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Session: 2022/23
Last modified: 29/03/2022 13:48:36
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Title of Module: Accounting & Finance for Business |
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Code: LNDN07001 |
SCQF Level: 7
(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: | Mostafa
Hussien |
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| Summary of Module |
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In this module, you will gain a fundamental grounding in a wide range of accounting and financial issues. You will also develop analytical and decision-making skills that are essential for business managers. Students on this module will also have the opportunity to develop decision-making skills that are essential for managers through the analysis and interpretation of financial information. You will gain a desirable skill set recognised by employers using a variety of techniques that will keep you interested and engaged throughout the module.
- Background to Accounting & Finance
The importance of financial information and its users.
A distinction between management accounting, financial accounting & finance
- The components of the main financial statements (Balance sheet and income statement
Understand the individual components of the statement of financial position and Income statement
Evaluate the usefulness of a statement of financial position.
Evaluate the nature and importance of profit
- Analysing and interpreting financial statements
Explain the nature of financial ratios analysis.
Appreciate the importance of the main accounting ratios
Calculate the main accounting ratios and explain their significance and limitations
- Cost classification and full vs marginal costing system
Explain the various classifications of costs
Compare the difference between marginal costing and full costing system
- Short-term decision-making: Break-even analysis
Explain the nature of short-term business decisions
Investigate some of the decisions for which contribution analysis is useful
- Making capital Investment decisions
Explain the nature of capital investment.
Outline the main capital investment appraisal techniques.
- Budgeting
Define a budget and show how budgets, strategic objectives and strategic plans are related.
Explain the budgeting process and the interlinking of the various budgets within the business.
Financing a business
Explain the nature and importance of sources of finance.
Analyse the ways in which a company may have access to long-term finance.
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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 understanding and apply accounting and financial information to support the effective running of the organisation.
L2.
Demonstrate understanding and use of business data analysis techniques in order to answer a set business problem.
L3.
Apply short and long-term planning techniques to familiar business problems.
L4.
Explain the options available to the financial manager for raising and managing source of finance |
| 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 7.
• Knowledge that is embedded in the main theories, concepts and principles of finance.
• An understanding of the role and function of the financial accountant in recording and presenting financial statements.
• An awareness of the dynamic nature of knowledge and understanding of the finance function in particular in relation to the role and function of the management accountant in costing, budgeting and decision-making. |
| Practice: Applied Knowledge and Understanding |
SCQF Level 7.
• In applying and explaining routine techniques and concepts common to the financial accountant, management accountant and financial manager. |
| Generic Cognitive skills |
SCQF Level 7.
• Recommend use of common finance sources through evaluation of their various features.
• Evaluate financial market information in order to understand and explain share price performance.
• Identify optimal courses of action through evaluation of quantitative or financial information. |
| Communication, ICT and Numeracy Skills |
SCQF Level 7.
• Use a range of forms of communication effectively in both familiar and unfamiliar contexts.
• Select and use standard ICT applications to process and obtain a variety of information and data.
• Use a range of numerical and graphical skills in combination. |
| Autonomy, Accountability and Working with others |
SCQF Level 7.
• Exercise some initiative and independence in carrying out defined activities.
• Manage limited resources within defined areas of work.
• Work, under guidance, independently or with others to acquire an understanding of current professional practice. |
| 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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| A variety and teaching activities will be used in the delivery of the module, aligned to student assessment. The module will adopt a hybrid approach. Classes will offer a balance between discussion and active student participation in applying financial techniques. Tutorials and VLE resources and activities offer ample opportunity for students to develop lifelong learning skills in terms of collaborations and team-work, basic research skills, communication and information literacy, in line with the needs of the graduate of the future. Student engagement and participation will be supported through the module VLE site. Continuous formative feedback will be available via tutorial participation and VLE tests and quizzes. Learning will be supported by VLE, media files, web links, and other activities, offering summaries and further exploration of key concepts. |
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 | 36 |
| Tutorial/Synchronous Support Activity | 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:
Atrill, P. & McLaney, E. (2019), Accounting and Finance for Non-Specialists 11th, Edition, Pearson.
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 via 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 | Marketing, Innovation, Tourism & Events |
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| Assessment Results (Pass/Fail) |
No
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| Subject Panel | TBC |
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| Moderator | TBC |
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| External Examiner | TBC |
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| Accreditation Details | |
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| Version Number | 1 |
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| Assessment: (also refer to Assessment Outcomes Grids below) |
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| Online In-Class Test (weighting 25%) |
| Unseen Open Book (weighting 75%) |
(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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