acf assignments october 2011

8/3/2019 ACF Assignments October 2011

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ACCOUNTING ANDCORPORATE FINANCE

ASSIGNMENT

LondonSchool of Business &Finance(LSBF)

MBA

Module Accounting and Finance

AssignmentTitle Working Capital Policy of listed companies

AssignmentType

Individual Assignment

Word Limit 2,000 (+/-10% allowed)

Weighting 50%

Student CohortIssue Date

SubmissionDate

6thNovember

Feedback Date

Issued by(Assessor)

Dr. Binam Ghimire

Internal Verifier

Plagiarism When submitting work for assessment, students should be aware of theLSBF guidance and regulations in concerning plagiarism. All submissionsshould be your own, original work.

You must submit an electronic copy of your work. Your

submission will be electronically checked.

HarvardReferencing

The Harvard Referencing System must be used. The Wikipedia websitemust not be referenced in your work.

Learning

Outcomes

On successful completion of this assignment you will be able to:

1. enhance analytical skills and techniques important in areasof accounting and finance

2. gain specific knowledge managing short-term financial needof company

3. enhance ability to provide a critical evaluation of theperformance of a company from an analysis of its financialstatements

4. apply financial tools of analysis, comparison and evaluation



5. provide a critical appraisal of published journal articles inthe related field

Grading Criteria Please see separate Assignment Grading Criteria Autumn2010 sheet for this Assignment.

Your Task

Critically appraise how companies set their working capitalpolicies, and explain the factors that a company should consider insetting its working capital policy and in determining the level of working capital to be maintained.

Support your arguments by reference to a listed UK FTSE250company from the following list:

WH SmithBAA AviationPremier FoodsCable and Wireless Communications

Easy JetSynergy Health

Comparison can be made with another company in similarbusiness and listed in London Stock Exchange.

Your comments should incorporate both theoretical/academicarguments, and real world practice. Financial calculations whererelevant should be provided in appendices and only the resultsmay be discussed in the text.

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Guidelines

Assessment Criteria MarksAwarded

Introduction – identification of key issues 10

Knowledge Content – i.e. evidence of goodknowledge about the key issues and the ability toexplain these logically and clearly.

32

Debate – demonstration of the ability to explainand argue the pros and cons of the points, and to

justify their own interpretation of the issue

28

Further Reading – evidence that the student has

researched the subject beyond the basic facts,and can provide references and criticalcommentary to support their points

20

Conclusion – that the student does come to aconclusion and that this is consistent with theiranswer

10

100

Note This Assignment Briefing Sheet Autumn 2010 is available on

http://docs.google.com/ for you to view and print off at a type size moreconvenient to you.

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http://docs.google.com/





Guidelines

IndicativeGrade

UK %Marks

Characteristics

A 70%+ Very high standard of critical analysis usingappropriate conceptual frameworks

Excellent understanding and exposition of relevant issues

Clearly structured and logically developedarguments

Good awareness of nuances and complexities

Substantial evidence of well-executed

independent researchExcellent evaluation and synthesis of source

material

Excellent use of relevant data and examples,all properly referenced

Distinction70% andabove

B 60 - 69% High standard of critical analysis usingappropriate conceptual frameworks

Clear awareness and exposition of relevantissues

Clearly structured and logically developed

argumentAwareness of nuances and complexities

Evidence of independent research

Good evaluation and synthesis of sourcematerial

Good use of relevant data and examples, allproperly referenced

C 50 – 59% Uses appropriate conceptual frameworks

Attempts analysis but includes some errorsand/or omissions

Shows awareness of issues but no more thanto be expected from attendance at classes

Arguments reasonably clear but

underdevelopedInsufficient evidence of independent research

Insufficient evaluation of source material

Some good use of relevant data and examples,but incompletely referenced

D 40 – 49% Adequate understanding of appropriateconceptual frameworks

Answer too descriptive and/or any attempt atanalysis is superficial, containing errors and/or omissions

Shows limited awareness of issues but also

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some confusion

Arguments not particularly clear

Limited evidence of independent research andreliance on a superficial repeat of class notes

Relatively superficial use of relevant data,sources and examples and poorly referenced

UOW PassMark = 40%

E 30 – 39% Weak understanding of appropriate conceptualframeworks

Weak analysis and several errors andomissions

Establishes a few relevant points but superficialand confused exposition of issues

No evidence of independent research and poor understanding of class notes

Poor or no use of relevant data, sources andexamples, and no references

F 0 – 2 %

Very weak or no understanding of appropriateconceptual frameworks

Very weak or no grasp of analysis and manyerrors and omissions

Very little or no understanding of the issuesraised by the question

No appropriate references to data, sources,examples or even class notes

Note This Assignment Briefing Sheet Autumn 2011 is available on http://docs.google.comfor you to view and print off at a type size more convenient to you.

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London School of Business & Finance

Postgraduate Marking Criteria

Criteria Level of Achievement Indicators

Fail

0–29% 30–39%

Pass

40-49% 50-59% 60-69% 70+%

1 Research

Systematic identification and

investigation of appropriate

sources

Little or no evidence of

appropriate research

Information presented does not

relate sufficiently to the task;

there may be evidence of

rudimentary research

Adequate research has been

carried out and appropriate

information has been gathered

and documented from readily

available sources applying

standard techniques

Information is accurate and from a

range of sources, with evidence of

some analysis and evaluation

Well informed judgements made

of the relative value of connected

information from a wide range of

academic sources

Extensive independent research,

accuracy, familiarity with the

material, and sound judgments

0–29% 30–39% 40-49% 50-59% 60-69% 70+%

2 Analysis

Examination and interpretation

of

resources

Little or no evidence of

analytical engagement

Judgments (with or without

complete data) are not sound;

critiques are not well argued;

response to complex issues is

not systematic or creative

Key elements within relevant

information are identified, but may

lack accurate interpretation and

analysis

Uses examination and

interpretation of sources to make

sound judgments ; shows critical

awareness of current problems

Judgements are astute and well

supported; able to deal with

complex issues both

systematically and creatively;

critiques are insightful and well

substantiated; offers new insights

Evidence of analysis which

potentially contributes new ideas,

processes or knowledge to the

field or is ground breaking in a way

that would be recognized as valid

by experts in the field

0–29% 30–39% 40-49% 50-59% 60-69% 70+%

3 Subject Knowledge

Understanding and application of

subject knowledge and

underlying principles

Inaccurate and/or incomplete

knowledge of the subject field

and its development

Fragmentary and/or partial

knowledge of the subject and

its development

Evidence of understanding key

aspects of the subject context, in

current debates and/or historical

background.

Knowledge is accurate and current

within the field, and applied

appropriately

Systematic and extensive

knowledge, at the forefront of their

field of study, perhaps informed by

related or external fields, used

creatively

Brings a valid individual

understanding to concepts and

knowledge in the field Where

appropriate, able to propose

original ideas or hypotheses

0–29% 30–39% 40-49% 50-59% 60-69% 70+%

4 Experimentation Problem

solving, risk taking,

experimentation and testing of

ideas and materials in the

realisation of concepts

Unable to identify problems;

does not understand the

purpose of risk taking or

exploration of alternatives

Exploration of methods or

concepts is not sufficient to

resolve barriers and/or move

practice forward

Operates within familiar and well

established ideas, processes,

media and/or materials; some

evidence of exploration of ideas

and concepts

Decision making is based on

sound judgement of available

options; risk is managed

appropriately; applies established

techniques creatively in the

discipline

Effective decision making in

complex and unpredictable

situations; demonstrates originality

in tackling and solving problems;

approach consistently moves

practice forwards

Risk taking shows a profound and

precise understanding of the

nature of the field, and progresses

the field, perhaps in an individually

distinctive way

0–29% 30–39% 40-49% 50-59% 60-69% 70+%

5 Technical

Competence

Skills to enable the execution of

ideas appropriate to the medium

Execution shows very limited

command of techniques and

poor judgement

Techniques are limited or

rudimentary in selection or skill

Skills are adequate to

communicate ideas; accepted

conventions and procedures are

usually applied

Skilled command of conventions

and procedures. Technical skills

facilitate practice, conceptual

development and the

communication of ideas

Discernment and judgement are

evident. Idea and technique are

unified. Breadth of techniques

adopted may be a feature

Idea and technique are unified.

Discernment and judgement are

evident. Technical Skills may have

contributed to conceptual

advances

0–29% 30–39% 40-49% 50-59% 60-69% 70+%

6 Communication and

Presentation

Clarity of purpose; skills in the

selected media; awareness and

adoption of appropriate

conventions; sensitivity to the

needs of the audience

Ineffective use of visual/ oral/

written communication

conventions in the production

and presentation of ideas

Partial lack of awareness and

observance of conventions and

standards; lack of clarity in

structure selection and

organisation of information; lack

of awareness of audience

Conventions and standards are

applied; structure is clear;

information selection and

organisation shows awareness of

audience requirements and

preferences

Able to communicate own

conclusions and explain and

summarise existing work clearly, in

appropriate media to specialist

and non specialist audiences

Communication is persuasive and

compelling; diverse audience

needs are accounted for; message

and medium are unified with

personal style

Communication shows an

exceptional and integrated

understanding of t he topic and

audience needs

0–29% 30–39% 40-49% 50-59% 60-69% 70+%

7 Personal

and Professional Development

Management of learning through

reflection, planning, self

direction, subject engagement

and commitment

Consistent lack of evidence of

reflection or planning for

learning. Little or no awareness

of personal strengths and

weaknesses in relation to task

Evidence of reflection and

planning for learning not

consistently progressed.

Incomplete awareness of

personal strengths and

weaknesses

Evidence that reflection and

planning have led to increased

subject engagement and

commitment. Developing an

awareness of strengths and

weaknesses

Demonstrable capacity to continue

to advance their knowledge and

understanding, and to develop

new skills to a high level

Takes full responsibility for own

learning and development through

iterative cycles of well articulated

purposeful analysis and planning,

supported by extensive evidence

Evidence of strong sense of

motivation and commitment to

personal and professional

development, explicitly and clearly

communicated and evidenced

0–29% 30–39% 40-49% 50-59% 60%60-69% 70+%

8 Col laborative and / o r

Independent

Professional Working

Demonstration of suitable

behaviour for working in a

professional context alone, or

with others

Shows little accurate

knowledge of related

profession; is unproductive

working alone; does not

collaborate effectively with

others

Insufficient understanding of

professional life; struggles to

plan and complete work alone;

collaborates reluctantly;

behaviour may be unsupportive

of others

Awareness of main standards

required of relevant profession.

Able work both collaboratively and

independently

Shows self-direction and/or

originality in tackling and solving

problems; can plan and implement

tasks at a professional or

equivalent level; able to work

effectively in diverse teams

Regularly shows self-direction and

originality in tackling and solving

problems; shows initiative and

personal responsibility;

consistently plans and implements

tasks at a professional or

equivalent level, autonomously or

collaboratively; able to work

effectively in diverse teams, in

multiple roles

Makes sound decisions readily in

complex and unpredictable

situations; operates both

autonomously and collaboratively

as a professional; a consistently

strong contributor to any team, in

any role

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