Coventry University
Faculty of Business Environment and Society
Programme Specification for
BA (Hons) Business & Accounting
Academic Year 2012/13
BA Business & Accounting Programme Specification April 2012
1
Contents
Page
Introduction
3
Part 1: Programme Specification
1- 10 Basic Course information
4
11 Educational Aims of the Course
5
12 Intended Learning Outcomes
6
13 Course Structure and Requirements
9
14 Support for Students and their Learning
15
15 Criteria for Admission
16
16 Methods for Evaluation and Enhancing the Quality and Standards of Teaching
and learning
16
17 Regulation of Assessment
17
18 Indicators of Quality and Standards
17
19 Additional Information
17
20 List of mandatory and core option modules
18
21 Curriculum Map
20
22 Capabilities (Skills) Map
21
Part 2: Supporting information
Relationship to the national Qualifications Framework, Subject Benchmarks and
Professional/Statutory Body requirements.
24
Teaching and Learning Strategy
26
Assessment Strategy
30
Programme/Course management
33
Entry Requirements and Selection Procedures
34
Compliance with the University’s Academic Regulations and Current Legislation
35
BA Business & Accounting Programme Specification April 2012
2
Introduction
The BA Business & Accounting degree has been designed to offer students an understanding of the
wider Business & Accounting environment. Offering them the opportunity to develop key business
skills, explore innovative practices, and develop entrepreneurial skills.
The course provides an understanding of the global business environment, implications and
opportunities available through globalisation. Students on this course can participate in an
international exchange course to experience the international business environment in line with
growing international business developments.
This course is very much focused on vital employability skills required by Business & Accounting
sector employers. This supports students in finding employment post education finding the transition
from education to employment smoother.
During this course they study various business & accounting modules. The course is designed with
some mandatory subject areas which provide the key underpinning knowledge for the course, but
allows the student to select some subjects based on specific areas of their interest. The modules are
designed to enhance and develop their theoretical understanding from an academic perspective but
also to apply the knowledge to the business & accounting sector. We work on developing students
personal skills such as team working, communication and problem-solving.
Students are supported throughout the course by the academic staff responsible for each subject
area but also are appointed a personal academic tutor to offer them further individual support and
guidance during their study.
The course is delivered by a range of academic staff with wider business experience and academics
with active research in the relevant subject areas bringing their experience and knowledge into the
learning environment. As such students are regularly engaging in experiential and inquiry based
learning designed to assimilate work-based scenarios.
This course is designed primarily for students who are interested and looking to seek employment in
the business or finance area. The course will provide them with the underpinning knowledge to allow
them to seek a variety of employment opportunities in the sector.
The course appeals to a diverse range of students from the UK and Overseas sector.
Distinctive Features

Flexible course designed to enable students to determine their specialism within the areas of
business or finance

Integrated business skills development throughout the course

Strong focus on the external business & accounting environment to reinforce the integrative
theoretical knowledge and linkage to the real external environment. For example: UK
company with overseas subsidiaries includes elements of strategy and financial planning

Increasing number of "prestige" placements and graduate destinations for example, Tesco
Graduate Scheme, Microsoft, IBM, Jaguar Land Rover and NHS.
BA Business & Accounting Programme Specification April 2012
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Part 1: Programme Specification for
BA Business & Accounting
1 Available Award(s) and Modes of Study
Title of Award *
Mode of
attendance*
UCAS Code
FHEQ Level*
BA (Hons) Business &
Accounting
FT, Three Years
NN14
Level 6 – Bachelor Degree with
Honours
BA Business & Accounting
SW, Four Years
P/T , Four to Six
Years
BA Financial Studies (Fall
Back)
Unclassified Degree
Unclassified Degree
Diploma of Higher Education
in financial studies
Diploma of Higher Education
Certificate of Higher Education
Certificate of Higher Education
in financial studies
2 Awarding
Institution/Body *
Coventry University
3 Collaboration
None
4 Teaching Institution and
Location of delivery*
Coventry University
5 Internal
Approval/Review Dates
Date of latest review: May 2009
6 Course Accredited by*
N/A
7 Accreditation Date and
duration
N/A
8 QAA Subject Benchmark
Statement(s) and/or other
external factors *
Date for next review: Academic year 2017/2018
 General Business and Management (2007)
 Finance (2007)
http://www.qaa.ac.uk/academicinfrastructure/benchmark/default.asp
9 Date of Course
Specification *
April 2012
10 Course
Manager/Course Tutor *
Mrs Samantha Roberts
BA Business & Accounting Programme Specification April 2012
4

11 Educational Aims of the Course

To educate students for potential careers in the business and/or financial areas, in either the
private or public sector. To provide knowledge in the principles of business & accounting
appropriate to the nature of the degree route chosen and to apply the skills they have acquired
to both theoretical and applied situations.

To develop in students, a range of generic skills that will be of value in employment and selfemployment

Provide a broad and varied educational experience within which learning occurs

The development in learners of a critical awareness and understanding of the contemporary
accounting, business & accounting theories required for effective strategic performance

Develop the students’ cognitive dimensions, for example critical evaluation, self-directed
learning and problem-solving.

The development in learners of the ability to blend theory and practice in complex situations,
both systematically and creatively, to improve financial and business performance.

To produce autonomous learners who have an understanding of how properly conducted
research can enhance their performance as business/financial managers.

The enhancement of lifelong learning skills and personal development in learners so they are
able to work with self-direction and originality.

To develop students’ knowledge and skill base from which they can proceed to further
vocationally oriented courses

To provide a course that facilitates access to Higher Education for a diverse range of students.
BA Business & Accounting Programme Specification April 2012
5
12 Intended Learning Outcomes*
This course satisfies the general Business Management (2007) and Finance (2007) benchmark
statements and Coventry University’s Code of Practice for Academic and Professional Skills
Development.
Section 21 maps the intended learning outcomes as described in the next section to the
courses mandatory and option modules (as listed in section 20)
Section 22 shows the capabilities that students will be taught, given the opportunity to practise and will
be assessed in.
The principal teaching, learning and assessment methods normally used on the course to achieve these
learning outcomes are identified in the next section.
12.1 Knowledge and Understanding*
On successful completion of the BA (Hons) Business & Accounting course a student should be able to
demonstrate knowledge and understanding of:
-
KU1 the fundamental functions of and contexts in which business & accounting operates.
-
KU2 Business policy and strategy - the development of appropriate policies and strategies
within a changing environment, to meet stakeholder interests
-
KU3 Markets - the development and operation of markets for resources, goods and
services; customers - customer expectations, service and orientation
-
KU4 Finance - the sources, uses and management of finance; the use of accounting and other
information systems for managerial applications
-
KU5 exhibit an appropriate depth of analysis from undertaking research appropriate to their
area of specialisation with the context of business and/or finance
-
KU6 demonstrate an ability to critically evaluate relevant qualitative and quantitative data in the
areas of business & accounting.
Teaching and Learning
Assessment
KU1 – KU4
Achieved through a combination of formal lectures,
seminar, tutorial and workshop classes that provide
opportunities for case study, numerical problem
solving, negotiation techniques and reinforcing
concepts/techniques. Computer-based workshops,
use of appropriate business software. In addition,
directed reading of recommended journals/texts
and pertinent articles.
Examinations, Individual written
coursework, Presentations,
Timed constrained tests.
KU5
Achieved through independent research
Advanced Dissertation in
Business & accounting, Research
skills and Professional Skills
KU6
Interactive lectures and seminars together with
independent research
Examinations, coursework,
practical assessments and
presentations
BA Business & Accounting Programme Specification April 2012
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12.2 Cognitive (thinking) Skills*
On successful completion of the BA (Hons) Business & Accounting course a student should be able to
-
CS1 Apply numeracy and quantitative skills including data analysis, interpretation and
extrapolation. The use of models of business problems and phenomena; effective use of
communication and information technology for business applications
-
CS2 Use effective communication, oral and in writing, using a range of media which are
widely used in business such as the preparation and presentation of business and financial
reports
-
CS3 cognitive skills of critical thinking, analysis and synthesis. This includes the capability to
identify assumptions, evaluate statements in terms of evidence, to detect false logic or
reasoning, to identify implicit values, to define terms adequately and to generalise
appropriately
-
CS4 effective problem solving and decision making using appropriate quantitative and
qualitative skills including identifying, formulating and solving business problems. The ability
to create, evaluate and assess a range of options together with the capacity to apply ideas
and knowledge to a range of situations
-
CS5 Self reflection and criticality including self awareness, openness and sensitivity to
diversity in terms of people, cultures, business and management issues. Also, the skills of
learning to learn and developing a continuing appetite for learning; reflective, adaptive and
collaborative learning.
-
CS6 Effective self-management in terms of time, planning and behaviour, motivation, selfstarting, individual initiative and enterprise; ability to conduct research into business and
management issues, either individually or as part of a team for
projects/dissertations/presentations. This requires familiarity with and an evaluative approach
to a range of business data, sources of information and appropriate methodologies, and for
such to inform the overall learning process
-
CS7 effective performance, within a team environment, including leadership, team building,
influencing and project management skills
-
CS8 interpersonal skills of effective listening, negotiating, persuasion and presentation
The principal teaching, learning and assessment methods normally used to enable outcomes to be
achieved and demonstrated are identified below.
Teaching and Learning
Assessment
CS1
–
CS3
Problem based learning, projects.
Workshops, ICT packages, seminars
Presentations, role play, seminar papers, written
projects, examinations, problem solving exercises, case
studies
CS4
–
CS6
Independent research and specialist
research methodology workshops
Advanced Dissertation in Business & Accounting and
Professional Skills. Research skills module with
formative and summative feedback
CS7
–
CS8
Interactive lectures seminars,
workshops, problem based learning,
projects ICT packages
Group projects, presentations, practical exercises
BA Business & Accounting Programme Specification April 2012
7
12.3 Practical Skills*
On successful completion of the course a student should be able to
-
PS1 Understand and analyse the nature and context of business organisations
-
PS2 Formulate and suggest solutions to business problems
-
PS3 Analyse and produce financial solutions to complex business decisions
-
PS4 Communicate in non-verbal and verbal formats appropriate to a specific business
setting
The principal teaching, learning and assessment methods normally used to enable outcomes to
be achieved and demonstrated are identified below.
Modules offered through the Add+vantage scheme will provide opportunities for skills
development and support for Personal Development Planning. The development of disciplinebased development planning is detailed in Part 2; Supporting information.
PS1 –
PS2
Teaching and Learning
Assessment
Computer-based learning
packages,
Computer-based time-constrained tests,
examinations, written reports
example workshops, seminars,
case studies
PS3 PS4
Lectures, seminars, case
studies, outside speakers
Written reports, presentations, examinations
12.4 Transferable Skills *
On successful completion of the BA (Hons) Business & Accounting course a student should be able to
-
TS1 Locate, extract and analyse data from multiple sources, including the acknowledgement
and referencing of sources
-
TS2 Demonstrate appropriate numerical and statistical skills to enable the manipulation and
presentation of financial and other numerical data
-
TS3 Work effectively in groups and demonstrate a critical appreciation of others’ ideas and
contributions
-
TS4 Take personal responsibility for planning preparing and writing an appropriate research
project
-
TS5 Undertake self-evaluation and preparation for employment
Transferable/key skills are generally incorporated within modules (see annex 3) and related to
relevant assessments as appropriate. Self-directed learning forms an element of all modules and the
necessity to work within tight deadlines is an essential requirement across the curriculum. The ability
to communicate orally and in writing will be developed across the range of modules.
The wide range of assessment techniques will ensure that students are given every opportunity to
demonstrate their skills in these areas.
BA Business & Accounting Programme Specification April 2012
8
13 Course Structure and Requirements, Levels, Modules, Credits and Awards
Modules within the course, their status (whether mandatory or options), the stages at which they are
studied, their credit value and pre/co requisites are identified in section 20.
Modules within the course may be classed as:
Mandatory (M) – These modules are compulsory
Core Options (O) – These modules are chosen from a prescribed list of modules for the named
award.
13.1 Patterns and Mode of Attendance
The modules within the course are available either on a 3 year full time basis or on a four year
sandwich basis, where there is one year of supervised work experience (the placement year), usually
between stages two and three. Students are encouraged to take this opportunity.
13.2 Placement Year
The placement year could be in any business context or organisation in a private/public/charitable
organisation and be of a suitable nature and its duration must comply with University regulations.
To commence a placement year students must normally have achieved 120 credits at Stages 1 and 2,
including passes in all mandatory modules.
The process and assessment of the placement year is in accordance with the QAA’s Code of Practice
for Placement Learning.
Whilst on placement students will complete a departmental 10 credit stage 3 Business Placement
module 388ACC. The Faculty’s Employability & Placement Unit will assist the student in finding a
placement. If a student is unable to find an acceptable placement, the student must transfer to fulltime mode.
The aim of the placement year is to enhance the employability prospects and career development of
the students and it therefore contributes to the University’s mission statement. The intended learning
outcomes of the placement year are that on completion of the year, the student should be able to
demonstrate:
-
The application of accepted techniques and practices within business and/or finance
-
Development of the practical finance and business skills identified in section 12.3 & 12.4
-
An understanding of the role and its significance in the organisation for which they have
worked
-
The benefits of a placement year to the student include:
-
Experience in job-searching, self-presentation and being interviewed
-
Appropriate work experience on a much more significant scale than vacation or part-time
work
-
Confidence in their capacity to contribute to the organisation that employs them
-
Self-discipline and organisation
-
Good relations with a prospective employer
BA Business & Accounting Programme Specification April 2012
9
13.3 Professional accountancy body exemptions
The course structure and teaching, learning and assessment strategies have been designed in order
to gain exemptions from papers of the qualifications of the professional accountancy bodies, The
Association of Chartered Certified Accountants (ACCA) and The Chartered Institute of Management
Accountants (CIMA). The professional requirements will be met by a student completing the course
and through the modules they take. The course is based around a significant number of mandatory
accounting and financial management modules, with options at stages 1 and 2 being limited. Where
option modules do exist, pathways to maximise exemptions from papers of the professional bodies
are detailed below.
13.3.1 CIMA Accreditation
Exemptions have been awarded against the following CIMA papers (May 2007):
On completion of the degree:
Certificate Level
C1
Management Accounting Fundamentals - if 281ACC is studied and passed
C2
Financial Accounting Fundamentals - if 280ACC is studied and passed
C5
Business Law – if 238CLS is studied and passed
Managerial Level
P1
Management Accounting Performance Evaluation – provided 281ACC and
381ACC are studied and passed
P7
Financial Accounting and Tax Principles - provided 280ACC, 380ACC and
282ACC are studied and passed
13.3.2 ACCA Accreditation
Exemptions have been awarded against the following ACCA papers (April 2008):
On completion of the degree:
Fundamental Level
F1
Accountant in Business
F2
Management Accounting
F3
Financial Accounting
F4
Corporate and Business Law
F5
Performance Management If modules 281ACC & 381ACC studied & passed
F6
Taxation if module 282ACC is studied and passed
F7
Financial Reporting if modules 280ACC & 380ACC studied and passed
F8
Audit & Assurance if module 382ACC is studied and passed
BA Business & Accounting Programme Specification April 2012
10
13.4 Course Structure
The structure of the course and award routes is shown below. All modules are 20 credits unless
otherwise stated. Details of pre and co-requisite modules are shown in section 19.
Mandatory modules (M) in Bold Key Study Areas
Stage 2
Stage 3
280ACC Financial
Reporting & Analysis (M)
380ACC International Corporate
Reporting (O)*
281ACC Decision
Management (M)
381ACC Performance Management
(O)*
287ACC Accounting
Information Systems (O)
357FIN Financial Management (O)
Business
254SAM Business
Management (M)
358SAM Corporate Strategic
Management (M)
Marketing
210MKT Marketing Planning
(O)
303MKT Corporate Marketing
Strategy (O)
Taxation and Law
282ACC Principles of
Taxation (O)*
386ACC International Taxation (O)
Accounting
Stage 1
Option modules (O)
238CLS Law of Business &
Business Organisations (O)*
Economics / Other
Business Functions
226ECN Economics of
Banking & Finance (O)
322ECN Corporate Governance &
Ethics (O)
340HRM Strategic Human Resource
Management (O)
300ECN Advanced Issues in Banking
(O)
Academic Research
Personal/Career
Development/
Employability
288ACC Research Skills
(M) 10 Credits
CU Add+vantage module
(M) (10 credits)
385ACC Advanced Study for
Accounting and Finance (M)
CU Add+vantage module (M) 10
CR
387ACC Advanced Seminar in
Accounting & Finance (M) 10 CR
388ACC EFA Placement
(10 credits)
BA Business & Accounting Programme Specification April 2012
11
13.4.1 Proposed Mode of Delivery - BA Business & Accounting
Stage 1
Stage 2
Stage 3
Semester 1
Semester 1
Semester 1
254SAM Business Management (M)
358SAM Business Strategy (M)
281ACC Decision Management (M)
Three options over two semesters two from:
One option from:
226ECN Economics of Banking and
Finance (O)
380ACC International Corporate
Reporting (O)*
382ACC Audit & Assurance (O)*
287ACC Accounting Information
Systems (O)
282ACC Principles of Taxation (O)*
357FIN Financial Management (O)
340HRM Strategic Human Resource
Management (O)
322ECN Corporate Governance & Ethics
(O)
300ECN Advanced Issues in Banking (O)
386ACC International Taxation (O)
Semester 2
Semester 2
Semester 2
280ACC Financial Reporting &
Analysis (M)
385ACC Advanced Studies for
Accounting and Finance (M)
288ACC Research and Employment
Skills (M)
387ACC Advanced Seminar for
Accounting & Finance (M)
One option from:
Semester two options - one from:
238CLS Law for Business & Business
Organisations (O)*
381ACC Performance Management (O)*
(384ACC if 286ACC studied)
210MKT Marketing Planning (O)
303MKT Corporate Marketing Strategy
(O)
M = mandatory module
O = option module

*Maximum Accounting professional exemption route available
NB: in addition to this students must choose 1 CU advantage 10 credit module at each
stage. This may be studied in semester 1 or 2 dependent on student choice and module
availability.
BA Business & Accounting Programme Specification April 2012
12
13.5 Progression and Awards
The conditions given below are specific regulations for the course BA (Hons) Business & Accounting.
They are in addition to the University Academic Regulations (Mode C).
Conditions for Progression:
To progress from stage 1 to stage 2 a student must have studied and passed 90 credits from stage 1
including the following modules:


121BSS - Fundamentals of Business (M)
113ECN- Statistical Analysis for Finance and Accounting
A Full time student, who has not passed a minimum of 60 credits at level 1 at the end of their first two
semesters of study, including the re-sit period, will not normally be permitted to re-take or re-sit failed
modules the following academic year and will have their course terminated.
A part time student, who has not passed a minimum of 60 credits at level 1 at the end of their first four
semesters of study, including the re-sit period, will not normally be permitted to re-take or re-sit failed
modules the following academic year and will have their course terminated.
To progress from stage 2 to stage 3 a student must have studied and passed 180 credits from stage 1
and stage 2 including the THREE from the following modules:








254SAM – Business Management
280ACC - Financial Reporting & Analysis
281ACC – Decision Management or Equivalent (286ACC)
282ACC - Principles of Taxation
287ACC – Accounting Information Systems
238CLS – Law of Business & Business Organisations
210MKT - Marketing Planning
226ECN - Economics of Banking & Finance
Conditions for Awards
For a BA honours degree in Business & Accounting the student must have achieved 360 credits and
passed all mandatory modules and THREE from the following:









357FIN – Financial Management
380ACC - International Corporate Reporting
381ACC – Performance Management or Equivalent (384ACC)
382ACC – Audit and Internal Control
386ACC – International Taxation
303MKT - Corporate Marketing Strategy
340HRM - Strategic Human Resource Management
322ECN – Corporate Governance
300ECN - Advanced Issues in Banking
Conditions for the award of a BA Business & Accounting unclassified degree
To be awarded an unclassified degree a student must satisfy University Academic Regulations (Mode C)
i.e. they must have accumulated 300 credits in total with a minimum of 100 credits at level 1, 80 credits
at level 2 and 80 credits at level 3.
BA Business & Accounting Programme Specification April 2012
13
13.5.1 Financial Studies (Fall-back)
This programme is an alternative award that is available to students who commenced their studies on
the BA Business & Accounting programme. It is envisaged that students may wish to transfer to this
programme where they have failed a mandatory module and are unable to proceed on to the next
stage of their named award or do not want to continue with some mandatory modules beyond stage
1.
There is no set programme of study and there are no mandatory modules; students may choose
whichever modules they wish subject to pre-requisites. The student will decide the number of
modules taken during the programme but will need to pass 180 credits coded SAM/ACC/MKT/HRM for
a degree (at least 60 credits at stage 3), in addition to meeting the University’s general requirement
for such awards.
A student who is registered on a named programme but is unable to progress to the next year of fulltime study may transfer to Stage 2 or the final year of BA Financial Studies as appropriate. A student
who transfers to Stage 2 may return to their named programme provided they are able to complete
all necessary mandatory and option modules to achieve their named award.
13.6 Cascade of Awards
BA Honours Business & Accounting
BA Business & Accounting
BA Financial Studies
Diploma of Higher Education
In Financial Studies
Certificate of Higher Education
In Financial Studies
BA Business & Accounting Programme Specification April 2012
14
14 Support for Students and their Learning

An induction programme for all new students at the start of their studies. This will give an
introduction to the following:
o
The University and the Faculty of Business, Environment & Society
o
Their programme of study and timetable
o
The library
o
The maths support centre
o
The centre for academic writing
o
CU Online the Virtual Learning Environment (VLE)
o
Key staff
o
The Academic Personal Tutor system

The development of a learning community with games and diagnostic testing in numeracy (for
stage 1 students) and communication in English (for all stages)

The allocation of an Academic Personal Tutor (APT) who may be consulted on academic
matters, and who will direct students to appropriate support regarding pastoral issues

A course guide, student handbook and individual module guides

The allocation of an Employability Personal Tutor (EPT). In year one the support will be split
80/20 in favour of the APT role; 50/50 in year two and in the final year the APT/EPT split will
be 20/80 in favour of the EPT role. This reflects the changing employment and academic
support needs of students as they progress through the course

A course VLE on CUOnline, which will provide opportunities for discussions amongst student
groups and with course tutors, and enable the posting of relevant support material or links to
supporting websites (e.g. relating to personal development and careers, or study skills)

The University and Faculty Student Support Centres

Faculty careers advisors

Introduction to Student Mentors
Overseas students, including students from EU countries, receive additional support from the
International office, and special events are put on for their benefit. Those students, who are nonnative English speakers, will be strongly encouraged to take up the relevant CU Add+vantage English
modules. Students may also avail of the advice and guidance offered by the Centre for Academic
Writing.
Students wishing to take up the placement year will receive assistance from the Employability and
Placements Unit, the Department Employability officer and careers advisors. Whilst on placement
each student will be allocated a tutor who will visit them twice and monitor the actual placement. If
overseas, the tutor will arrange a video-conference and where practical will visit at least once.
All support mechanisms are consistent with University policies on Equal Opportunities. Reasonable
adjustments can be made to the teaching, learning, assessment and support of the course to
maximise accessibility to students with disabilities. This will be done on an individual basis in
consultation with the University Disabilities Unit.
BA Business & Accounting Programme Specification April 2012
15
15 Criteria for Admission
UCAS entry profiles may be found by searching for the relevant course on the UCAS website, then
clicking on ‘Entry profile’.
The general requirements are in line with University Policy.
16 Method for Evaluating and Enhancing the Quality and Standards of Teaching and
Learning
The Course is managed by the Economics, Finance and Accounting Board of Study in the Faculty of
Business, Environment and Society.
The Programme Assessment Board (PAB) for Economics, Finance and Accounting is responsible for
considering the progress of all students and making awards in accordance with both the University
and course-specific regulations.
The assurance of the quality of modules is the responsibility of the Boards of Study which contribute
modules to the course.
External Examiners report annually on the course and their views are considered as part of the annual
quality monitoring process (AQM). Details of the AQM process can be found on the Registry’s web
site. (https://staff.coventry.ac.uk/ps/Registry/qeu/default.aspx#aqm)
Students are represented on the Student Forum, Board of Study and Faculty/School Board, all of
which normally meet two and four times per year.
Student views are also sought through module and course evaluation questionnaires on an annual
basis usually completed at the midpoint in the module with results fed to course teams and back to
the students. Any concerns or comments are addressed and responded to as appropriate.
Staff proactively seek the views of students through the APT system; this operates as a regular
feedback and feed forward system.
The Faculty of Business, Environment and Society also operate the following methods for evaluating
and enhancing the quality and standards of teaching and learning:

A faculty wide peer observation system whereby all fulltime and fractional staff are observed
once per year

The provision of in-house seminars and workshops on teaching and learning matters which all
staff are encouraged to attend

Support from the National Teaching Fellow based within EFA

Annual module reports

Annual course reports
.
BA Business & Accounting Programme Specification April 2012
16
17 Regulation of Assessment
University policy requires the internal moderation of all assessments.
External Examiners are appointed for all named University awards. The role of the External Examiner
at module level is to ensure that academic standards are in line with national norms for the subject.
External Examiners undertake the moderation of examination papers and assessment tasks, and view
representative samples of work for the modules for which they have responsibility. At programme
level, External Examiners help to ensure fairness in the consideration of student progression and
awards. They have the right to comment on all aspects of the assessment system and participate as
full members of the assessment boards.
The Pass mark for all modules is 40%. This overall module mark may comprise more than one
component (e.g. coursework and exam). The individual module descriptors give the precise pass
criteria and the weighting of the component marks that contribute to the overall module mark.
On Undergraduate programmes, the Honours classification boundaries for First Class, Upper Second
Class, Lower Second Class and Third Class are 70%, 60%, 50% and 40% respectively.
18 Indicators of Quality and Standards
The following are key indicators of quality and standards:





The course has been designed in accordance with the QAA benchmark statements for
General Business and the QAA benchmark statements for Finance
The Department excellent links with employers including Price Waterhouse Coopers (PWC),
Grant Thornton, Ernst & Young, IBM and Jaguar Land Rover
The Department has excellent links with local employers; attends regular meetings of the
ICAEW Coventry Branch with sponsorship of the ICAEW Dissertation award.
The department team has worked hard to significantly improve result in the National Student
Survey with an overall satisfaction score of 95% (2011), which is ahead of our local
competitors.
Coventry was particularly strong in two areas:
o Staff are good at explaining things (95%)
o Staff are enthusiastic about what they are teaching (91%)
The report of QAA’s Institutional Audit undertaken in November 2008 confirmed that

Confidence can be placed in the soundness of the institutions current and likely future
management of the academic standards of its awards

Confidence can be placed in the soundness of the institutions current and likely future
management of the quality of the learning opportunities.
19 Additional Information
Key sources of information about the course and student support can be found in

Student Handbook

Module Guide documents produced for all modules

Module Information Directory (http://mid.coventry.ac.uk/)

Study Support information is accessible from student services home page
BA Business & Accounting Programme Specification April 2012
17
Please note: This specification provides a concise summary of the main features of the
course and the learning outcomes that a typical student might reasonably be expected to
achieve and demonstrate if s/he takes full advantage of the learning opportunities that
are provided.
More detailed information on the learning outcomes, content, and teaching, learning and
assessment methods of each module can be found in the Module Information Directory
(MID), student module guide(s) and the course handbook.
The accuracy of the information contained in this document is reviewed by the University
and may be verified by the Quality Assurance Agency for Higher Education.
20. Mandatory and Option Modules
Module
code
Module title
Credit
value
Pre/Co-requisite
Stage 1
No stage 1 – Course Closing
Stage 2
280ACC
Financial Reporting & Analysis
20
180ACC
M
254SAM
Business Management
20
118SAM
M
281ACC
Decision Management
20
181ACC
M
288ACC
Research Skills
10
102ACC
M
210MKT
Marketing Planning
20
105MKT
O
244HRM
HRM in the Business Context
20
None
O
282ACC
Principles of Taxation
20
180ACC
O
226ECN
Economics of Banking & Finance
20
None
O
238CLS
Law of Business & Business Organisations
20
None
O
ADD
Add+vantage Module
10
None
M
358SAM
Corporate Strategic management
20
254SAM
M
385ACC
Advanced Study for Accounting & Finance
20
280ACC
M
387ACC
Advanced Seminar for Accounting & Finance
10
385ACC (Co Req.)
M*
380ACC
International Corporate Reporting
20
280ACC
O
357FIN
Financial Management
20
280ACC
O
303MKT
Corporate Marketing Strategy
20
210MKT
O
340HRM
Strategic Human Resource Management
20
244HRM
O
381ACC
Performance Management
20
281ACC
O
382ACC
Audit & Assurance
20
280ACC
O
386ACC
International Taxation
20
282ACC
O
Stage 3
BA Business & Accounting Programme Specification April 2012
18
322ECN
Corporate Governance
20
None
O
300ECN
Advanced Issues in Banking
20
226ECN
O
384ACC
Management Accounting for Business Decisions**
20
286ACCC
O
ADD
Add+vantage Module
10
M
388ACC
EFA Placement Module
10
N/A
Key
M = Mandatory (i.e. must be studied and passed for the named award)
O = Option


* Mandatory if placement option not taken
** 384ACC - Alternative to 381ACC module if 286ACC studied – module closing replaced with
381ACC
(Stage 2 additional options allowed following agreement with Ian Marshall to preserve ability of
students to gain exemptions from professional accounting bodies.)
BA Business & Accounting Programme Specification April 2012
19
21 Curriculum Map
Intended Learning Outcomes
Knowledge and Understanding
Module
codes
KU1
KU2
281ACC
√
254SAM
√
280ACC
√
210MKT
√
226ECN
√
287ACC
√
282ACC
√
√
238CLS
√
√
√
KU3
KU4
KU5
KU6
CS1
CS2
√
√
√
√
√
√
√
√
√
√
√
√
√
√
380ACC
√
√
√
√
√
√
√
CS3
CS5
√
√
PS1
√
√
√
√
√
√
√
√
√
√
PS2
Transferable Skills
PS3
PS4
TS1
TS2
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
V
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
381ACC
√
√
382ACC
√
√
√
√
√
386ACC
√
√
√
√
√
357FIN
√
√
√
√
√
322ECN
√
√
√
√
√
√
√
√
300ECN
√
√
√
√
√
√
√
√
√
BA Business & Accounting Programme Specification April 2012
√
√
√
√
√
√
TS3
TS4
TS5
√
√
√
√
CS8
√
√
√
CS7
√
√
√
CS6
√
√
√
√
CS4
Practical Skills
√
288ACC
358SAM
Cognitive (Thinking) Skills
√
√
√
20
303MKT
√
340HRM
√
385ACC
√
387ACC
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
22 Capabilities (Skills) Map
Module codes
280ACC
Learning to
Learn
Working with
others
Problem
Solving and
Innovation
Numeracy
P
P, A
T, P, A
T, P, A
281ACC
P
T, P, A
254SAM
P
PA
TPA
287ACC
P
P
TPA
210MKT
P
P
TPA
226ECN
P
P
TPA
282ACC
P
P
TPA
238CLS
P
TPA
288ACC
TPA
358SAM
P
380ACC
T, P, A
IT and Online Communication
Career
Learning
Management
P
P
T, P, A
T, P, A
P
Information
Management
T, P, A
P
PA
TPA
P
TPA
P
P
TPA
P
TPA
TPA
TPA
P
TPA
TPA
P
TPA
P
TPA
TPA
TPA
TPA
P
P
TPA
TPA
P
P
P
PA
P
T, P, A
T, P, A
P
T, P, A
P
P, A
381ACC
P
T, P, A
T, P, A
P
T, P, A
P
P, A
382ACC
P
T, P, A
P
T, P, A
P
P, A
386ACC
P
T, P, A
T, P, A
P
T, P, A
P
P, A
357FIN
P
TPA
TPA
TPA
TPA
P
PA
PA
PA
BA Business & Accounting Programme Specification April 2012
TPA
TPA
Personal
Development
Planning
TPA
21
322ECN
P
TPA
TPA
TPA
TPA
P
PA
300ECN
P
TPA
TPA
P
TPA
P
PA
303MKT
P
TPA
P
P
TPA
P
PA
340HRM
P
TPA
P
P
TPA
P
PA
385ACC
PA
PA
TPA
TPA
TPA
TPA
387ACC
PA
P
TPA
TPA
PA
P
PA
TP
Key: T=Taught, P =Practiced, A=Assessed
The Code of Practice for Academic and Professional Skills Development requires that each of the capabilities be demonstrated at least once during the course.
Capability Outlines (from the Code of Practice for Academic and Skills Development)
Learning to Learn – Students should be ready to accept responsibility for their own independent learning. They should also be able to reflect on their learning and appraise
their capabilities and achievements. Students should also be able to identify their individual needs for effective learning.
Working with Others – Students should be able to work effectively as part of a group, and respect the dignity, rights and needs of others.
Problem Solving and Innovation – Students should be able to use problem-solving skills in a variety of practical situations. They should be able to demonstrate creativity,
flexibility, perception, decisiveness, confidence and an awareness of values.
Numeracy – Students should be able to interpret, analyse and present numerical data.
IT and Online Learning – Students should be able to use computer-based systems for learning, communicating, collaborating with peers and tutors, and working with data.
Communication – Students should be able to communicate effectively in appropriate forms in a wide variety of situations.
Career Management – Students should appreciate the values, culture, structure and process of work organisations relevant to their area of study. Students should also
appropriately match their experience and academic achievements to employer expectations.
Information Management – Students should be able to carry out research relevant to their field of study by retrieving and using information drawn from a variety of
resources.
Personal Development Planning – Students should be able to demonstrate self-awareness, set personal goals and record achievement.
Capabilities developed through the Add+vantage Scheme
In all full-time UK based undergraduate courses (with the exception of those that lead to a licence to practice), students will undertake at least one 10 credit Add+vantage
module in each of the three years of their course. Theses Add+vantage modules will develop the following generic capabilities:
 Problem Solving Skills
 Action Planning and Organising
 Written and Oral Communication
 Questioning and Listening
BA Business & Accounting Programme Specification April 2012
22
Employability competencies and career management skills will be introduced in each Add+vantage module. The following personal qualities related to employability will be
addressed in each of the Add+vantage modules:
 Achievement orientation
 Initiative (Creativity)
 Self Confidence
 Decisiveness
 Reflectiveness
 Adaptability/Flexibility
 Influencing
 Career Management Skills
BA Business & Accounting Programme Specification April 2012
23
Part 2: Supporting Information for
BA Business & Accounting
1 Relationship to the National Qualifications Framework, Subject Benchmarks and
Professional/Statutory Body requirements
The BA (Hons) Business & Accounting course appeals to a diverse range of students. The educational
aims of this degree is to provide:

A course that reflects contemporary Business & Accounting thought and practice, with an
emphasis, where appropriate, on the application of theory to practice.

A course that enables students to develop, or enhance, careers in the worlds of Business &
Accounting.
It is also equally important that participants are exposed to the development of personal skills and
reflective practice as this is at the heart of effective Business & Accounting practice.
Additionally, the course has a number of general objectives and outcomes, as demonstrated in the
table below, which collectively conform to the QAA benchmark statements for Finance (2007) and
Business (2007), and to the University’s Code of Practice for Academic and Professional Skills
Development
The following table demonstrates how the intended learning outcomes relate to the relevant
qualification descriptor in the Framework for Higher Education Qualifications in England, Wales and
Northern Ireland
NQF1
NQF2
NQF3
NQF4
NQF5
NQF
abilities
KU1


a, d
KU2


a
KU3


a
KU4




a, d
KU5





a, b,
KU6





a, b, c,


a

c, d


a




a, b,




a




a, b, d


c, d


c, d
CS1
CS2
CS3
CS4

CS5
CS6

CS7

CS8
PS1


PS2
PS3

PS4



b, d

c, d

a, b, c, d

BA Business & Accounting Programme Specification April 2012


a, b
24
TS1



a, d
TS2



a, c, d
TS3


TS4


TS5

a, b, d


a, b, c, d

a, d
National Qualifications Framework Descriptor for a qualification at Honours (H) level:
Bachelors degree with Honours
Honours degrees are awarded to students who have demonstrated:
NQF1: a systematic understanding of key aspects of their field of study, including acquisition of
coherent and detailed knowledge, at least some of which is at or informed by, the forefront of defined
aspects of a discipline;
NQF2: an ability to deploy accurately established techniques of analysis and enquiry within a
discipline;
NQF3: conceptual understanding that enables the student:

to devise and sustain arguments, and/or to solve problems, using ideas and
techniques, some of which are at the forefront of a discipline; and

to describe and comment upon particular aspects of current research, or
equivalent advanced scholarship, in the discipline;
NQF4: an appreciation of the uncertainty, ambiguity and limits of knowledge;
NQF5: the ability to manage their own learning and to make use of scholarly reviews and primary
sources (e.g. refereed research articles and/or original materials appropriate to the discipline).
Typically, holders of the qualification will be able to:
a apply the methods and techniques that they have learned to review, consolidate, extend and apply
their knowledge and understanding, and to initiate and carry out projects;
b critically evaluate arguments, assumptions, abstract concepts and data (that may be incomplete), to
make judgements, and to frame appropriate questions to achieve a solution - or identify a range of
solutions - to a problem;
c communicate information, ideas, problems, and solutions to both specialist and non-specialist
audiences; and will have:
d qualities and transferable skills necessary for employment requiring:

the exercise of initiative and personal responsibility;

decision-making in complex and unpredictable contexts; and

the learning ability needed to undertake appropriate further training of a professional or
equivalent nature.
BA Business & Accounting Programme Specification April 2012
25
2 Teaching and Learning Strategy
The primary aim of the BA (Hons) Business & Accounting course is to achieve the stated learning
outcomes of the course and therefore enable students to undertake a position of responsibility in
industry, in any business sector. To be able to operate in such a vocational environment requires key
intellectual characteristics.
A professional in the business environment should have the ability to:

Abstract and simplify theoretical models in order to identify the essence of a business decision

Analyse and reason – both inductively and deductively

Communicate results concisely to a wide audience, often without professional training in any
finance or business capacity

To think critically about wider political and socio-economic influences on business decisions
and anticipating likely outcomes following their implementation
In order to achieve this the teaching and learning strategy of this course, which is delivered on a
semesterised basis, is based on building the basic principles of Business & Accounting at stage one,
with a particular focus on threshold concepts, for example, the relevant knowledge and understanding
of organisations, the external environment in which they operate, books of accounting entry, marginal
costing, opportunity cost, finance theory and market forces. These concepts unlock the basic
principles of Business & Accounting theory thereby allowing the student to view these functions in a
wider real-world context. The ability to place Business & Accounting problems in a real world context
is a distinctive feature of this course. Intermediate analysis and rigour are developed in stage two
modules whilst greater specialisation, evaluative and critical thinking is enhanced in the modules at
stage 3 of the course.
The BA (Hons) Business & Accounting course has a common first year curriculum with the BA (Hons)
Finance & Investment course providing students with the opportunity to experience all aspects of
business and personal finance whilst at the same time maintaining a level of flexibility thereby
allowing the option of specialisation after the first stage of the course.
The course uses a wide range of teaching and learning methods including face to face teaching and
learning, lecture capture, self directed student led inquiry and through a VLE. A combination of
methods provides the main platform for student learning that enables them to achieve the intended
learning outcomes of the course in which a dialogic approach is emphasised. The face to face
teaching is strongly supported by the use of learning technologies such as CU-Online and SCORM. For
example, SCORM is used to provide regular formative and summative assessment with immediate
feedback to students, which conforms to current best pedagogic practice. The design and delivery of
the curriculum is informed by the University’s teaching and learning strategy in the following ways:
i)
Members of the teaching team have moved away from sole reliance on a content
driven lecture approach to one that uses a range of different teaching and learning
techniques. Influenced by the work of Kolb, the strategy is to use a variety of
teaching methods so that students have an opportunity to participate in a learning
activity that suits their style of learning. The range of teaching methods includes
interactive lectures, tutorials, study groups, workshops, inquiry-led learning activities
and projects.
Activities are designed to create a more experiential learning
environment thereby encouraging deeper learning.
ii)
Co-operative learning is encouraged both inside and outside the classroom with the
use of assessed group work, inquiry-based learning and problem based learning.
Guidance is given both on working as a group, particularly through the integrative
modules, and on presentation skills, where relevant. The method for the allocation of
marks for group work is transparent, including a method to re-allocate marks to
reflect a differential contribution if necessary.
BA Business & Accounting Programme Specification April 2012
26
Inquiry-led learning is a continual theme of the course, which develops incrementally
from stage 1 to stage 3. It is introduced at stage 1, particularly in integrative
modules in the business focussed areas, where students begin to develop the inquiryled skills. A greater degree of independence is encouraged at Stage 2 through
integrative modules and at Stage 3 students are expected to fully engage in inquiryled learning, principally but not exclusively through the Advanced Study in Accounting
& Finance (385ACC).
iii)
Regular immediate and dialogic feedback is a major element of the course’s teaching
and learning strategy. Feedback is offered at both module level and course level
through, inter alia, interactive workshops and lectures, office hours, personal tutorial
sessions and on-line, via VLE and email. Feed forward is provided to help students
prepare for summative assessments with instant feedback that directs students to
relevant sections of the main text book in preparation for coursework and exams.
Formative feedback on summative coursework also stresses the feed forward for later
assessments.
iv)
International experience
The course enhances the international experience of students. Several modules are
explicitly international in nature, such as International Finance, Business Strategy and
Advanced Marketing. Opportunities exist for students to engage in an international
experience including, study trips, such as to China, studying overseas during the third
year and field trips to international conferences and institutions.
v)
Accounting and Finance Society & The Investment Society
A student-led Accounting & Finance society and the Investment Society facilitates
interaction between students at different stages across a range of EFA courses, staffstudent interaction through social events and student-staff seminars, and field trips.
Additionally greater interaction with students from other courses comes through the
CU-Advantage scheme and through Student Union led activities.
vi)
Applied Research
The design and delivery of the course has been heavily influenced by applied research
undertaken by academic staff who have developed strong links with the BMAF of the
Higher Education Academy academic staff continue to apply for research funding from
a range of sources.
vii)
Publications
Teaching is informed by broader applied research which has been published in peer
reviewed publications, which include:

Research in International Business & Finance

Journal of Financial Planning

Journal of Management and Governance

Accounting History

Journal of Investing
BA Business & Accounting Programme Specification April 2012
27
viii) Employability
Enhancing employability of all students is a strength of the course. Opportunities for
students to enhance their employability include, undertaking a sandwich degree with
a work placement in the UK or overseas, internships.
Expert contributions made from outside the department, but from within the
university, are made by staff from the International Experience and Mobility Service,
University’s Employability and Careers Department, the Faculty’s Employability and
Placement Unit and the Department’s Employability Personal Tutor (EPT).
Close links with major employers ensure the course is responsive to the need of
potential employment sectors and hence prepares students for a successful transition
into graduate employment.
ix) Personal Development Planning
The course will offer the opportunity for students to engage in personal development
planning (PDP), mainly through their Personal Skills and Careers modules, but also
within the CU Add+vantage modules which they will take at each stage. In addition
the course has introduced a Personal Tutor system where students have a personal
academic tutor and a personal employability tutor, in addition to their student mentor.
In addition, elements of PDP are embedded into the course in a number of ways:

Personal skills audits to help students assess their skill level and to assist them in making
appropriate choices of CU Add+vantage modules.

Action planning and reflection on key skills of communication, teamwork, IT and
numeracy throughout the three stages of study.

Students will be given plenty of opportunities to develop their creative skills via numerous
activities and thereby generate their own portfolio of work to evidence to employers.

Written skills in various formats e.g. reports, essays, projects will be required across the
suite of modules providing developmental evidence.

Development of presentation skills, teamwork and negotiation in a number of modules via
formative and summative coursework’s.

Regular formative assessment across the course provides the opportunity for formative
feedback on performance, so enabling a student to reflect upon their learning and
performance in preparation for future assessments.

The mandatory skills modules include reflection of learning, performance and
achievement.

Skill/career focused modules at stage one and two will offer students various
opportunities to pinpoint their skills, identify areas for development and evaluate their
potential via My Prospects.

Students are encouraged to take either a short or long work placement, and to evidence
their experiences therein.

The final year project will again provide excellent evidence of in depth academic learning,
conducted independently and demonstrating initiative.

Students have a placement opportunity which will provide important experience in the
accounting and finance workplace
BA Business & Accounting Programme Specification April 2012
28

Across all three years students have access to the departmental dedicated employment
personal tutor offering a range of career development enhancement opportunities
through a series of activities and reflective formative assessment. Examples of such
activities would include interview and assessment centre practice facilitated by the
Employment Tutor.

Stage 1 includes a module dedicated to developing professional and academic skills. This
is complemented by additional Add+vantage scheme modules as chosen by the individual
students.

In Stage 2 students develop their academic skills through a mandatory research skills
module which aims to engage them further in the research process and prepare them for
conducting their own project at stage 3 and develops their ability to become independent
learners and workers. This is again complemented by the additional Add+vantage scheme
modules as chosen by the individual students

Stage 3 would involve a formal presentation of the student's dissertation, in the form of
an employment interview presentation which provides invaluable practise as students are
about to enter the graduate market.

Active Academic Personal Tutor system which provides support to students throughout
their three Stages of study

At each stage of the course students are encouraged to use a wide range of mediums to
communicate and for research and learning. This is designed to develop their skills in
digital literacy’s

Students are able to take full advantage of facilities with the BES including the
Employability Placements Unit as well as other Student Services, such as the Careers
Service.

Various career development events throughout the academic year providing exposure of
local and national businesses to students of all Stages. Examples have included members
from the local ICAEW who holding a workshop on employment to PwC who provided
excellent guidance on the application process for graduate jobs.

Coventry and Young Warwickshire Professionals group a range of personal development
events on campus for both students and local professionals were invited to attend. A
group of students also attended a networking event off campus which proved to be very
informative.

Hosting the regional heat of the ICAEW National business game for local sixth form
students, gave our students the opportunity to meet local employers who provided useful
placement and career advice.
BA Business & Accounting Programme Specification April 2012
29
3. Assessment Strategy
Assessments have been designed to provide opportunities for students to demonstrate achievement of
all the module and course intended learning outcomes. The strategy is influenced by the Faculty
Assessment and Feedback Strategy, as outlined below. In order to ensure transparency all
assessment criteria are provided for each and every module via CU Online.
3.1 Constructive alignment
The intended learning outcomes have been informed by the relevant subject benchmark statement.
An assessment grid maps modules’ learning outcomes to the course learning outcomes to ensure
coverage and alignment.
3.2 Appropriate workload both within modules and across the course
In order to ensure that each student’s assessment workload is consistent the assessment strategy for
each module follows the Tariff Scheme developed and adopted by the Faculty of Business,
Environment and Society. This scheme provides guidance on the appropriate burden and balance of
assessment at different stages of the semesterised course. There is a range of formative and
summative assessment methods to address the issues of varying learning styles of students.
Deadlines for coursework are communicated well in advance and are included in the module guide
provided at the beginning of the module. The course manager is responsible for ensuring that pinch
points for assessments during the semester are avoided.
3.3 High quality feedback/feed forward in the learning process
An appreciation of the vital role that high quality feedback plays in the learning process underpins the
design of assessment activities. For feedback to be effective it is timely, regular, verbal and dialogic.
Less emphasis is on written feedback, as was the case in the past.
Early formative and summative assessments during the semester are also implemented particularly on
stage one of the course, this is in order to ensure early (timely) feedback and guidance for students
who are in transition to HE. Details of how feedback will be returned will be in the module guide.
Feedback is prompt, written work being returned within two weeks, and immediately in some cases.
An example of immediate feedback is in Principles of Taxation where verbal and written feedback is
given after group report submissions in order to help performance in a group presentation, the second
part of the assessment.
Evidence suggests that immediate verbal feedback, even if it is basic, is more effective than detailed
written feedback at a later date. Thus, regular immediate and dialogic feedback is a major element of
the course’s teaching and learning strategy and feed forward is provided to help students prepare for
summative assessments, for example SCORM on the VLE is used to provide regular formative
assessment with instant feedback that directs students to relevant section of the software tuition
package. Across the course feedback is provided widely through a range of different learning
environments including interactive lectures, workshops, personal academic tutorials, Feedback days in
early July and through CU-Online, including e-assessment.
3.4 Develop the students’ self evaluative ability
The assessment method enables students to develop their ability to self evaluate their own work and
that of their peers, which is vital in order to aid progression from stage 1 to stage 3 of the course. In
order to achieve this it is crucial that there is a shared understanding between the tutor and students
of the standard of high quality work.
An example in the Advanced Dissertation in Accounting and Finance (385ACC) There is an innovative
and integrative assessment which proved unique training in research methods and techniques for
accounting undergraduates. Students are required to prepare and write an in-depth written report,
present and defend their research in front of their tutor and peers.
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This provides an opportunity for students to synthesis material from a range of modules on the
course. In addition students write a critique of a fellow student’s research, which required them to
have developed abilities, during the course, to understand what is required for high quality work.
3.5 Assessing students fairly
The assessment process is designed to ensure that it impartially measures student learning and
achievement throughout the course. A range of different assessment methods are used across each
of the courses both to support the development of a variety of skills and knowledge, and to take into
account the different learning styles of the students. This is shown in the assessment map.
Assessments with group work and presentations guidance is given both on working as a group and on
presentation skills before the assessment. The method for the allocation of marks for group work is
transparent, including a method to re-allocate marks to reflect a differential contribution if necessary.
The assessments are designed so that they impartially measure student learning and achievement
throughout the course. All assessment set must go through internal and external processes which are
designed to ensure that such assessment is reliable and valid. The assessment in all accounting &
finance modules follows the University’s guidance in matters relating to reassessment, extenuating
circumstances and the Equality Act 2010.
All assessment must go through an internal moderation process in relation to both the assessment
task and marked assessment. The Foundation subjects at Stage 1 and all stages 2 and 3 assessment
tasks must not only be internally moderated but must be approved by an external examiner. The
same is true of the marked assessment which must be made available to the external examiner before
the formal examination board meets to confirm the student marks.
Subject to the academic regulations of the University, students will have the opportunity of
reassessment at the next available re-sit period. Students who are unable to sit any of their
summative assessments due to extenuating circumstances will have the opportunity to ask for a short
extension to their submission or to defer their assessment until the next assessment opportunity.
Important information relating to submission of assessment and extenuating circumstances is
provided in the student handbook. (See Appendix 10: University Academic Regulation Section 6
Undergraduate Curriculum Framework).
In order to discriminate between categories of student performance the course team has developed
and implemented the following criteria which are informed by the University’s Assessment Strategy.
Class
Class I
Mark range
Guidelines
90 – 100%
In addition to that for 70 – 79% below, an outstanding answer
that could hardly be bettered. High degree of understanding,
critical/analytic skills and original research, where specified.
Outstanding in all respects.
80 – 89%
In addition to that for 70 – 79% below, the answer will
demonstrate an excellent level of understanding, presence of clear
description, critical/analytical skills or research, as appropriate.
70 – 79%
Answer will demonstrate clear understanding of theories,
concepts, issues and methodology, as appropriate. There will be
evidence of wide-ranging reading and/or research, as appropriate,
beyond the minimum recommended. Answers will be
written/presented in a clear, well-structured way with clarity of
expression. At stage 3, evidence of independent, critical thought
would normally be expected.
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Class II : I
65 – 69%
60 – 64%
Class II : II
55 – 59%
50 – 54%
Class III
45 - 49%
40 – 44%
Marginal fail
35 – 39%
Fail
30 – 34%
Answer demonstrating a very good understanding of the
requirements of the assignment. Answer will demonstrate very
good understanding of theories, concepts, issues and
methodology, as appropriate. Answer will be
accurate/appropriate, with few errors. Little, if any, irrelevant
material may be present. Reading beyond the recommended
minimum will be present where appropriate. Well organised and
clearly written/presented.
A good understanding, with few errors. Some irrelevant material
may be present. Well organised and clearly written/presented.
Some reading/research beyond recommended in evidence.
Answer demonstrating a good understanding of relevant theories,
concepts, issues and methodology. Some reading/research
beyond that recommended may be present. Some errors may be
present and inclusion of irrelevant material. May not be
particularly well-structured, and/or clearly presented.
Answer demonstrating a reasonable understanding of theories,
concepts, issues and methodology. Answer likely to show some
errors of understanding. May be significant amount of irrelevant
material. May not be well-structured and expression/presentation
may be unclear at times.
An understanding demonstrated, but may be incomplete and with
some errors. Limited use of material with limited reading
/research on the topic. Likely to be poorly structured and not
well-expressed /presented. Irrelevant material likely to be
present.
Basic understanding demonstrated, with some correct description.
Answer likely to be incomplete with substantial errors or
misunderstandings. Little use of material and limited
reading/research on the topic in evidence. May be poorly
structured and poorly expressed/presented. Some material may
be irrelevant to the assignment requirements.
Some relevant material will be present. Understanding will be poor
with little evidence of reading/research on the topic.
Fundamental errors and misunderstanding likely to be present.
Poor structure and poor expression/presentation. Much material
may not be relevant to the assignment.
Inadequate answer with little relevant material and poor
understanding of theories, concepts, issues and methodology, as
appropriate. Fundamental errors and misunderstandings will be
present. Material may be largely irrelevant. Poorly structured and
poorly expressed/presented.
20 – 29%
Clear failure to provide answer to the assignment. Little
understanding and only a vague knowledge of the area. Serious
and fundamental errors and lack of understanding. Virtually no
evidence of relevant reading/research. Poorly structured and
inadequately expressed/presented.
0 – 19%
Complete failure, virtually no understanding of requirements of
the assignment. Material may be entirely irrelevant. Answer may
be extremely short, and in note form only. Answer may be
fundamentally wrong, or trivial. Not a serious attempt.
BA Business & Accounting Programme Specification April 2012
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4 Programme/Course Management
The course is managed by a Course Manager, with overall responsibility for course design and
delivery. Supporting the Course Manager are three tutors, one responsible for each year. Each
student will also have a personal tutor for academic and pastoral matters and a tutor for
employability. In addition, the course administrator, staff in the Student Support Office (SSO) and
individual student mentors can also offer support to students.
This structure is communicated to the students during induction week and is outlined in the student
Handbook, which is made available in hard copy and via the VLE. The key responsibilities of the
course manager and the course tutors have been determined at faculty level and are as follows:
Programme/ Course manager

To oversee the running of courses within the programme

To produce course documentation, and update for changes

To head the development for revalidation of the course

To coordinate the development of courses within the programmes

To coordinate and manage the course year tutors on courses within the programmes

To engage in the Student Forum meetings for their course(s) and ensure that issues raised
are followed up

To act as a point of contact for student advice/appeals

To represent the course on Faculty and University committees

To become involved in/lead programme/course initiatives

To advise on and oversee articulation agreements with partner institutions

To liaise with tutors with cross faculty student support roles and the Student Support Centre
Course Year Tutor

To represent the students at PAB’s and determine their progression

To advise students post PAB on progression issues

To provide academic advice to students where the Student Support Centre staff require
assistance

To up-date student records where involvement with a student has occurred

To take a full part in planning for and running Induction processes for students on their
course(s)

To ensure that students on their course(s) follow the correct enrolment procedures and to
deal with any timetabling issues at the beginning of and during the academic year

To assist the Recruitment tutor in preparing for, and taking part in open days and other
recruitment activities as required
Personal Tutors
Each student will have an Academic Personal Tutor (APT) and an Employability Personal Tutor (EPT) is
located within the department and is available for all students within EFA.
APT’s are members of the EFA Department and provide support to undergraduate students including:

Academic (e.g. help with module choice, timetable issues and engaging with feedback)
BA Business & Accounting Programme Specification April 2012
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

Personal (pastoral and welfare support, the emphasis being on signposting students towards
expert help)
Professional (discussing careers, encouraging CV building, enhancement of accounting related
skills and sharing their professional experience)
The APT role is supported by the Department’s own EPT.
In year one the support will be split 80/20 in favour of the APT role; 50/50 in year two and in the final
year the APT/EPT split will be 20/80 in favour of the EPT role. This reflects the changing academic
and employment needs of students as they progress through the course.
Student Forums
Student Forum meetings are held at a programme level. The Students Union ensures that student
representatives are elected from all of the courses within the programme. Two Student Forum
meetings are held each term covering all years of the programme. This is not only expeditious, but
also encourages students to raise issues or solve problems between themselves. The personal tutor
system is more immediate and is able to deal with some issues before they reach the student forum.
5. Entry Requirements and Selection Procedures
Minimum University requirements for entry to undergraduate degree courses are as follows:




Applicants must have five passes at GCSE (grade C or above) to include English Language and
Mathematics.
Applicants must have at least 80 points based on the national UCAS Tariff, achieved by
studying 2 GCE A-levels or a 12-unit VCE Double Award.
VCE Double Awards must normally include subjects relevant to the course being applied for.
Passes in one-year courses such as AS-levels will normally be acceptable in meeting an offer
with higher points score, but cannot normally count towards the minimum A-level or VCE
(Double Award) pass requirement.
Applicants with a BTEC National Diploma will need a pass with three Merits for entry to a
degree programme. The units must be relevant to the course being applied for.
All courses within the Undergraduate Accounting and Finance Programme have higher entry
requirements which are reviewed annually by the Course Manager, the Admissions Tutor and the
Head of Economics, Finance and Accounting. The current entry requirements for 2012-13 are
range between 260 - 300 UCAS points on application and 200-240 for clearing respectively.
Other Qualifications
Applicants are also considered for a degree programme if they possess the following:
 Scottish Advanced Higher in two subjects
 Baccalaureate
 Irish Leaving Certificate
 Access programmes
The RAO and Faculty Admissions Office have detailed tables of “equivalences” for these and other
qualifications. These offices consult with the Course Manager about the suitability of an applicant
with any other qualification.
Mature student entry
Mature students over the age of 21 are considered for entry to the course irrespective of the
above requirements. Such applicants will be assessed by interview and other appropriate means
may be used to determine their suitability and ability to cope with the demands of the course.
The acceptance of such an applicant will be at the discretion of the Admissions Tutor, Course
BA Business & Accounting Programme Specification April 2012
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Manager and the Faculty Admissions Office.
Students with Advanced Standing
Accreditation for prior learning (APL) or prior experiential learning (APEL) may be granted for
modules at the discretion of the Course Manager, providing they are limited to the maximum
specified in University Academic Regulations.
6. Compliance with the University’s Academic Regulations and current legislation
The Undergraduate BA (Hons) Business & Accounting course details comply with Coventry University’s
Academic Regulations.
All course procedures and practices are consistent with University guidelines, policies and codes of
practice.
Template version May 2011
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