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Session: 2022/23
Last modified: 08/04/2022 09:44:47
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Title of Module: Data Analysis for Business |
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Code: ACCT08014 |
SCQF Level: 8
(Scottish Credit and Qualifications Framework) |
Credit Points: 20 |
ECTS: 10
(European Credit Transfer Scheme) |
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| School: | School of Business & Creative Industries |
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| Module Co-ordinator: | Gerry
McPake |
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| Summary of Module |
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The aim of the module is to equip students with knowledge of the core concepts and techniques in data analysis within a business context. Furthermore, students will explore the data and information supplied by accounting & financial functions within an organisation and learn to apply many of the key quantitative techniques used by accountants and financial managers. The module aims to provide students with fundamental skills in data management and analysis including basic statistical analyses. Students will gain knowledge of the Management Accounting function and its techniques for data analysis including: budgeting, forecasting, time series, regression & correlation, break-even analysis, decision-trees and formulating and solving a variety of equations. Students will also gain knowledge of the Finance function and related data techniques including basic financial statement analysis and share price analysis. The module will ultimately provide students with an awareness of the variety of quantitative and financial data business professionals are exposed to within a business environment.
- Students will have gained the knowledge and skills to interpret, analyse and make a variety of informed decisions based on this data.
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| Module Delivery Method |
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| Face-To-Face | Blended | Fully Online | HybridC | HybridO | Work-based Learning |
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Face-To-Face
Term used to describe the traditional classroom environment where the students and the lecturer meet synchronously in the same room for the whole provision.
Blended
A mode of delivery of a module or a programme that involves online and face-to-face delivery of learning, teaching and assessment activities, student support and feedback. A programme may be considered “blended” if it includes a combination of face-to-face, online and blended modules. If an online programme has any compulsory face-to-face and campus elements it must be described as blended with clearly articulated delivery information to manage student expectations
Fully Online
Instruction that is solely delivered by web-based or internet-based technologies. This term is used to describe the previously used terms distance learning and e learning.
HybridC
Online with mandatory face-to-face learning on Campus
HybridO
Online with optional face-to-face learning on Campus
Work-based Learning
Learning activities where the main location for the learning experience is in the workplace.
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| Term(s) for Module Delivery |
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(Provided viable student numbers permit).
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| Term 1 | | Term 2 | | Term 3 | |
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| Learning Outcomes: (maximum of 5 statements) |
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On successful completion of this module the student will be able to:
L1.
Apply and interpret a range of statistical techniques used in the analysis of business data.
L2.
Demonstrate a detailed understanding of a variety of quantitative methods used in budgeting and forecasting.
L3.
Evaluate the financial performance and position of a business through financial statement and share price analysis.
L4.
Apply and interpret a range of quantitative management accounting techniques for decision-making. |
| Employability Skills and Personal Development Planning (PDP) Skills |
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| SCQF Headings |
During completion of this module, there will be an opportunity to achieve
core skills in:
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| Knowledge and Understanding (K and U) |
SCQF Level 8.
Understanding of the variety of quantitative and financial data business professionals are exposed to.
Detailed knowledge of a variety of techniques used to analyse business and financial data.
Knowledge and understanding of the role accountants play in supplying financial data and information.
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| Practice: Applied Knowledge and Understanding |
SCQF Level 8.
Applying and interpreting a variety of statistical techniques in the analysis of business data.
Applying and interpreting specialist accounting techniques in the analysis of financial data.
Retrieving, presenting and interpreting data and information from a variety of electronic sources of business data.
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| Generic Cognitive skills |
SCQF Level 8.
Evaluating the effectiveness and appropriateness of concepts and specified techniques to a range of business data, problems and decisions.
Bringing together data and information from a variety of sources for presentation and analysis.
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| Communication, ICT and Numeracy Skills |
SCQF Level 8.
Performing reasonably complex and technical calculations used in statistical analyses, finance & accounting and communicating or sharing results and opinions via e.g. office software, forums, videos and social media platforms.
Using a wide range of ICT applications & VLE/AIE tools and resources to support and enhance learning.
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| Autonomy, Accountability and Working with others |
SCQF Level 8.
Systematically identifying and addressing their own learning needs in context of both classroom and VLE/AIE.
Engaging with VLE/AIE resources for independent learning. Discussing and engaging with peers both in classroom and VLE/AIE learning spaces.
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| Pre-requisites: |
Before undertaking this module the student should have
undertaken the following:
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Module Code:
| Module Title:
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| Other: | Enrolment in the Graduate Apprenticeship programme and completion of Level 7. |
| Co-requisites | Module Code:
| Module Title:
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* Indicates that module descriptor is not published.
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| Learning and Teaching |
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| A variety of learning and teaching activities will be used in the delivery of the module, aligned to module learning outcomes and student assessment. Interactions with students will offer a balance between presentation of content, discussion and active student participation in applying and exploring the quantitative techniques. Other elements of learning and teaching will allow for group or peer-to-peer interactions where module content can be explored in more detail and the learning applied to more complex problems. Sessions, activities and VLE/AIE resources offer ample opportunity for students to develop lifelong learning skills in terms of: collaborations and team-work, basic research skills, communication and digital information literacy, in line with the needs of a modern learner and graduate. Student learning, engagement and participation will be supported extensively through the module VLE/AIE site. The module resources are available to students before, during and after scheduled sessions to allow students plenty scope to prepare, participate, revise and explore topics. Continuous formative feedback will be available through the learning and teaching interactions and the VLE/AIE tests, quizzes, forums. Learning is further supported and enhanced through VLE/AIE touchcasts, videos, web-links and other interactive resources & activities. |
Learning Activities
During completion of this module, the learning activities undertaken to
achieve the module learning outcomes are stated below:
| Student Learning Hours
(Normally totalling 200 hours):
(Note: Learning hours include both contact hours and hours spent on other learning activities) |
| Lecture/Core Content Delivery | 24 |
| Tutorial/Synchronous Support Activity | 24 |
| Asynchronous Class Activity | 48 |
| Independent Study | 104 |
| 200
Hours Total
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**Indicative Resources: (eg. Core text, journals, internet
access)
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The following materials form essential underpinning for the module content
and ultimately for the learning outcomes:
Essential Quantitative Methods for Business, Management and Finance (6th Edition), Oakshott L. (2016), Macmillan.
Accounting for Business (2nd Edition), Scott. P (2016), Oxford University Press.
Details of further resources, including textbooks, journals and online resources will be identified at the beginning of each delivery in the module handbook and made available in the VLE.
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(**N.B. Although reading lists should include current publications,
students are advised (particularly for material marked with an asterisk*) to
wait until the start of session for confirmation of the most up-to-date
material)
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| Engagement Requirements |
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In line with the Academic Engagement Procedure, Students are defined as academically engaged if they are regularly engaged with timetabled teaching sessions, course-related learning resources including those in the Library and on the relevant learning platform, and complete assessments and submit these on time. Please refer to the Academic Engagement Procedure at the following link: Academic engagement procedure |
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Supplemental Information
| Programme Board | Accounting, Finance and Law |
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| Assessment Results (Pass/Fail) |
No
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| Subject Panel | Accounting, Finance & Law |
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| Moderator | Peter McGuire |
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| External Examiner | C Soan |
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| Accreditation Details | |
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| Version Number | 1.01 |
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| Assessment: (also refer to Assessment Outcomes Grids below) |
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| There will be one assessment which will cover Learning Outcomes 1 & 2: statistical techniques for business data & quantitative techniques in budgeting and forecasting. This assessment is weighted at 50%. In the spirit of the module and programme, the format of the test will be an ‘online open-book test’ delivered over a flexible ‘assessment window’- this will be a mix of multiple choice and short answer questions. Assessments will offer some variety by containing a mix of question type to test aspects of student knowledge & understanding and problem solving: comprehension of concepts and procedures, interpretation of business & financial data, application of various quantitative techniques. |
| There will be one assessment which will cover Learning Outcomes 3 & 4: financial statement and share price analysis & quantitative techniques for decision making. This assessment is weighted at 50%. In the spirit of the module and programme, the format of the test will be an ‘online open-book test’ delivered over a flexible ‘assessment window’- this will be a mix of multiple choice and short answer questions. Assessments will offer some variety by containing a mix of question type to test aspects of student knowledge & understanding and problem solving: comprehension of concepts and procedures, interpretation of business & financial data, application of various quantitative techniques. |
(N.B. (i) Assessment Outcomes Grids for the module
(one for each component) can be found below which clearly demonstrate how the learning outcomes of the module
will be assessed.
(ii) An indicative schedule listing approximate times
within the academic calendar when assessment is likely to feature will be
provided within the Student Handbook.)
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Assessment Outcome Grids (Footnote A.)
Footnotes
A. Referred to within Assessment Section above
B. Identified in the Learning Outcome Section above
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Note(s):
- More than one assessment method can be used to assess individual learning outcomes.
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Schools are responsible for determining student contact hours. Please refer to University Policy on contact hours (extract contained within section 10 of the Module Descriptor guidance note).
This will normally be variable across Schools, dependent on Programmes &/or Professional requirements.
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| Equality and Diversity |
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The Equality, Diversity and Human Rights policy underpins student engagement. We aim to make UWS a fair and equal place to study, and institution which addresses specific issues covering all aspects of equality, diversity and human rights. Where required module assessment will be adapted to meet student requirements.
UWS Equality and Diversity Policy |
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(N.B. Every effort
will be made by the University to accommodate any equality and diversity issues
brought to the attention of the School)
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