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Session: 2022/23
Last modified: 08/04/2022 10:12:17
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Title of Module: Exploring Financial Management |
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Code: ACCT10012 |
SCQF Level: 10
(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: | Nasir
Kolade |
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| Summary of Module |
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This module introduces the role and purpose of the financial management functions within a business. Lectures and workshops introduce the financial environment in which a business operates. Topics explored include approaches to capital budgeting; methods of raising and managing long and short term finance; and the role of the treasury function in business planning and managing financial risk.
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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.
Demonstrate an understanding of the financial environment in terms of the roles of investors, lenders and intermediaries; market efficiency; agency theory and approaches to corporate governance.
L2.
Use and interpret a range of techniques for appraising financial management decisions.
L3.
Evaluate the methods and options available for the financial management function in raising and managing short and long term finance.
L4.
Use spread sheets and interpret a range of techniques for appraising capital investment decisions. |
| 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 10.
Have a detailed knowledge and understanding of the of the types of investors, lenders and intermediaries and the types of long and short term finance. Be able to critically appraise relevant theories such as market efficiency and agency theory. |
| Practice: Applied Knowledge and Understanding |
SCQF Level 10.
Be able to apply, critically evaluate and interpret appropriate financial management techniques and concepts. Be able to select, find, and use a variety of primary and secondary data sources. |
| Generic Cognitive skills |
SCQF Level 10.
Be able to critically evaluate the appropriateness of methods and options available and be able to give reasoned and evidence based opinions. |
| Communication, ICT and Numeracy Skills |
SCQF Level 10.
Communicate effectively and appropriately in verbal and written or social media. Be able to critically evaluate and choose appropriate communications methods / media to present findings in the most effective form. |
| Autonomy, Accountability and Working with others |
SCQF Level 10.
Work in groups to evaluate relevant data and give recommendations.
Systematically identifying and addressing their own needs both in current and in new areas, and planning and managing source materials as appropriate.
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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: | |
| 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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| This module is delivered via a combination of lectures, tutorials and workshops. Lectures involve the delivery and exposition of the material forming the basis of the module. Though this is structured and led by the lecturer, it is also intended that there will be a reasonable degree of student participation. Tutorials and workshops however, make quite specific demands upon students in relation to preparation and participation. Tutorial questions and case studies will be available on VLE at the beginning of the trimester, allowing students to prepare appropriately. |
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 | 12 |
| Independent Study | 164 |
| 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:
Watson D and Head A, Corporate Finance, Principles and Practice (current edition) Pearson, Harlow.
Relevant articles from journals.
Relevant material placed on 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 and Law. |
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| Moderator | Mary Fletcher |
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| External Examiner | Haris Chaudhri |
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| Accreditation Details | N/A |
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| Version Number | 1.01 |
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| Assessment: (also refer to Assessment Outcomes Grids below) |
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| Class test: A time-constrained multiple-choice questionnaire. This element will represent 30% of the module mark. |
| A group assessment consisting of a written piece of work of 2500 words long. This will represent 70% of the module mark. |
(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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This module is appropriate for any student.
PLease refer to UWS Equality and Diversity Policy.
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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