Accountancy - Coventry University

Coventry University

Faculty of Business Environment and Society Programme Specification for BA (Hons) Accountancy Academic Year 2012/13

BA Accountancy Programme Specification April 2012

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Contents Introduction

Page 3

Part 1: Course Specification 1- 10 Basic Course information

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11 Educational Aims of the Course

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12 Intended Learning Outcomes

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13 Course Structure and Requirements

10

14 Support for Students and their Learning

18

15 Criteria for Admission

19

16 Methods for Evaluation and Enhancing the Quality and Standards of Teaching and learning

19

17 Regulation of Assessment

20

18 Indicators of Quality and Standards

20

19 Additional Information

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20 List of mandatory and core option modules

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21 Curriculum Map

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22 Capabilities (Skills) Map

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Part 2: Supporting information Relationship to the national Qualifications Framework, Subject Benchmarks and Professional/Statutory Body requirements.

27

Teaching and Learning Strategy

29

Assessment Strategy

33

Programme/Course management

36

Entry Requirements and Selection Procedures

37

Compliance with the University’s Academic Regulations and Current Legislation

38


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Introduction The BA (Hons) Accountancy degree has been designed with the University’s mission statement very much in mind in that it seeks to develop innovation and enterprise amongst the students, whilst offering an international experience and continuing to develop their employability skills through appropriate placement opportunities. BA Accountancy is a specialist, vocationally oriented course that aims to educate students for careers as professional accountants, in practice, industry or the public sector. A distinctive feature of this course is its close alignment to the three major professional bodies (ICAEW; ACCA and CIMA) within the UK affording maximum exemptions. The award of professional body exemptions greatly improves the process of securing a Chartered Accountants’ training contract and is a significant advantage when applying for graduate recruitment schemes. Academic staff teaching on the course are qualified accountants with substantial experience in practice and industry, each able to bring their experience into the teaching and learning context. Students are regularly engaging in experiential and problem-based learning, designed to assimilate work-based problems. Whilst this degree is closely aligned to professional accountancy qualifications it remains distinctive in that it not only imparts knowledge, that needed to pass professional examinations, but also develops the students’ cognitive dimensions, for example critical evaluation, self-directed learning and problemsolving. These skills are often quoted by employers as lacking in graduates of Accountancy courses. To aid the personal development of students on BA Accountancy and address employer concerns skills such as literature search, critical presentations and negotiation techniques are integrated into modules and supported by the academic personal tutorial process. The course is primarily aimed at the 18-21 year old full time market segment. However, it is also designed to appeal to those potential students looking for a career change into the accountancy profession. Enrolment on the course remains steady at around 25-35 enrolments each year. A corporate partnership programme with Grant Thornton LLP, is currently under development whereby 30 students will be sponsored throughout their degree course, coupled with guaranteed work placement in practice at appropriate opportunities. Such types of partnership are currently being offered at three other UK universities, Durham, Birmingham and Exeter. The course demands higher entry criteria, currently three B grades at A level, this coupled with smaller specialist teaching groups has contributed to extremely pleasing results. The number of awards made at 1st/2:1 classification, 7 First’s and 9 Upper-second class awards, is significantly higher than comparable courses. Graduates of BA Accountancy have been successful in securing positions both with major accountancy firms, Pricewaterhouse Coopers, Deloittes, Ernst & Young and in industry Tesco’s, IBM and Jaguar Land Rover.

Distinctive Features • Participation in online phase tests ("myaccounting lab" or BPP SCORM) providing immediate feedback • Embedded professional skills( graduate assessment days/interview technique/telephone interviews) in conjunction with medium size accounting practices (Baker TilleyLLP) • Input from the leading professional bodies ICAEW/ACCA/CIMA/CIOT - regular presentations/workshops delivered to stage 2 and 3 students. • Professional body sponsored events - "Women in Accountancy Competition" 2010 winners • ICAEW sponsored prize - best dissertation student presented by the president of the ICAEW (trophy awarded and invite to attend gala dinner)


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• •

Maximum exemptions awarded to BA Accountancy (ACCA and CIMA) Innovative/professionally relevant coursework design for example: o Stage 2 Taxation: Fantasy budget - defence thereof and entry to annual Treasury competition

•

Stage 3 International Taxation: Participation in International Tax Week Field Trip (coursework assessment) - development and defence of contemporary tax issues Professional accreditation of key computerised accounting information systems - SAGE and SAP Use of trade games to reinforce the integrative nature of accounting assessment. For example: UK company with overseas subsidiaries includes international corporate reporting; UK and overseas taxation and management reporting. Increasing number of "prestige" placements and graduate destinations for example PWC, Ernst & Young, Deloittes, Tesco Graduate Scheme, Microsoft, IBM, Jaguar Land Rover and NHS. Wide breadth of knowledge base covered

• • • •


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Part 1: Course Specification for BA (Hons) Accountancy 1 Available Award(s) and Modes of Study Title of Award *

Mode of attendance*

UCAS Code

FHEQ Level*

BA (Hons) Accountancy

FT, Three Years

N410

Level 6 – Bachelor Degree with Honours

SW, Four Years P/T , Four to Six Years

BA Accountancy BA Financial Studies (Fall Back Award)

Unclassified Degree

Diploma of Higher Education in financial studies

Diploma of Higher Education

Certificate of Higher Education in financial studies

Certificate of Higher Education

2 Awarding Institution/Body *

Coventry University

3 Collaboration

None

4 Teaching Institution and Location of delivery*

Coventry University

5 Internal Approval/Review Dates

Date of latest review: May 2009

6 Course Accredited by*

Association of Chartered and Certified Accountants

Date for next review: Academic year 2017/2018 Chartered Institute of Management Accountants Institute of Chartered Accountants of England and Wales (Awaiting approval)

7 Accreditation Date and Duration

ACCA Accreditation granted April 2008 CIMA Accreditation granted May 2007 These accreditations apply to graduating students 2009 -2014

8 QAA Subject Benchmark Statement(s) and/or other external factors *

♦ Accounting (2007) ♦ Finance (2007) http://www.qaa.ac.uk/academicinfrastructure/benchmark/default. asp ♦ Course is designed to meet the specific accreditation criteria of the awarding professional bodies (ACCA, CIMA & ICAEW)

9 Date of Course Specification *

April 2012

10 Course Manager/Course Tutor *

Mrs Samantha Roberts


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11 Educational Aims of the Course * ♦

The development in learners of a critical awareness and understanding of the contemporary accounting theories required for effective strategic performance

♦

To develop students’ knowledge and skill base from which they can proceed to both further vocationally oriented courses and academic study

♦

To educate students for potential careers as professional accountants and/or financiers, in practice, industry or the public sector

♦

To provide training in the principles of accountancy appropriate to the nature of the degree route chosen and to apply the skills they have acquired to both theoretical and applied problems in accounting

♦

Impart knowledge needed to pass professional examinations, whilst also developing the students’ cognitive dimensions, for example critical evaluation, self-directed learning and problem-solving.

♦

To develop in students, a range of generic skills that will be of value in employment and selfemployment including teamwork, numeracy, literacy, oral communication, electronic information, and time management

♦

To produce autonomous learners who have an understanding of how properly conducted research can enhance their performance as financial managers

♦

The development in learners of the ability to blend theory and practice in complex situations, both systematically and creatively, to improve financial and business performance.

♦

The enhancement of lifelong learning skills and personal development in learners so they are able to work with self-direction and originality

♦

To enable those learners who wish to pursue a professional accountancy qualification upon graduation to achieve significant exemptions from professional body examinations

♦

Provide a broad and varied educational experience within which learning occurs

♦

To provide all students with a range of modules with an international focus

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.


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12.1 Knowledge and Understanding* On successful completion of the BA (Hons)Accountancy course a student should be able to demonstrate knowledge and understanding of: -

KU1 the fundamental functions of and contexts in which accounting and finance operates.

-

KU2 evaluate contemporary theories and empirical evidence concerning the operation of accounting and finance in the wider contexts of capital markets, business and society

-

KU3 demonstrate an understanding of the impact of statutory and regulatory legislation and their impact in the wider business context

-

KU4 exhibit an appropriate depth of analysis from undertaking research appropriate to their area of specialisation with the context of accounting and/or finance

-

KU5 demonstrate an ability to critically evaluate relevant qualitative and quantitative data in the areas of accounting and finance. Teaching and Learning

Assessment

KU1 – KU3

Achieved through a combination of formal lectures, seminar, tutorial and workshop classes that provide opportunities for case study, numerical problem solving, negotiation techniques and reinforcing concepts/techniques. Computer-based workshops, use of appropriate accounting software. In addition, directed reading of recommended journals/texts and pertinent articles.

Examinations, Individual written coursework, Presentations, Timed constrained tests.

KU4

Achieved through independent research

Advanced Dissertation in Accounting and Finance, Research skills and Professional Accountants Skills

KU5

Interactive lectures and seminars together with independent research

Examinations, coursework, practical assessments and presentations

12.2 Cognitive (thinking) Skills* On successful completion of the BA (Hons)Accountancy 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 exhibit an understanding of research methodology appropriate to undergraduate level and formulate accounting and finance research questions and identify appropriate research methods

-

CS5 synthesise and evaluate quantitative or qualitative date from a range of sources

The principal teaching, learning and assessment methods normally used to enable outcomes to be achieved and demonstrated are identified below.


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Teaching and Learning

Assessment

CS1 – CS3

Problem based learning, projects. Workshops, ICT packages, seminars

Presentations, role play, seminar papers, written projects, examinations, problem solving exercises, case studies

CS4 – CS5

Independent research and specialist research methodology workshops

Advanced Dissertation in Accounting & Finance and Professional Skills. Research skills module with formative and summative feedback

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;

-

PS5 Make effective use of ICT

The principal teaching, learning and assessment methods normally used to enable outcomes to be achieved and demonstrated are identified below. The development of discipline-based development planning is detailed in Part 2; Supporting information.

PS1 – PS2 PS4

Teaching and Learning

Assessment

Computer-based learning packages,

Computer-based time-constrained tests,

example workshops, seminars,

examinations,

case studies, interactive lectures

written reports Individual research project

PS5 PS3

Lectures, seminars, case studies, outside speakers


Written reports, presentations, examinations

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12.4 Transferable Skills * On successful completion of the BA (Hons)Accountancy 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 personal responsibility for completing the appropriate research project

-

TS5 Undertake self-evaluation and preparation for employment

Transferable/key skills are generally incorporated within modules (see annex 3) 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.


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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. 13.1 Patterns and Mode of Attendance The modules within the course are available either on a 3 year full time basis or on a four year sandwich basis, where there is one year of supervised work experience (the placement year), usually between stages two and three. Students are encouraged to take this opportunity. 13.2 Placement Year The placement year could be in any business context or organisation but the role should preferably be in an accounting or finance-related position in a private/public/charitable organisation. Evidence from previous placement experience demonstrates that students benefit from gaining experience in a work environment that is linked to their course of study. The duration of any placement must comply with University regulations. To commence a placement year students must normally have achieved 120 credits at Stages 1 and 2, including passes in all mandatory modules. The process and assessment of the placement year is in accordance with the QAA’s Code of Practice for Placement Learning. The Faculty’s Employability and Placement Unit will assist a student in finding a placement. If a student is unable to find an acceptable placement, the student must transfer to the three year full-time mode of the course. Whilst on placement the student will complete a departmental 10 credit – 388ACC EFA Placement Module. After successfully completing the module the student will be eligible to take an additional 10credit module administered by the EPU – A306EEI Post Placement Perspectives. The aim of the placement year is to enhance the employability prospects and career development of the students and it therefore contributes to the University’s mission statement. The intended learning outcomes of the placement year are that on completion of the year, the student should be able to demonstrate: -

Development of the practical accounting or finance and business skills identified in section 12.3 & 12.4

-

An understanding of the role and significance of accounting and finance functions in the organisation or in the clients of the organisation for which they have worked

The benefits of a placement year to the student include: -

Gaining experience in job-searching, self-presentation and being interviewed

-

Obtaining appropriate discipline specific work experience on a much more significant scale than vacation or part-time work

-

Building confidence in their capacity to contribute to the organisation that employs them

-

Enhancing self-discipline, motivation and organisational skills

-

Developing good relations with a prospective employer


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13.3 Professional accountancy body exemptions The course structure and teaching, learning and assessment strategies have been designed in order to gain 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. The course is based around a significant number of mandatory accounting and financial management modules, with options at stages 1 and 2 being limited. Where option modules do exist, pathways to maximise exemptions from papers of the professional bodies are detailed below. 13.3.1 CIMA Accreditation Exemptions have been awarded against the following CIMA papers (May 2007): On completion of the degree: Certificate Level C1

Management Accounting Fundamentals - if 281ACC is studied and passed

C2

Financial Accounting Fundamentals - if 280ACC is studied and passed

C3

Business Mathematics – if 182ACC and 102ACC are studied and passed

C4

Economics for Business - if 116ECN is studied and passed

C5

Business Law – if 238CLS is studied and passed

Managerial Level P1

Management Accounting Performance Evaluation – provided 281ACC and 381ACC are studied and passed

P7

Financial Accounting and Tax Principles - provided 280ACC, 380ACC and 282ACC are studied and passed

13.3.2 ACCA Accreditation Exemptions have been awarded against the following ACCA papers (April 2008): On completion of the degree: Fundamental Level F1

Accountant in Business

F2

Management Accounting

F3

Financial Accounting

F4

Corporate and Business Law

F5

Performance Management If modules 281ACC & 381ACC studied & passed

F6

Taxation if module 282ACC is studied and passed

F7

Financial Reporting if modules 280ACC & 380ACC studied and passed

F8

Audit & Assurance if module 382ACC is studied and passed

F9

Financial Management if modules 356FIN & 357FIN are studied and passed


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13.3.2 ACA Pending Accreditation (ICAEW) Knowledge Level Accounting Business and Finance Management Information Law Assurance Principles of Taxation Application Level Business Strategy Financial Management


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13.4 Course Structure The structure of the course and award routes is shown below. All modules are 20 credits unless otherwise stated. Details of pre and co-requisite modules are shown in section 19. Mandatory modules (M) in Bold Option modules (O)

Key Course Themes

Stage 1

Stage 2

Stage 3

Financial Accounting

100ACC Accounting Fundamentals A (M)

280ACC Financial Reporting & Analysis (M)

380ACC International Corporate Reporting (M)*

101ACC Accounting Fundamentals B (M)

281ACC Decision Management (M)

381ACC Performance Management (M)*

150FIN Introduction to Personal Finance (M)

250FIN Principles of Financial Investment (O)

357FIN Financial Management (M)

And Management Accounting

Financial Management Finance and Quantitative Methods

356FIN Corporate Reporting (M) 10 credits

102ACC Statistical Analysis for Finance and Accounting (M)

350FIN Investment Analysis (O)

182ACC Mathematical Techniques for Accountants (M) 10 credits 282ACC Principles of Taxation (M)

Taxation and Law

386ACC International Taxation (O)

238CLS Law of Business & Business Organisations (M) Audit

382ACC Audit & Internal Control (O)

Economics / Business

Research skills Personal/Career Development/

116ECN Introduction to Business Economics (M)

226ECN Economics of Banking & Finance (O)

186ACC Academic & Professional Training (M) 10 credits

279ACC Academic Research and Employment Skills (M)

Employability

322ECN Corporate Governance & Ethics (O) 300ECN Advanced Issues in Banking (O)

287ACC Accounting Information Systems (O)

385ACC Advanced Study for Accounting and Finance (M) 387ACC Advanced Seminar in Accounting & Finance (M) 10 CR 301ACC Research Skills for Advanced Study (M)* 10 CR 305EEI – Short Business Placement OR 306EEI Business Placement & 388ACC EFA Placement (Each 10 CR)


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•

13.4.1 Proposed Mode of Delivery

Stage 1

Sem ester 1 150FIN Introduction to Personal Finance (M) 100ACC Accounting Fundamentals A (M) 186ACC Academic & Professional Training (M) 10 credits 182ACC Mathematical Techniques for Accountants (M) 10 credits

Stage 2

Sem ester 1 281ACC Decision Management (M) 282ACC Principles of Taxation (M) One option from: 226ECN Economics of Banking and Finance (O) 287ACC Accounting Information Systems (O) 250FIN Principles of Financial Investment (O)

Stage 3

Sem ester 1 357FIN Financial Management (M) 380ACC International Corporate Reporting (M)

301ACC R esearch Skills for Advanced Study ** 10 CR One option from: 382ACC Audit & Internal Control (O)* 386ACC International Taxation (O) 350FIN Investment Analysis (O) 322ECN Corporate Governance (O) 300ECN Advanced Issues in Banking (O)

Sem ester 2

Sem ester 2

Sem ester 2

116ECN Introduction to Business Economics (M)

280ACC Financial Reporting & Analysis (M)

385ACC Advanced Studies for Accounting and Finance (M)

101ACC Accounting Fundamentals B (M)

279ACC Academic Research & Professional Skills (M)

102ACC Statistical Analysis for Finance and Accounting (M)

238CLS Law of Business & Business Organisations (M)

387ACC Advanced Seminar for Accounting & Finance (M) 10 credits 356FIN Corporate Reporting (M) 10 credits 381ACC Performance Management (M)

All modules are 20 credits unless otherwise stated M = mandatory module O = option module * indicates Maximum Accountancy Professional Exemption Route ** Mandatory for Direct Entrants and taken in place of 387ACC


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13.5 Progression and Awards The conditions given below are specific regulations for the course BA (Hons) Accountancy. They are in addition to the University Academic Regulations (Mode C). Conditions for Progression: To progress from stage 1 to stage 2 a student must have studied and passed 90 credits from stage 1 including the following modules: 100ACC 101ACC 102ACC 182ACC

Accounting Fundamentals A Accounting Fundamentals B Statistical Analysis for Finance and Accounting Mathematical Techniques for Accountants

A Full time student, who has not passed a minimum of 60 credits at stage 1 at the end of their first two semesters of study, including the re-sit period, will not normally be permitted to re-take or re-sit failed modules the following academic year and will have their course terminated. A part time student, who has not passed a minimum of 60 credits at stage 1 at the end of their first four semesters of study, including the re-sit period, will not normally be permitted to re-take or re-sit failed modules the following academic year and will have their course terminated. Interim awards Students who have accumulated 120 credits with a minimum of 100 credits at stage 1 may exit the course with a Certificate of Higher Education in financial studies. To progress from stage 2 to stage 3 a student must have studied and passed 180 credits from stage 1 and stage 2 including the following modules: 280ACC - Financial Reporting & Analysis 281ACC - Decision Management 238CLS – Law of Business & Business Organisations

Conditions for Progression from stage 2 to stage 3 of the non-honours course In order to progress onto stage 3 of the non-honours course students must have accumulated 100 credits at Stage 1 and 80 credits at Stage 2. The student must also be able to put together a valid programme of study that meets the requirements of their named award. Interim awards Students who have accumulated 240 credits in total with a minimum of 100 credits at stage 1 and 100 credits at stage 2 may exit the course with a Diploma of Higher Education in financial studies.


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Conditions for Awards Conditions for the award of a BA honours degree in Accountancy To be awarded on honours degree students must satisfy University Academic Regulations (Mode C) i.e. they must have accumulated 360 credits in total with a minimum of 100 credits at stage 1, 100 credits at stage 2 and 100 credits at stage 3 and passed all mandatory modules. For an unclassified degree in Accountancy students must satisfy the University Academic Regulations (Mode C) they must have accumulated 300 credits in total with a minimum of 100 credits at stage 1, 80 credits at stage 2 and 80 credits at stage 3, stage 3 credits must include passes in: 381ACC – Performance Management 380ACC – International Corporate Reporting 357FIN – Financial Management 13.5.1 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. 13.6 Cascade of awards BA Honours Accountancy

BA Accountancy

BA Financial Studies

Diploma of Higher Education in financial studies

Certificate of Higher Education in financial studies


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13.7 BA Financial Studies (Fall-back Award) This course is an alternative that is available for students who were originally enrolled on BA (Hons) Accountancy. It is envisaged that students may wish to transfer to this course where they have failed a mandatory module and are unable to proceed on to the next stage of their named award or do not want to continue with specific mandatory modules beyond stage 1.There is no set programme of study and there are no mandatory modules. This is a non-honours degree, the student will need to pass a minimum of 180 credits coded ECN/FIN/ACC (including a minimum of 60 credits coded FIN/ACC at stage 3), in addition to meeting the University’s general requirements for such awards. (i.e. 300 credits with a minimum of 100 credits at stage 1 and 80 credits at each of stages 2 and 3). A student who transfers to stage 2 of BA Financial Studies may return to their original course at stage 3 if they pass all of the required stage 1 and stage 2 mandatory modules and have completed option modules that are attached to the original course.


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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

The University and the Faculty of Business, Environment & Society

o

Their course of study and timetable

o

The library

o

CU Online

o

The Maths Support Centre

o

The Centre for Academic Writing

o

The Academic Personal Tutor system

o

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). In year one the support will be split 80/20 in favour of the APT role; 50/50 in year two and in the final year the APT/EPT split will be 20/80 in favour of the EPT role. This reflects the changing academic and employment support requirements of students as they progress through the course

•

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. Those students, who are nonnative English speakers, will be strongly encouraged seek the advice and guidance offered by the Centre for Academic Writing. Students wishing to take up the placement year will receive assistance from the Employability and Placements Unit, the Department Employability officer and careers advisors. Whilst on placement each student will be allocated a tutor who will visit them twice and monitor the placement. If overseas, the tutor will arrange a video-conference and where practical will visit at least once. 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.


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15 Criteria for Admission UCAS entry profiles may be found by searching for the relevant course on the UCAS website, then clicking on ‘Entry profile’. 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 (https://staff.coventry.ac.uk/ps/Registry/qeu/default.aspx#aqm). 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


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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 Accreditation by ACCA and CIMA has already been awarded, with accreditation for ICAEW being sought for BA (Hons) Accounting and Finance. The Department has excellent links with local employers; attends regular meetings of the ICAEW Coventry Branch with sponsorship of the ICAEW Dissertation award. An increasing number of graduates from BA (Hons)Accountancy have secured training contracts with major Accountancy firms, including PWC, Ernst & Young and Deloittes The Accountancy 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. (http://unistats.direct.gov.uk) 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.


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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 (http://mid.coventry.ac.uk/)

•

Study Support information is accessible from student services home page

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

100ACC

Accounting Fundamentals A

20

None

M

101ACC

Accounting Fundamentals B

20

None

M

102ACC

Statistical Analysis for Finance and Accounting

20

None

M

116ECN

Introduction to Business Economics

20

None

M

150FIN

Introduction to Personal Finance

20

None

M

186ACC

Academic & Professional Development

10

None

M

182ACC

Mathematical Techniques for Accountants

10

None

M

280ACC

Financial Reporting & Analysis

20

100ACC & 101ACC

M

281ACC

Decision Management

20

100ACC & 101ACC

M

238CLS

Law of Business & Business Organisations

20

100ACC & 101ACC

M

279ACC

Academic Research & Professional Skills

20

102ACC

M

282ACC

Principles of Taxation

20

100ACC & 101ACC

M

287ACC

Accounting Information Systems

20

None

O

226ECN

Economics of Banking & Finance

20

None

O

250FIN

Principles of Financial Investment

20

None

O

Stage 1

Stage 2


21

Stage 3 357FIN

Financial Management

20

280ACC/281ACC

M

385ACC

Advanced Study for Accounting & Finance

20

280ACC/281ACC

M

387ACC*

Advanced Seminar for Accounting & Finance

10

385ACC is Co/Req

M

356FIN

Corporate Finance

10

None

M

380ACC

International Corporate Reporting

20

280ACC

M

381ACC

Performance Management

20

281ACC

M

382ACC

Audit and Internal Control

20

280ACC

O

386ACC

International Taxation

20

282ACC

O

350FIN

Investment Analysis

20

250FIN

O

322ECN

Corporate Governance

20

None

O

300ECN

Advanced Issues in Banking

20

226ECN

O

388ACC

EFA Placement Module

10

O

301ACC

Research Skills for Advanced Study

10

N/A

M = Mandatory (i.e. must be studied and passed for the named award) O = Option •

387ACC Module is mandatory unless students undertakes a year placement in which case the student takes 388ACC the mandatory EFA placement module or students entering directly in to stage 3 will take the 301ACC module in place of 387ACC


22

21 Curriculum Map

Intended Learning Outcomes Knowledge and Understanding

Cognitive (Thinking) Skills

Module codes

KU1

KU2

CS1

CS2

100ACC

√

√

√

√

101ACC

√

√

√

√

150FIN

√

√

√

116ECN

√

√

KU3

KU4

KU5

CS3

CS4

Practical Skills CS5

PS1

PS2

PS3

PS4

√

√

√

√

√

√

√

√

√

√

√

√

√

√

√

√

√ √

182ACC

√

280ACC

√

√

√

√

√

√

√

√

√

√

√

281ACC

√

√

√

√

√

√

√

√

√

√

√

250FIN

√

√

√

√

√

√

√

279ACC

√

√

√

√

√

√

√

√

√

√

282ACC

√

√

√

√

√

√

√

√

√

√

287ACC

√

√

√

√

226ECN

√

√

√

√

√

√

√

√

√

238CLS √

√

√

√

√

√

√ √

√

√

√

√

√ √

√

√

√

√

√

√

TS3

TS4

TS5

√

√

√

√

√

√ √

√ √

√

√

√

√

√

√

√

√

√

√

√

√

√ √

√

√ √

√

TS2

√ √

186ACC

√

TS1

√

√

√

PS5

√

102ACC

380ACC

Transferable Skills

√ √

√

√

√

√

√

√

√

√

√

√

√

√

√

√

√

√

√

√

√

√

√

√

√

√

√

√

√

√

√ √

√

√

23 BA Accountancy Programme Specification April 2012

381ACC 350FIN 356FIN 357FIN 382ACC 386ACC 322ECN 300ECN

√ √

√ √

√ √

√

√

√

√

√

√

√ √

√ √

√ √

√

√

√

√

√

√

√ √

√

√

√

√

√

√

√

√

√

√

√

√

√

√

√

√

√

√

√

√

√

√

√

√

√

√

√

√

√

√

√

√

√

√

√

√

√

√

√

√

√

√

√

√

√

√

√

√

√

√

√

√

√

√

√

√

√

√

√

√

√

√

√

√

√

√

√

√

√

385ACC

√

387ACC

√

√

√

√

√ √

√

√ √

√

√ √

√ √

√

√

√

√

√

√

√

√

√

√

√

√

√

√

√

√

√

√

√

√

√

√

√

√

√

√

√

√

√

√

22 Capabilities (Skills) Map

. Module codes

Learning to Learn

Working with others

Problem Solving and Innovation

Numeracy

IT and Online Communication Career Learning Management

100ACC

P

T,P,A

T,P,A

T,P,A

101ACC

P

T, P, A

T, P, A

T, P, A

150FIN

P

T, P, A

T, P, A

T, P, A

116ECN 102ACC 186ACC 182ACC

P P T, P, A P

P, A P, A P, A T, P, A P, A

T, P, A T, P, A T, P, A T, P, A

T, P, A T, P, A T, P, A

T, P, A T, P, A T, P, A

Personal Development Planning

T, P, A T, P,A T, P, A

T, P, A

T, P, A

T, P, A

Information Management

T, P, A

T, P, A T, P, A T, P, A

T, P, A T, P, A

T, P, A

T, P, A

T, P, A


280ACC 281ACC 250FIN 288ACC 282ACC 287ACC

P

P, A

P

T, P, A

P

T, P, A

P P P

T, P, A

T, P, A P, A P, A

T, P, A T, P, A

T, P, A T, P, A T, P, A T, P, A T, P, A T, P, A

P P P P P T, P, A

T, P, A T, P, A T, P, A T, P, A T, P, A T, P, A T, P, A

P

T, P, A

P P T, P, A

T, P, A

T, P, A

T, P, A

T, P, A

T, P, A

226ECN

P

238CLS

P

380ACC

P

T, P, A

T, P, A

P

T, P, A

P

P, A

381ACC

P

T, P, A

T, P, A

P

T, P, A

P

P, A

350FIN

P

T, P, A

T, P, A

T, P, A

T, P, A

P

P, A

356FIN

P

T, P, A

T, P, A

T, P, A

T, P, A

P

P, A

357FIN

P

T, P, A

T, P, A

T, P, A

T, P, A

P

P, A

382ACC

P

T, P, A

P

T, P, A

P

P, A

386ACC

P

T, P, A

P

T, P, A

P

P, A

322ECN

P

T, P, A

P

T, P, A

P

P, A

300ECN

P

T, P, A

P

T, P, A

P

P, A

385ACC

P, A

T, P, A

T, P, A

T, P, A

T, P, A

387ACC

P, A

P

T, P, A

T, P, A

P, A

T, P, A P

P, A

T, P, A

T,P, A

P, A P, A

T, P, A

T, P, A

T, P, A

T, P, A

T, P, A

T, 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. Capability Outlines (from the Code of Practice for Academic and Skills Development) Learning to Learn – Students should 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.


Working with Others – Students should be able to work effectively as part of a group, and respect the dignity, rights and needs of others. Problem Solving and Innovation – Students should be able to 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. Numeracy – Students should be able to interpret, analyse and present numerical data. IT and Online Learning – Students should be able to use computer-based systems for learning, communicating, collaborating with peers and tutors, and working with data. Communication – Students should be able to communicate effectively in appropriate forms in a wide variety of situations. Career Management – Students should 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. Information Management – Students should be able to carry out research relevant to their field of study by retrieving and using information drawn from a variety of resources. Personal Development Planning – Students should be able to demonstrate self-awareness, set personal goals and record achievement. Capabilities developed through the Skills focussed mandatory modules In BA (Hons) Accountancy in order to maximise exemption potential, students are not part of the University’s Add+vantage scheme. In place of this students will undertake a departmental specific skills focussed module in each of the three years of their course. These skills modules will develop the following targeted graduate capabilities: • Problem Solving Skills • Action Planning and Organising • Written and Oral Communication • Questioning and Listening Employability competencies and career management skills will be introduced and addressed at each stage. The following personal qualities related to employability will be addressed in each of the skills modules: • Achievement orientation • Initiative (Creativity) • Self Confidence • Decisiveness • Reflectiveness • Adaptability/Flexibility • Influencing • Career Management Skills


Part 2: Supporting Information for BA (Hons) Accountancy 1 Relationship to the National Qualifications Framework, Subject Benchmarks and Professional/Statutory Body requirements The current success of BA (Hons) Accountancy is reflected in the fact that it consistently recruits well, with demand for places often outstripping supply. The educational aims of this degree 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 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. Additionally, the course has a number of general objectives and outcomes, which collectively conform to the QAA benchmark statements for Accounting (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

KU5











a, b,





a



c, d





a









a, b,









a





b, d



c, d



a, b, c, d

CS1 CS2 CS3 CS4



CS5 PS1



PS2 PS3



PS4



PS5









a, b a,



TS1







a, d

TS2







a, c, d

TS3





TS4





TS5



a, b, d 



a, b, c, d



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 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) and The Institute of Chartered Accountants England & Wales (ICAEW). The professional requirements will be met by a student completing the course and through the modules they take.


2. Teaching and Learning Strategy The primary aim of BA (Hons) Accountancy, with its associated awards and accreditations, is to achieve the stated learning outcomes of the course and therefore enable students to undertake a position of responsibility in industry or professional practice as a professional accountant. To be able to operate in such a vocational environment requires key intellectual characteristics. A practising accountant should have the ability to: •

Abstract and simplify theoretical models in order to identify the essence of a business decision

•

Analyse and reason – both inductively and deductively

•

Communicate results concisely to a wide audience, often without professional training in any finance or accounting capacity

•

To think critically about wider political and socio-economic influences on business decisions and anticipating likely outcomes following their implementation

In order to achieve this the teaching and learning strategy of this course, which is delivered on a semesterised basis, is based on building the basic principles of accountancy and finance at stage one, with a particular focus on threshold concepts, for example, books of accounting entry, marginal costing, opportunity cost, finance theory and market forces. These concepts unlock the basic principles of accountancy and finance theory thereby allowing the student to view these functions in a wider real-world context. The ability to place accounting and finance problems in a real world context is a distinctive feature of this course. Intermediate analysis and rigour are developed in stage two modules whilst greater specialisation, evaluative and critical thinking is enhanced in the modules at stage 3 of the course. The BA Accountancy course has a common first year curriculum with the BA Accounting & Finance course, providing students with the opportunity to experience all aspects of accountancy and personal finance whilst at the same time maintaining a level of flexibility thereby allowing the option of specialisation in either area of finance or accounting as the course progresses through each stage. The course uses a wide range of teaching and learning methods including face to face teaching and learning, lecture capture, self directed student led inquiry and through a VLE. A combination of methods provides the main platform for student learning that enables them to achieve the intended learning outcomes of the course in which a dialogic approach is emphasised. The face to face teaching is strongly supported by the use of learning technologies such as CU-Online, MyAccountingLab and SCORM. For example, SCORM is used to provide regular formative and summative assessment with immediate feedback to students, which conforms to current best pedagogic practice. The design and delivery of the curriculum is informed by the University’s teaching and learning strategy in the following ways:

1

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)

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

Kolb, D.A. (1984) Experiential Learning Prentice-Hall Englewoods Cliffs NJ


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. Inquiry-led learning is a continual theme of the course, which develops incrementally from stage 1 to stage 3. It is introduced at stage 1, particularly in integrative modules, where students begin to develop the inquiry-led skills. A greater degree of independence is encouraged at Stage 2 through integrative modules, and at Stage 3 students are expected to fully engage in inquiry-led learning, principally through the Advanced Dissertation in Accounting & Finance (385ACC). iii)

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 email. 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.

iv)

International experience The course enhances the international experience of students. Several modules are explicitly international in nature, such as International Finance, International Taxation, and International Corporate Reporting. Opportunities exist for students to engage in an international experience including, study trips, such as to China, studying overseas during the third year and field trips to international conferences and institutions such as participation in International Tax week.

v)

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 CU-Advantage scheme and through Student Union led activities.

vi)

Applied Research 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.

vii)

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


viii)

Employability Enhancing employability of all students is a strength of the course. Opportunities for students to enhance their employability include, undertaking a sandwich degree with a work placement in the UK or overseas, internships (past students have taken internships at Price Waterhouse Coopers) and have subsequently secured a Chartered Accountants Training contract with PwC. 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.

ix)

Personal Development Planning The course will offer the opportunity for students to engage in personal development planning (PDP), mainly through their Personal Skills and Careers modules. In addition the course has introduced a Personal Tutor system where students have a personal academic tutor 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: •

Personal skills audits to help students assess their skill level and to assist them in making appropriate potential career choices.

•

Action planning and reflection on key skills of communication, teamwork, IT and numeracy throughout the three stages 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.

•

The mandatory skills modules include reflection of learning, performance and achievement.

•

Skill/career focused modules at stage one and two will offer students opportunities to pinpoint their skills, identify areas for development and evaluate their potential via My Prospects.

•

Students are encouraged to take either a short or long work placement, and to evidence their experiences therein.

•

The final year project will again provide excellent evidence of in depth academic learning, conducted independently and demonstrating initiative.

•

The progression path has more flexibility enabling the student to obtain some professional exemptions offered by ACCA and CIMA or concentrate on a developing a career in the financial sector.

•

Students have a placement opportunity which will provide important experience in the accounting and finance workplace.

•

Across all three years students have access to the departmental dedicated employment personal tutor offering a range of career development


enhancement opportunities through a series of activities and reflective formative assessment. Examples of such activities would include interview and assessment centre practice facilitated by the Employment Tutor. •

Stage 1 includes a module dedicated to developing professional and academic skills. This is complemented by the regular contact

•

In Stage 2 students develop their academic skills through a mandatory research skills module which aims to engage them further in the research process and prepare them for conducting their own project at stage 3 and develops their ability to become independent learners and workers. This is complemented by the employment focussed activities contained within the module. Students focus on aspects of the application and interview processes, self evaluation and identification of strengths and weaknesses and action planning to help ensure positive destinations are achieved after successful completion of the course

•

Stage 3 would involve a formal presentation of the student's dissertation, in the form of an employment interview presentation which provides invaluable practise as students are about to enter the graduate market

•

Active Academic Personal Tutor system which provides support to students throughout their three Stages of study

•

At each stage of 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, a requirement of the 21st century graduate

•

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

•

Hosting the regional heat of the ICAEW National business game for local sixth form students, gave our students the opportunity to meet local employers who provided useful placement and career advice


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. 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. An example of immediate feedback is in Principles of Taxation where verbal and written feedback is given after group report submissions in order to help performance in a group presentation, the second part of the assessment. 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 stage 1 to stage 3 of 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. In addition students write a critique of a fellow student’s research, which required them to have developed abilities, during the course, to understand what is required for high quality work. 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. This is shown in the assessment map. 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. The assessments are designed so that they impartially measure student learning and achievement throughout the course. All assessment set must go through internal and external processes which are designed to ensure that such assessment is reliable and valid. The assessment in all accounting & finance modules follows the University’s guidance in matters relating to reassessment, extenuating circumstances and the Equality Act 2010. All assessment must go through an internal moderation process in relation to both the assessment task and marked assessment. The Foundation subjects at Stage 1 and all stages 2 and 3 assessment tasks must not only be internally moderated but must be approved by an external examiner. The same is true of the marked assessment which must be made available to the external examiner before the formal examination board meets to confirm the student marks. Subject to the academic regulations of the University, students will have the opportunity of reassessment at the next available re-sit period. Students who are unable to sit any of their summative assessments due to extenuating circumstances will have the opportunity to ask for a short extension to their submission or to defer their assessment until the next assessment opportunity. Important information relating to submission of assessment and extenuating circumstances is provided in the student handbook. (See Appendix 10: University Academic Regulation Section 6 Undergraduate Curriculum Framework). 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.

Class

Mark range

Class I

90 – 100%

80 – 89%

70 – 79%

Guidelines 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, well-structured way with clarity of expression. At stage 3, evidence of independent, critical thought would normally be expected.


Class II : I

65 – 69%

60 – 64%

Class II : II

55 – 59%

50 – 54%

Class III

45 - 49%

40 – 44%

Marginal fail

35 – 39%

Fail

30 – 34%

20 – 29%

0 – 19%

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.

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. 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. 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. 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/Course Manager •

To oversee the running of courses within the programmes

•

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 programmes

•

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

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. In year one the support will be split 80/20 in favour of the APT role; 50/50 in year two and in the final year the APT/EPT split will be 20/80 in favour of the EPT role. This reflects the changing needs of students as they progress through the course. 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 Minimum University requirements for entry to undergraduate degree courses are as follows: • • • •

Applicants must have five passes at GCSE (grade C or above) to include English Language and Mathematics. Applicants must have at least 80 points based on the national UCAS Tariff, achieved by studying 2 GCE A-levels or a 12-unit VCE Double Award. VCE Double Awards must normally include subjects relevant to the course being applied for. Passes in one-year courses such as AS-levels will normally be acceptable in meeting an offer with higher points score, but cannot normally count towards the minimum A-level or VCE (Double Award) pass requirement. Applicants with a BTEC National Diploma will need a pass with three Merits for entry to a degree programme. The units must be relevant to the course being applied for.

All courses within the Undergraduate Accounting and Finance Programme have higher entry requirements which are reviewed annually by the Course Manager, the Admissions Tutor and the Head of Economics, Finance and Accounting. The current entry requirements for 2012-13 are range between 300 - 380 UCAS points on application. Other Qualifications Applicants are also considered for a degree programme if they possess the following: • Scottish Advanced Higher in two subjects •

Baccalaureate

•

Irish Leaving Certificate

•

Access programmes

The RAO and Faculty Admissions Office have detailed tables of “equivalences” for these and other qualifications. These offices consult with the Course Manager about the suitability of an applicant with any other qualification.


Mature student entry Mature students over the age of 21 are considered for entry to the course irrespective of the above requirements. Such applicants will be assessed by interview and other appropriate means may be used to determine their suitability and ability to cope with the demands of the course. The acceptance of such an applicant will be at the discretion of the Admissions Tutor, Course Manager and the Faculty Admissions Office.

Students with Advanced Standing Accreditation for prior learning (APL) or prior experiential learning (APEL) may be granted for modules at the discretion of the Course Manager, providing they are limited to the maximum specified in University Academic Regulations.

6. Compliance with the University’s Academic Regulations and current legislation All Undergraduate Accountancy course details comply with Coventry University’s Academic Regulations. All course procedures and practices are consistent with University guidelines, policies and codes of practice.

Template version May 2011
