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Session: 2022/23
Last modified: 08/04/2022 10:14:58
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Title of Module: Enterprise Risk Management |
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Code: ACCT10013 |
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: | Richard
Kojo
Tawiah |
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| Summary of Module |
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This module provides an introduction to the business environment in which risk management operates. It will explore the impact of the business environment on organisational risk. There will be a focus on key sectors and geographical areas as well as the demands and expectations of various stakeholder groups and regulatory bodies. It will examine corporate governance and risk assurance and how this directly impacts the risk management within an organisation/sector. Risk culture will be examined along with risk appetites and tolerance of risk in relation to current risk management practices.
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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.
Explain the impact of the wider business environment on organisations and the issues this raises for risk management in specific sectors and geographical areas.
L2.
Explain the key components of corporate governance modes, project risk management systems and operational risk management.
L3.
Discuss the nature and purpose of internal control, audit, and risk assurance techniques.
L4.
Evaluate real life case studies and identify key risk management lessons.
L5.
Discuss the significant culture, risk appetites and its impact on the management of risk. |
| 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.
Knowledge concerning risk management and how it operates within key sectors and geographical areas, as well as an understanding of the impact of culture, risk appetites and regulatory considerations. |
| Practice: Applied Knowledge and Understanding |
SCQF Level 10.
Interpreting and applying theoretical concepts of risk management to large case study scenarios using real life examples. |
| Generic Cognitive skills |
SCQF Level 10.
Identifying theoretical issues and the need for a risk management in relation to the business environment. |
| Communication, ICT and Numeracy Skills |
SCQF Level 10.
Communicating risk management theories and their application to specific scenarios effectively. |
| Autonomy, Accountability and Working with others |
SCQF Level 10.
Working autonomously and effectively in areas involving complex professional issues where independence and clarity of thought are required. |
| Pre-requisites: |
Before undertaking this module the student should have
undertaken the following:
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Module Code:
ACCT09002
| Module Title:
Auditing
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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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The focus of this module is to provide an introduction to the business environment in which risk management operates. It will explore the impact of the business environment on organisational risk. There will be a focus on key sectors and geographical areas as well as the demands and expectations of various stakeholder groups and regulatory bodies. It will examine corporate governance and risk assurance and how this directly impacts the risk management within an organisation/sector. Risk culture will be examined along with risk appetites and tolerance of risk in relation to current risk management practices.
For example:
1.Key business issues for various organisations, industries and sectors and how might the associated risks and opportunities be managed
2.Culture and appetite/attitude to risk and the approach to managing risk
3.How governance influences risk management
4.How can we learn from the past and what does best practice look like? |
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:
Fundamentals of Risk Management, Paul Hopkin (latest edition)
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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 | David Leung |
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| External Examiner | Haris Chaudhri |
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| Accreditation Details | Institute of Risk Management (pending) |
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| Version Number | 1.01 |
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| Assessment: (also refer to Assessment Outcomes Grids below) |
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| Individual essay worth 30% of the final mark. |
| Two-hour closed book exam worth 70% of the final 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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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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