PROGRAMME SPECIFICATION Please view the disclaimer. AWARD and COURSE TITLE Bachelor of Arts with Honours Forensic Accounting INTERMEDIATE AWARDS Graduate Certificate Forensic Accounting Graduate Diploma Forensic Accounting Forensic Accounting Name of the Teaching Institution Sheffield Hallam University Faculty and Department Sheffield Business School Finance, Accounting and Business Systems Mode(s) of Attendance Full Time Sandwich (Thick) UCAS CODE N490 QAA Subject Benchmark Statement or This award has been benchmarked other relevant external reference point against CIMA/ACCA/ICAEW and the relevant QAA subject benchmark statements outlined in the supporting information. Date of Validation May 2012 1 PROGRAMME AIMS This course focuses on the needs of students intending to pursue a career in accounting with the added value of possibly specialising in forensic accounting or similar financial investigative work. It concentrates on the skills and knowledge sought by professional accounting firms, and companies and organisations with need for accounting, investigative and auditing staff. There is particular emphasis on the teaching of forensic accounting and auditing. The main aims of the course are to: 1. Provide a coherent programme of study in financial accounting, legal aspects of financial reporting and the investigative responsibilities of those students looking to pursue a career in audit and financial investigation. 2. Achieve a balance between a vocational approach linked to the requirements of professional bodies in the area of accounting and broader intellectual development; 3. Prepare students for employment in accounting, audit and investigation and or related financial management roles; 4. Develop awareness of the financial, economic and legal environment in which accounting information is produced; 5. Develop awareness of the nature of the work of forensic accountants and the environments in which they operate. 6. Promote the attributes of self-reliance and teamwork as means of both personal and career development; 7. Encourage students to reflect on learning processes and act as independent learners; 8. Meet the requirements of the appropriate subject benchmark statement/ professional body; 2 PROGRAMME LEARNING OUTCOMES 2.1 Knowledge and understanding covered within the Programme. By the end of the programme you will be able to 1. Explain the purpose, concepts & principles of financial and management accounting, auditing and financial investigation. 2. Discuss the financial, economic and legal environment in which accounting and auditing processes take place 3. Discuss the nature and have an understanding of the work of forensic accountants and the environments in which they operate. 4. Use quantitative data in preparing accounting and financial information 5. Appreciate the uses and applications of information and communications technology in the practice of accounting and financial management, forensic accounting and auditing. 6. Demonstrate awareness of current issues within accounting and financial management, forensic accounting and auditing. 7. Analyse and interpret complex financial information using both manual and information and communications technology techniques. 8. Appreciate the legal framework within which UK forensic accountants operate and the legal processes with regard to fraud. 9. Discuss the role and responsibilities of the internal function in an entity and its use in establishing and monitoring corporate governance procedures. 10. Interpret and critically evaluate information produced, both for external users and internal decision making 2.2 Intellectual/Subject/Professional/Key skills covered within the Programme: by the end of the programme you will be able to 1. Obtain and identify relevant data 2. Apply problem-solving procedures and techniques 3. Critically analyse and evaluate procedures, concepts and principles 4. Carry out independent research 5. Identify and record accounting data 6. Select and use relevant numerical procedures and techniques to prepare accounting and financial information, including where appropriate computer software. Apply appropriate analytical methods to evaluate accounting and financial information 7. Assess the uses of accounting & financial information within the business environment and make recommendations regarding business practice, strategies and the management of risk 8. Operate as an effective member of a team 9. To become an autonomous learner who is able to take a critical approach to learning 3 LEARNING, TEACHING AND ASSESSMENT 3.1 The approach to Learning and Teaching within the Programme The aims and learning outcomes of the programme as a whole are achieved, in the main, by the learning, teaching and assessment associated with individual modules. Each module has a carefully constructed curriculum and method of delivery, which are provided to students, designed to support the achievement of module outcomes, and in turn contribute to programme outcomes. Teaching within the programme takes place both in large groups (e.g. lectures) and small groups (e.g. seminars, workshops, laboratory sessions). Tutors using their subject expertise introduce and explain topics, guide you in the use of materials, clarify and respond to student questions queries and comments. Teaching adopts activity-based and student-centred approaches to the facilitation of student learning. Learning takes place both within formal teaching sessions, and during guided and independent study undertaken by students, which includes collaborative group work. To support guided and independent study, you are provided with tasks, exercises, resources, and references to additional useful learning materials, to access, utilise and respond to as part of your study programme. All modules are supported through the university’s virtual learning environment (Blackboard), which acts as both a repository of module information, a communication tool between tutors and students, and a medium through which active learning takes place via activities and learning packages devised by tutors. Learning, teaching and assessment activities encourage you to develop key skills (e.g. problem solving, numeracy, IT skills) as well as a deep and critical knowledge of the subject matter of the programme, and are also designed to foster those employability attributes (e.g. reflection on learning, personal development planning, interpersonal communication skills) identified as important in modern organisations. Students produce a personal development portfolio, which acts as a mechanism for driving and reflecting upon personal development, as a key part of learning at all levels, that draws upon the academic, social and life experiences of students. As outlined in the documentation this programme takes an innovative and structured approach to properly embed the core pedagogic principles. Below is a clear articulation of how those principles are embedded into the programme Encouraging a deep approach to learning –students will be asked to take an evidence based approach to their studies and critically evaluate key theories, industry practices and approaches. Examples of this include looking at the ethical stance of corporates and how this is demonstrated through corporate strategy, the tutors encouraging students to actively immerse themselves in the topic by taking on role plays, and effectively communicating the deep rooted skills valued by employers through the employability strand in the awards. Active or experiential learning will occur through the use of group case studies in modules such as Financial Risk Management, via the range of guest speakers and business games which are held throughout the entirety of their award, and also through the use of both business and international contexts in the delivery of the majority of the modules including Financial Analysis for Business at level 4 and Corporate Reporting at level 6. Critical thinking and problem solving abilities, creativity and innovation will be developed and demonstrated by students, through a variety of learning experiences, as they progress through their studies. Study skills will be built up throughout the levels with the higher level critical thinking being examined at level 6 in modules such as Strategic Management Accounting, Financial Decision Making and Corporate Finance. The reflective practitioner approach - In modules such as The Professional Accountant, Understanding and Managing Financial Roles, Career Development and Financial Decision Making, students must undertake a reflective piece of work. This is on both their learning experiences for a particular task, throughout their university life, on their placement or upon their skills development. This is in addition to the availability of the student EPDP portfolio which is an electronic resource allowing students to keep a reflective diary. Collaborative and team working - Through modules such as Understanding and Managing Financial Roles and Business Economics, the programme demonstrates it is working collaboratively with a variety of different departments throughout the university. Within each module there are both assessed and formative group work activities which get students working in teams and experiencing different group dynamics. Clarity in respect of intended learning outcomes and assessment criteria – All modules distribute a module guide which clearly outlines the module's learning outcomes and the criteria against which assessment will be marked. Where phase test and other such instruments are used mock tests and past tests will be made available for students to add clarity. Time will be allocated in each module for staff and students to work through each others expectations and understanding of the module's assessment tasks. Assessment for, of and as learning - A wide array of assessment types are used throughout the programme. These range from individual phase tests, short answer tests, case study based reports, individual and group presentations, exams and role plays. This is in addition to the wide range of formative tasks undertaken such as business games, live scenarios and case studies. Engagement by staff with notions of how students learn and a willingness to engage in a scholarship of learning, teaching and assessment. – The department has a leading financial literacy / Education research hub which has an excellent international reputation. This research hub regularly presents papers and undertakes research which then feeds back into the department in which a wide variety of the departments staff engage in. This is in addition to all staff having a recognised teaching qualification. 3.2 The approach to Assessment and Feedback within the Programme Assessment within the programme has a number of purposes: to establish the standard of achievement of each student, to act as a guide and motivator to learning, and to provide a mechanism for feedback to students on how they are progressing in their learning. Students experience a variety of assessment approaches at each level of study (e.g. project, essay, presentation, time-constrained exercise, multiple choice test, exam). Feedback on learning takes a variety of forms e.g. oral feedback on class activities, written feedback on work undertaken outside the classroom, written feedback and marks awarded to assignments and coursework. Feedback will be provided in a timely fashion as per the faculty standard, and assessment that contributes marks for the module will be based upon assessment criteria that are made clear to students before they commence the assessed task. For further details of SBS' approach to learning , teaching and assessment please see the published SBS LTA framework. 3.3 How Student Employability is supported within the programme All modules make a significant contribution to the employability pathway by providing students with a real life context to the topics they cover and by requiring them to use such skills as independent research, team work and presentations. This is done by using case studies, real life examples and scenarios which form the backbone of the employability policy by engaging you in the study and evaluation of industry sectors and at the same time developing key graduate skills such as literacy, critical thinking, personal organisation, and time management. Provision is made for you to integrate technical knowledge and skills from your other mandatory vocational modules and so develop a more rounded understanding of your chosen professional body alliance. There is a specific module identified at each level to support this development. Level 4 - Professional Accountant - Students are introduced to the role of an accountant / financial manager and a series of guest talks will be held in this module by the main professional bodies and companies. You will gain a good understanding of the differences between a management, financial and chartered accountant and gain a valuable insight into the type of work they do. You will also be introduced to the importance of communication and being a reflective practitioner. Level 5 - Understanding and managing financial roles - Students will focus on developing their CV's, cover letters, having practice assessment centres and identifying both graduate and placement jobs. There will be a strong emphasis on skills identification and gap analysis Level 6 – Financial Decision making - This is a module that enables each student to clearly demonstrate their critical and problem solving capabilities and the opportunity to be creative and innovative. Those students returning from placement will also be able to reflect upon their placement and make future career plans via the placement module. During year three, we help and encourage you to complete an optional one year paid work placement. This enables you to apply and develop your knowledge and skills in a real business environment. As you progress through the levels your skill development will support a deeper approach to learning and encourage motivation as you are continually engaged in the study of your chosen professional sector. The professional focus of the award encourages an on-going engagement with subject knowledge and skills that are key to each student's employability in their chosen professional sector as well as the development of broader graduate key skills. 3.4 Main type of work-based or work-related learning featured in this programme All modules are focused on giving students key employability skills All students have the opportunity to apply for a placement year The university also supports short summer internships A range of employer and professional body guest talks are scheduled each year Assessments are often based on real companies / scenarios 4 PROGRAMME DESIGN AND STRUCTURE As life in general and businesses become both more competitive and litigious, the role of the accountant in society and in business has attained a greater and greater level of importance. Over the last decade with an ever increasing number of graduates joining the accountancy profession, the need to specialise in a specified area of accounting or auditing has become even more apparent if graduates are to eventually achieve their aspirations of a challenging, well remunerated and secure role in the employment market. The course is designed to ensure that students graduating from it will have had the educational grounding and intellectual development to take full advantage of career opportunities arising primarily in the field of accounting and auditing, with the added benefit that should they wish to pursue career as a forensic accountant or in some other investigative role; they will have an educational "head start" on their peers graduating from other courses. The first year assumes no prior knowledge of accounting and introduces the main principles of management accounting and financial accounting. We familiarise you with the business environment companies work in and help you to develop vital ICT and numerical skills. The second year deepens the appreciation of the role and scope of financial accounting and allows you to explore related areas such as financial risk. It also focuses on the environment in which a forensic accountant operates by including modules on corporate and business law, electronic crime and fraud, evidence and expert witness. The second year prepares you for a placement in the area of financial reporting or auditing and investigation through the understanding and managing financial roles module. You can however go directly into the final year. We strongly encourage students to take this placement as it allows you to apply what they have learnt to the real world and gives them experience much valued by employers. We will assist you in your search for a suitable placement and in this regard we have continued to develop links with numerous employers and also with any the Institute of Internal Auditors whose members have a growing need for placement students who wish to develop their analytical and investigative skills. The placement can sometimes lead to the offer of a permanent job after graduation. The final year has a strategic context. In terms of the work and environment of the forensic accountant students will evaluate forensic accounting techniques and forensic investigation which prepares them for gaining employment in this specialised area. The course enables graduates to claim exemptions from key professional accounting bodies’ examinations. In particular, the course is linked to the ACCA qualification. This places students in a strong position in the graduate employment market. As per the school policy, all students returning from placement will study the Career Management and Professional Development module. This module asks students to reflect upon their placement experiences and plan future career moves. Those students not going on placement will study Financial Decision Making which aims to recreate some of the skills students would have developed on placement whilst also covering career planning and reflection. Although the module is not a replacement for placement, it does try to address some of the same content as the Career Management and Professional Development module. Mode of attendance - Full Time Course year Module Title Module Code Credit Level Points 1 FINANCIAL ANALYSIS FOR BUSINESS 44-45024 00L 20 Mandatory, Elective, Option Mandatory 1 BUSINESS ECONOMICS 1 FINANCIAL ACCOUNTING 1 MANAGEMENT ACCOUNTING 1 1 2 2 2 2 2 2 LAW, CORPORATE GOVERNANCE AND ETHICS THE PROFESSIONAL ACCOUNTANT FRAUD, EVIDENCE, EXPERT WITNESS ELECTRONIC CRIME FINANCIAL ACCOUNTING AND REPORTING FINANCIAL RISK MANAGEMENT UNDERSTANDING AND MANAGING FINANCIAL ROLES CORPORATE LAW, AUDIT AND REGULATION 3 PRINCIPLES OF TAXATION 3 AUDIT AND ASSURANCE 3 CORPORATE REPORTING 3 FORENSIC INVESTIGATION 3 FORENSIC ACCOUNTING TECHNIQUES 3 FINANCIAL DECISION MAKING 44-492800L 25-400600L 25-401200L 44-493000L 44-492900L 44-596000L 44-596100L 25-501100L 44-584700L 44-593800S 24-590200L 44-693400L 44-693700L 25-601400L 44-693800L 44-693600L 44-694700L 4 20 Mandatory 4 20 Mandatory 4 20 Mandatory 4 20 Mandatory 4 20 Mandatory 5 20 Mandatory 5 20 Mandatory 5 20 Mandatory 5 20 Mandatory 5 20 Mandatory 5 20 Mandatory 6 20 Mandatory 6 20 Mandatory 6 20 Mandatory 6 20 Mandatory 6 20 Mandatory 6 20 Mandatory Level Credit Points Mandatory, Elective, Option 20 Mandatory Mode of attendance - Sandwich (Thick) Course Module Title year 1 FINANCIAL ANALYSIS FOR BUSINESS Module Code 44-45024 00L 1 1 1 1 1 2 2 2 2 2 2 4 4 4 4 4 4 44-492800L 25-4006FINANCIAL ACCOUNTING 00L 25-4012MANAGEMENT ACCOUNTING 00L LAW, CORPORATE 44-4930GOVERNANCE AND ETHICS 00L THE PROFESSIONAL 44-4929ACCOUNTANT 00L FRAUD, EVIDENCE, EXPERT 44-5960WITNESS 00L 44-5961ELECTRONIC CRIME 00L FINANCIAL ACCOUNTING AND 25-5011REPORTING 00L FINANCIAL RISK 44-5847MANAGEMENT 00L UNDERSTANDING AND 44-5938MANAGING FINANCIAL ROLES 00S CORPORATE LAW, AUDIT AND 24-5902REGULATION 00L 44-6934PRINCIPLES OF TAXATION 00L 44-6937AUDIT AND ASSURANCE 00L 25-6014CORPORATE REPORTING 00L 44-6938FORENSIC INVESTIGATION 00L FORENSIC ACCOUNTING 44-6936TECHNIQUES 00L CAREER MANAGEMENT AND 44-6898PROFESSIONAL 00S DEVELOPMENT BUSINESS ECONOMICS 4 20 Mandatory 4 20 Mandatory 4 20 Mandatory 4 20 Mandatory 4 20 Mandatory 5 20 Mandatory 5 20 Mandatory 5 20 Mandatory 5 20 Mandatory 5 20 Mandatory 5 20 Mandatory 6 20 Mandatory 6 20 Mandatory 6 20 Mandatory 6 20 Mandatory 6 20 Mandatory 6 20 Mandatory 5 PROGRESSION/CAREER ROUTES Possible progression or career routes after you have completed this programme include Most organisations and businesses need professional financial expertise. You are wellequipped for careers in accounting, investigative and finance-related areas. Graduates from our finance programme degree portfolio have found careers in large international accountancy organisations such as PriceWaterhouseCoopers, and KPMG. Some have joined smaller (high street) accounting firms whilst others have commenced with large prestigious organisations for example Metropolitan Police, British Petroleum, Littlewoods, University of Central Lancashire, Lunn Poly, World Gaming Company and British Sugar. 6 ENTRY REQUIREMENTS AND ENTRY PROFILE 6.1 Specific Entry Requirements for entry to the initial stage of this programme are Academic Qualifications (including A / AS level grades and subjects, where applicable) Normally, five GCSEs at grade C or above including English language and mathematics, plus one of the following • 300 points including at least 160 points from two GCE/VCE A levels or BTEC National qualifications or one AVCE double award. We accept General Studies. Key Skills qualifications are not included. • GNVQ – advanced level 3 in 12 modules with overall distinction or in 16 modules with overall merit. • Access – an Access to HE Diploma with at least 45 credits at level 3 and 15 credits at level 2. At least 15 Level 3 credits must be at merit grade or above, from a QAA-recognised Access to HE course, or an equivalent Access to HE certificate. Level of English If English is not your first language you need an IELTS language capability score of 6.0 or above, with a minimum score of 5.5 in each skill. Any other specific, You can apply for advanced entry on to this course, formally certified depending on the number of professional accountancy qualifications examinations you have passed Previous relevant work If you do not have any of the qualifications above but or work-related have relevant experience you are welcome to discuss experience potential opportunities with the admissions tutor. Any specific NA articulation arrangements recognised for this programme Professional If you have any relevant professional accounting qualifications qualifications or papers, you should discuss this with the admission tutor Any other specific entry None requirements 6.2 APPLICANT ENTRY PROFILE: the knowledge, skills and qualities etc. required to enable you to benefit from, and succeed on the programme of study are We expect you to demonstrate through your personal statement an interest in and awareness of accounting and finance or some level of practical experience. 6.3 The University will select non-standard entrants to the programme in the following ways If you do not have any of the qualifications above but have relevant experience you are welcome to discuss potential opportunities with the admissions tutor. 6.4 Use of Prior Credit (APCL/APEL): prior certificated credit or prior experiential credit may be used within the Programme in the following ways Accreditation of Prior Certificated Learning (APCL) or Accreditation of Prior Experience (APEL) to allow applicants to transfer credits gained on another qualification to this programme will be considered on a case-by-case basis. In these cases the standard University procedure will apply.