good understanding of material but tending to be descriptive in approach; limited evidence of outside reading/research. Competently structured and reasonably well focused, but some weaknesses in expression / presentation. Possibly using large amounts of quotations. D Marginal work: Displays only limited understanding of material; incomplete coverage of topic; some significant factual errors and/or irrelevancies. Entirely descriptive in approach. Poorly structured; lack of coherent argument; difficult to follow. Substantially above or below the word limit. Possibly using excessive amounts of quotations. F Unsatisfactory work: Evidence of inadequate effort. Many serious errors / misconceptions / omissions / irrelevancies. Poorly directed at targets. Poorly structured; lack of coherent argument; difficult to follow. Substantially above or below the word limit. Possibly using excessive amounts of quotations. The majority of taught modules last for 8 weeks (the first module lasts for 12 weeks), and students receive grades for several items of work carried out each week. All these grades, whatever the weight of the individual assessment, will be based on the six-point scale: A*, A, B, C, D and F. The steps are as follows: a. For the purpose of averaging, the letter grades are replaced by numerical values as follows: A*=84, A=74, B=64, C=54, D=44, F=0. b. The series of weekly grades, now represented by the values noted above, are averaged separately for each component of assessment to produce the average component marks. c. The contribution to total mark is obtained by multiplying each 13 of 15

component average by the corresponding weight shown in the final column 1. It should be noted that the weights are prescribed separately for each module, and can be found in the module specification. d. The total of the contributions calculated above produces (after appropriate rounding) the final mark for the module. It is this mark that will be used to determine the degree award and for inclusion in the Transcript. 38. Student representation and feedback: A Staff-Student Consultation Committee is established in accordance with the University Code of Practice on Student Representation. The Staff-Student Committee will normally meet three times per year. The membership of the Staff-Student Committee, its terms of reference, and the manner in which it conducts its business will conform to the requirements of the Annex to the Code of Practice on Student Representation. Elections to the Staff- Student Committee will be carried out within the structure determined by the University Student Representation Steering Group. The Director of Studies will forward the student views and feedback to the Board of Studies and if appropriate to the module coordinator concerned. Actions and recommendations for actions by the board of studies resulting from the student feedback will be communicated back to the students through the Staff-Student Committee and informal channels (email, online notice boards etc.) One student will be elected by his/her fellow students on the course to act as the spokesperson to liaise with the Director of Studies on any general course issues which may arise during the course. In addition, this student will be co-opted onto the Staff-Student Committee and will liaise back to the student cohort. At the completion of the programme each student is requested to fill in an evaluation form covering the overall structure, delivery and perceived benefit to the student. Results of the evaluation are fed back to the programme team and the Board of Studies. Part F: Status of Professional, Statutory or Regulatory Body Accreditation 39. Status of Professional, Statutory or Regulatory Body Accreditation: AASCB Part G: Diversity & Equality of Opportunity and Widening Participation 40. Diversity & Equality of Opportunity and Widening Participation: The programme design, structure and content are consistent and compliant with the University s Diversity and Equality of Opportunity Policy. 1 These individual contributions need to be available explicitly and will be extremely relevant when students are allowed to resit one component rather than having to resit the whole module. 14 of 15

ANNEX 1 Annex Of Modifications Made To The Programme Please complete the table below to record modifications made to the programme. Description of modification (please include details of any student consultation undertaken or confirm that students consent was obtained where this was required) 1. Change of name for KMGT664 from Treasury Management and Ethics to the more appropriate Risk Management and Ethics ; this module is moving from a Core Module to an Elective, while KMGT669 becomes a Core Module. 2. Closure of two former Elective Modules and after teach-out period. Very low student numbers have demonstrated that these are not viable to continue. KMGT666 Finance in Emerging Markets and KMGT667 Islamic Finance. 3. A new, 8 week Research Methods Core Module is to be introduced, so as to better prepare students for their Dissertations. This has been endorsed by the External Examiner and will replace the current 4 week Research Methods Training content. Minor or major modifications Minor Minor Minor Date approved by FAQSC Date approved by AQSC (if applicable) Cohort affected 15 of 15