Course Outline 2016
BUSACT 705: ACCOUNTING CAPSTONE (15 POINTS)
Quarter 1 (1162)
Course Prescription
Provides opportunities to extend and integrate the understanding of theoretical and
practical issues in accounting through a ‘real-world’ business case. Involves the
assessment of risk, cost of capital, financial analysis of performance, forecasting, and the
development of recommendations for change and/or improvement.
Goals of the Course
Capstone units are generally seen to have three main aims: integrating the program,
reflecting on prior learning, and transitioning into the workplace.
Using this as a starting point this accounting capstone is seen as an opportunity to
integrate the knowledge gained on this program through problem based learning and
development of a professional identity. Students will be allocated into group of a
maximum of four students who take on the persona of professional accounting advisors
for an entire semester are required to solve a series of unstructured, multi-dimensional
accounting problems given limited facts. The process is similar to a client asking a
professional advisor relating to a particular problem and the advisor then solving the
problem through providing advice based on assumptions and publically available
information.
This capstone course is designed to bring together the knowledge gained throughout the
entire program and permit the student to exhibit judgement, use of technology, critical
thinking and communication skills learned prior.
Students can demonstrate their
understanding in complex problem identification and solution to solve the problem
situation given.
This enables them to become ‘business ready’ in their eventual
engagement with companies in the near future.
Learning Outcomes
By the end of this course, you will be able to:
1. Integrate advanced theoretical and technical accounting knowledge, which includes
accounting, finance, economics, quantitative methods, information systems, commercial
law and taxation.
2. Critically apply advanced theoretical and technical accounting knowledge and skills to
solve emerging and/or advanced accounting problems.
3. Exercise judgement under minimal supervision to solve emerging/or advanced
accounting problems in complex contexts using differing perspectives.
4. Justify and communicate accounting advice and ideas in collaborative contexts involving
both accountants and non-accountants.
5. Seek and reflect on performance feedback to identify and action learning opportunities
and self-improvements and instate the process for others.
Content Outline
Week 1
Industry and strategy analysis
Accounting analysis
Financial analysis – assessing the quality
Week 2
Financial analysis – assessing the quality continued
Week 3
Prospective analysis – Forecasting financial results
Week 4
Prospective analysis – Forecasting financial results continued
Week 5
Prospective analysis – Forecasting financial results continued
Week 6
Prospective analysis – Forecasting financial results continued
Week 7
Prospective analysis – Valuation models
Week 8
Prospective analysis – Valuation models
Week 9
Application – using forecasted financial statements
Week 10
Application – using forecasted financial statements
Learning and Teaching
The class will meet for 5 hours each week, devoted to a combination of lectures (by
teaching staff or guests), workshops, tutorials, and individual- and team-based activities.
Activities revolve around applied review of theory relating to financial analysis, interactive
discussions of forecasting case studies and a ‘real world’ (capstone) project, and effective
use of additional support tools in aid of project completion.
Students will work in a team of 4 members. For some weeks, tutorials will be replaced by
individual team meetings (0.5 hour for each team) with the lecturer in which the teams
will receive feedback on the process of their project for the first six weeks of the course.
In addition to attending classes, students should be prepared to spend at least another 10
hours a week on activities related to this course. Activities include carrying out the required
readings, keeping up with the business press regarding current issues of relevance to this
course, and contributing to the development and eventual completion of the capstone
project.
Individual assessments are designed to enable students to develop critical and analytical
skills, while group assessments are programmed to enhance skills in collaborative
management, communication, and learning in a team-setting.
Teaching Staff
Dr Karin Olesen, Lecturer
Gina Schütte
Learning Resources
Easton, PD, McAnally, ML, Sommers, GA and Zhang, X (2013) Financial Statement Analysis &
Valuation, 3rd edn, Cambridge Business Publishers.
Additional reading that may be useful:
Williams, T (2002) Modelling Complex Projects, John Wiley & Sons Ltd.
Rees, M (2008) Financial Modelling in practice: A Concise Guide for Intermediate and
Advanced Level, John Wiley & Sons Ltd, West Sussex, England.
Allman, KA (2007) Modeling Structured Finance Cash Flows with Microsoft Excel, John
Wiley and Sons, New Jersey.
Gottlieb, I (2010) Next Generation Excel: Modeling in Excel for Analysts and MBAs, John
Wiley and Sons, Asia.
All course materials may be found on the web-based BUSACT 705 Course Page which
can be accessed via CANVAS.
Assessment
1. Group project
40%
2. Group video
10%
3. Individual assignment
50%
Total
100
The broad relationship between these assessments and the course learning outcomes
are as follows:
Learning
Outcome
Group project
(Final report
written)
Group video
Individual assignment
1
x
x
x
2
x
x
x
3
x
x
x
4
x
x
x
5
x
x
Inclusive Learning
Students are urged to privately discuss any impairment-related requirements in person
and/or in written form with the course convenor/lecturer and/or tutor.
Student Feedback
The course is designed based on prior experience of designing and delivering management
courses. Formal feedback will be sought about your experience towards the end of the
course and fast feedback will be sought during the quarter. Any other feedback about the
course can be given to the lecturer.