bsc accounting and finance - kcl.ac.uk

PAF checked for 2020/21:

BSc Accounting and Finance

Programme proposal form

Date of approval

31/Jan/2018

Programme start year

2019/0

Programme start month

September

Programme name

Accounting and Finance

Reason(s) if name different from the one approved by PDAC

First character of the code obtained from your Faculty/Institute/School

S

Remaining characters of the code

SAF

Lead Faculty/Institute/School

King's Business School

Lead department


Campus

Strand Campus

Other academic units involved?

No

Programme organiser

Professor Crawford Spence

Programme level

6

Programme length: full- time

3 years

Programme length: part-time

Normal qualification: full-time

UBSH3Q - Bachelor of Science (Hons)

Create both full-time and part-time version on SITS?

No

Normal qualification: part-time

Designation

Undergraduate single subject

More than one pathway?

No

Pathway(s)

Section 1: Programme Development and Approval Committee approval to proceed

Section 2: Core Programme Information


Pathway title


Course code: full-time

UBSH3QSSAF

Course code: part-time

Course title(s)

Bachelor of Science (Hons) in Accounting and Finance

Programme short name

Accounting Fin

Available exclusively/specifically designed for a specific group of people?

No

Teacher training course?

No

Exclusively for incoming study abroad/exchange students

No

Awarding body

King's College London

Teaching institution (HESA)

Student is taught wholly at reporting institution

Final award


Credit value

360

ECTS credit value

180

Special criteria

Nested awards within this programme?

No

Will the main programme include the standard exit awards for its award type?

Standard exit awards

UBSH3QSSAF

Mode of attendance

Full Time

Units of length

YEARS

Min number of years/months/weeks

3

Max number of years/months/weeks

10

Section 3: Award details

Section 4: Collaborative provision, partnerships and placements

Programme involved in any collaborative activity?

No

Section 5: Modes of attendance and length of study

Section 6: Programme Duration


When will the programme run? Standard undergraduate year

Further details if other

Any other entry points?

No

Details of any years of the programme that are longer than standard

The programme provides knowledge and understanding of the following

Students will develop knowledge and understanding of the following areas covered in the core accounting modules:

1. ?to appreciate the history and development of accounting as both a profession and as a set of professional

practices 2. ?to understand and prepare financial and management accounts as used by professional accountants 3. to apply social scientific theory to draw broader conclusions about accounting practices 4. to understand and interpret detailed and complex financial statements 5. to discuss, analyse and evaluate emerging policy in the area of accounting and critique that policy from a range of

theoretical perspectives 6. have the ability to compare and contrast accounting practices from different countries 7. to situate accounting and accounting regulation within a wider context and draw conclusions about the central role

of accounting in economic globalization 8. gain an appreciation of how technology is disrupting traditional accounting areas such as transaction services and

audit

Section 7: Educational Aims

Educationaims

The programme seeks to provide a high-quality education in Accounting and Finance in a research active and intellectually challengingenvironment. The specific aims are to:

Develop an understanding that accounting and finance are broadly based social science disciplines with connections to anumber of other fields such as sociology, law, economics, politics and computer science. Equip students with appropriate tools to tackle issues and problems of financial analysis. Enable students to understand organisations, key aspects of their management, and the external environment in which theyoperate. Provide students with a capacity for financial analysis and equip them with significant financial literacy, which will allow themcritically to evaluate the impact and effectiveness of current management practices. Develop in students an understanding of the crucial functions that financial information and its interpretation play in the widerfunctioning of financial markets Allow students to tailor the programme to meet their needs by choosing to specialise more in accounting or more in financeTo develop in students a range of generic skills that will be of value in employment and self-employment, also contributing totheir capacity for lifelong learning including the enhancement of students? interpersonal and communicative skills. Equip graduates with the knowledge and skill base from which they can proceed to further, more advanced, studies inaccounting, finance, management and other related areas of business. To generate in students an appreciation of the financial dimension of business issues but also the ways in which accountingand finance practices have significant implications for social welfare. Expose students to recent technological developments in accounting and finance which are proving to have a significantdisruptive impact on these domains

Section 8: Educational Objectives


Students will develop knowledge and understanding of the following areas covered in the core finance modules:

1. An understanding of the main sources of finance available to organizations and the implications that different

financing options have on the management of firms 2. An in depth understanding of the relationships that exist between organizations and capital markets 3. Comprehension of how various debt and equity products are traded in financial markets 4. The ability to apply various theoretical frameworks (from economics, sociology, politics, psychology) to the work

of finance practitioners 5. Knowledge of relevant financial regulation, relevant regulatory bodies in the financial realm and the processes

whereby financial regulation is elaborated 6. Tools and frameworks with which to make sense of how the functioning of financial markets is linked to societal

welfare outcomes 7. Knowledge of algorithmic trading, technology and quantitative strategies in high-frequency finance 8. The ability to use mathematical and statistical methods to develop and backtest different trading strategies

Programming skills; Foreign languages (optional)

Exit Award: UG Certificate (Level 4) - students should be able to demonstrate:

some knowledge of the underlying concepts and principles associated with the area of accounting and finance; an ability to evaluate and interpret concepts and principles within the context of accounting and finance; an ability to present, evaluate and interpret qualitative and quantitative data; an ability to develop lines of argument; an ability to make sound judgements in accordance with the basic theories and concepts of the area of accounting and finance.

Exit Award: UG Diploma (Level 5) - students should be able to demonstrate:

knowledge and critical understanding of the well-established principles of accounting and finance, and of the way in which those principles have developed; an ability to apply underlying concepts and principles outside the context in which they were first studied, including, where appropriate, the application of those principles in an employment context; knowledge of the main methods of enquiry in the field of accounting and finance; an ability to evaluate critically the appropriateness of different approaches to solving problems in accounting and finance; an understanding of the limits of their knowledge, and how this influences analyses and interpretations which might be based on that knowledge.

Exit Awards: Ordinary degree (Level 6):? students should be able to demonstrate:

• an understanding of some key aspects of accounting and finance, including the acquisition of coherent and

detailed knowledge, at least some of which is at, or informed by, the forefront of the field; • an ability to deploy established techniques of analysis and enquiry within accounting and finance; • an ability to devise arguments, and/or to solve problems, using ideas and techniques, some of which are at the

forefront of the field of accounting and finance; • an ability to describe and comment upon particular aspects of current research or scholarship in accounting and

finance; • some appreciation of the uncertainty, ambiguity and limits of knowledge;

an ability to manage their own learning;? • some ability to make use of scholarly reviews and primary sources (for example, refereed research articles and/or

original materials appropriate to the area of accounting and finance).

These are achieved through the following teaching/learning methods and strategies

Knowledge is acquired by students through a combination of lectures and guided student-centred learning. Lectures are normally employed to convey key information, demonstrate the broad structure of a topic, and explain more complex material. This provides an explanatory framework for student-centred learning, where a greater depth and/or breadth of knowledge is acquired through a combination of activities. These usually encompass recommended reading, supplementary reading, and research for coursework assignments.

Intellectual requirements generally become more demanding as the degree programme progresses. These increasing demands will be made explicit for students via marking and assessment rubrics that will be made available for each course.

Understanding is developed and embedded through a variety of guided student-centred learning activities, with particular emphasis on student preparation for, and active participation in, regular tutorial classes. These provide a focus for analysis of, and engagement with, recommended and supplementary reading. Formative coursework assignments are also designed to develop and embed understanding.


They are achieved through the following assessment methods

All learning outcomes related to knowledge and understanding are assessed. Assessment methods are specified in each module outline.? Formative assessment is provided both informally, through verbal feedback from tutors on students? contributions in tutorial classes, and formally through written and verbal diagnostic feedback on coursework assignments. Summative assessment is achieved through examinations or coursework, or some mixture thereof. In modules of a more discursive nature grades will be awarded for classroom participation. Specifically, the intention here is to encourage students to engage with putatively neutral technical material and subject it to critique from a range of perspectives, thereby developing their critical thinking ability as well as they capacity to articulate arguments on the basis of elaborate conceptual assumptions. Care has been taken to maintain a balance between coursework and examinations in each year of the programme.

Where used, coursework varies from module to module. More discursive and conceptual courses will rely upon open- ended essay questions or case studies. Case studies may be developed in conjunction with business or professional bodies. Open ended questions will be more academic in nature and be developed internally in line with the programme?s core objective of producing critically competent students.?

More numerical subjects will rely demand the testing of quantitative analytical skills but will also be supplemented by shorter questions that assess students? ability to describe and explain the meaning, purpose and value of calculative techniques.

In assessing the students? performance emphasis is placed on how well students have structured their arguments, how they justify their elected theoretical framework, and in comparing and contrasting competing explanations. In particular, students will be required to think through how various conceptual standpoints might be applied in practice, whether in the professional work of accountants and financiers or in regulatory action.

All the above forms are designed to provide students with scope to develop and demonstrate the extent of their in-depth knowledge and understanding of specific topics.? Detailed diagnostic feedback on coursework is given on an individual basis, with general points arising from coursework discussed in lectures and/or tutorial classes.

End of semester examinations are designed to assess students? knowledge and understanding of material from the whole programme through the medium of unseen examinations.

What intellectual skills are provided by the programme?

1. Students will be able to synthesise and critically evaluate the broad gamut of theory that underpins both

accounting and finance, including the capability to identify foundational assumptions, evaluate statements in terms of evidence, define terms adequately and generalise appropriately.

2. Students will be able to create and assess a range of options, including the capacity to apply ideas and knowledge to a range of situations and integrate knowledge gained from different subject areas of accounting, finance and management.

3. Detect false logic or reasoning and identify value-laden elements within conceptual frameworks 4. Students will obtain an adequate degree of numeracy and financial literacy to work effectively in financial areas 5. Students will be able to acquire the computer programming and problem-solving skills that is necessary and

crucial in the digital age. 6. Conduct research into accounting and/or finance, either individually or as part of a team for projects and/or

presentations. 7. Demonstrate independence of mind and thought by, for example, imagining alternative futures for accounting and

finance and considering the ways in which technology will disrupt professional work in these domains. These themes are not envisaged as being treated in one off or stand-alone modules, but will be woven throughout the entire programme.?


All individual modules require students to utilise one or more elements of these intellectual skills in preparing material for tutorial classes and coursework assignments, participating in tutorial class discussions, and/or in answering some examination questions. These guided student-centred learning activities, in conjunction with formal and informal diagnostic feedback from lecturers/tutors, are therefore the primary channel through which intellectual skills are developed and embedded.

The level of intellectual skill requirements becomes more demanding as the degree programme progresses. Escalating degree of difficulty will be communicated to students via detailed marking and assessment rubrics.


Intellectual skill development is formally assessed through both coursework and examinations. Successful completion of most coursework assignments and examinations requires students to demonstrate their abilities in one or more elements of these intellectual skills as part of the explicit or implicit requirements of specific coursework and examination questions. For example, most coursework and examination questions are designed to provide students with scope to demonstrate their analytical abilities. Moreover, the exam questions, research projects, and tutorial assignments of the economics modules involve a strong analytical and numerical component.


Knowledge is acquired by students through a combination of lectures and guided student-centred learning. Lectures are normally employed to convey key information, demonstrate the broad structure of a topic, and explain more complex material. This provides an explanatory framework for student-centred learning, where a greater depth and/or breadth of knowledge is acquired through a combination of activities. These usually encompass recommended reading, supplementary reading, and research for coursework assignments.

Intellectual requirements generally become more demanding as the degree programme progresses. These increasing demands will be made explicit for students via marking and assessment rubrics that will be made available for each course.

Understanding is developed and embedded through a variety of guided student-centred learning activities, with particular emphasis on student preparation for, and active participation in, regular tutorial classes. These provide a focus for analysis of, and engagement with, recommended and supplementary reading. Formative coursework assignments are also designed to develop and embed understanding.



All learning outcomes related to knowledge and understanding are assessed. Assessment methods are specified in each module outline.? Formative assessment is provided both informally, through verbal feedback from tutors on students? contributions in tutorial classes, and formally through written and verbal diagnostic feedback on coursework assignments. Summative assessment is achieved through examinations or coursework, or some mixture thereof. In modules of a more discursive nature grades will be awarded for classroom participation. Specifically, the intention here is to encourage students to engage with putatively neutral technical material and subject it to critique from a range of perspectives, thereby developing their critical thinking ability as well as they capacity to articulate arguments on the basis of elaborate conceptual assumptions. Care has been taken to maintain a balance between coursework and examinations in each year of the programme.

Where used, coursework varies from module to module. More discursive and conceptual courses will rely upon open- ended essay questions or case studies. Case studies may be developed in conjunction with business or professional bodies. Open ended questions will be more academic in nature and be developed internally in line with the programme?s core objective of producing critically competent students.?

More numerical subjects will rely demand the testing of quantitative analytical skills but will also be supplemented by shorter questions that assess students? ability to describe and explain the meaning, purpose and value of calculative techniques.

In assessing the students? performance emphasis is placed on how well students have structured their arguments, how they justify their elected theoretical framework, and in comparing and contrasting competing explanations. In particular, students will be required to think through how various conceptual standpoints might be applied in practice, whether in the professional work of accountants and financiers or in regulatory action.

All the above forms are designed to provide students with scope to develop and demonstrate the extent of their in-depth knowledge and understanding of specific topics.? Detailed diagnostic feedback on coursework is given on an individual basis, with general points arising from coursework discussed in lectures and/or tutorial classes.

End of semester examinations are designed to assess students? knowledge and understanding of material from the whole programme through the medium of unseen examinations.

What intellectual skills are provided by the programme?

8. Students will be able to synthesise and critically evaluate the broad gamut of theory that underpins both

accounting and finance, including the capability to identify foundational assumptions, evaluate statements in terms of evidence, define terms adequately and generalise appropriately.

9. Students will be able to create and assess a range of options, including the capacity to apply ideas and knowledge to a range of situations and integrate knowledge gained from different subject areas of accounting, finance and management.

10. Detect false logic or reasoning and identify value-laden elements within conceptual frameworks 11. Students will obtain an adequate degree of numeracy and financial literacy to work effectively in financial areas 12. Students will be able to acquire the computer programming and problem-solving skills that is necessary and

crucial in the digital age. 13. Conduct research into accounting and/or finance, either individually or as part of a team for projects and/or

presentations. 14. Demonstrate independence of mind and thought by, for example, imagining alternative futures for accounting and

finance and considering the ways in which technology will disrupt professional work in these domains. These themes are not envisaged as being treated in one off or stand-alone modules, but will be woven throughout the entire programme.?


All individual modules require students to utilise one or more elements of these intellectual skills in preparing material for tutorial classes and coursework assignments, participating in tutorial class discussions, and/or in answering some examination questions. These guided student-centred learning activities, in conjunction with formal and informal diagnostic feedback from lecturers/tutors, are therefore the primary channel through which intellectual skills are developed and embedded.

The level of intellectual skill requirements becomes more demanding as the degree programme progresses. Escalating degree of difficulty will be communicated to students via detailed marking and assessment rubrics.


Intellectual skill development is formally assessed through both coursework and examinations. Successful completion of most coursework assignments and examinations requires students to demonstrate their abilities in one or more elements of these intellectual skills as part of the explicit or implicit requirements of specific coursework and examination questions. For example, most coursework and examination questions are designed to provide students with scope to demonstrate their analytical abilities. Moreover, the exam questions, research projects, and tutorial assignments of the economics modules involve a strong analytical and numerical component.

What practical skills are provided by the

An ability to:


programme? 1. Effectively identify, formulate and solve problems, and make decisions, using appropriate quantitative and/or

qualitative skills. 2. Use Communication and Information Technology (CIT) for business applications and learning, including locating,

retrieving and analysing business and management information from a wide variety of sources. 3. Use models of business problems and phenomena, including dealing with complexity and uncertainty, and the

requirements of different cultures and systems. 4. Recognise the importance of, and learn how to use effectively, interpersonal skills of negotiation, persuasion and

presentation. 5. Use numeracy, quantitative and programming skills, including data analysis, interpretation and extrapolation 6. Become more effective communicators by learning how to explain complex financial information to others 7. Exposure to the relevant software packages and technological platforms that are used in the accounting and

finance domains, such as Sage bookkeeping software, Bloomberg trading terminals, specific databases to access equity price information, etc.


All individual modules involve students' developing and utilising one or more of these practical skills in preparing material for tutorial classes and coursework assignments, actively participating in tutorial class discussions, and in answering examination questions. These guided student-centred learning activities, in conjunction with both formal and informal diagnostic feedback from lecturers/tutors, are therefore the primary channel through which practical skills are developed and embedded.

Some modules also explicitly develop some of these practical skills in the subject material delivered on the module. The nature of practical skill requirements becomes more demanding as the programme progresses, particularly in the third year when students are starting to think more concertedly about future career prospects.

The business school is developing a bespoke practical skills module to be delivered in each year of the UG programmes and, once approved, this will also be embedded into the curriculum of this programme. This will entail input from employers and be explicitly career focused.


Adequate development of practical skills is assessed partially indirectly and partially directly through successful performance in both coursework and examinations. Many coursework assignments and examination questions require students to explicitly utilise some of these practical skills, while the acquisition of adequate knowledge, and the development of sufficient understanding, in many modules will necessitate students utilising several of these key practical skills. For a number of modules these skills are also reflected in the marks for tutorial participation.

What generic/transferable skills are provided by the programme?

1. Effective self-management in terms of time, planning and behaviour, motivation, self-starting, individual initiative

and enterprise. 2. Learning to learn and developing an appetite for learning in a reflective, adaptive and/or collaborative manner. 3. Effective communication, oral and written, using a range of media which are widely used in business. 4. Self-awareness, openness and sensitivity to diversity in terms of people, cultures, business and management

issues. 5. Effective performance within a team environment, including: leadership, team building, influencing and project

management skills. 6. The quantitative elements of financial analysis and interpretation familiarise students with the effective

organisation, presentation and analysis of data. 7. The more discursive and conceptual elements of the course will equip students with the ability to view situations

and problems from a multitude of perspectives and develop in them a capacity for abstract reasoning which would be useful in a variety of different contexts.


Development and utilisation of generic/transferable skills are an element of every module on the degree programme, and are enhanced as students progress through their degree. For example, active participation in tutorial class discussions at all levels allows students to develop their communication skills, while time management is important as students must cope with a variety of module deadlines in the latter part of each semester. Groupwork takes place in tutorial classes on several modules and enables students to hone their interpersonal skills. Individual progress can be maximised in tutorial time by ensuring that all individuals are allocated tasks that require feeding back to the entire group and also by incentivising participation via grades


Successfully passing the assessment (whether coursework or examination, or some combination thereof) for all modules, and for the degree as a whole, requires students to utilise effectively a range of these generic/transferable skills.

Exposure to the multicultural learning environment and range of learning activities which will be experienced by all students successfully completing the degree will help in the cultivation of rounded individuals who embrace diversity and are therefore more adaptable in their future careers. This is important as not all students will pursue a career in accounting or finance and those that do might find themselves reinventing themselves after achieving professional qualifications. In practice, the multicultural learning environment will be harnessed right from the module design phase where wider university initiatives to ?liberate the curriculum? will be integrated.

Adequate preparation for passing the assessed coursework and examinations in courses which utilise groupwork in tutorial classes requires students to effectively utilise and develop their teamworking and leadership abilities.

Therefore, while few modules explicitly assess generic/transferable skills, their assessment is contextualised through successfully navigating themselves through the degree programme. The emphasis on generic/transferrable skills will be made explicit in module inductions and? module handbooks and it will be expected that personal tutors equally reinforce such messages. ?

Relevant QAA subject benchmark and/or professional, statutory and regulatory body guidelines

Subject Benchmark Statement: Business and Management, QAA February 2015, http://www.qaa.ac.uk/publications/information-and-guidance/publication?PubID=2915#.WvQ5eH_4baA

Section 9: QAA Benchmarking

http://www.qaa.ac.uk/publications/information-and-guidance/publication?PubID=2915&.WvQ5eH_4baA

http://www.qaa.ac.uk/publications/information-and-guidance/publication?PubID=2915&.WvQ5eH_4baA


How the programme has been informed by relevant subject benchmark statement(s) and/or professional, statutory and regulatory body

While designing the BSc in Accounting and Finance we were guided by Business and Management subject benchmarks (February 2015, QAA) and these are reflected in the programme?s aims and learning outcomes. In particular, we were intent on graduates being able to demonstrate knowledge and understanding of organisations, the business environment they operate in and their management, global business environment and the management of risk (QAA Subject Benchmark Statement, Business and Management, 3. Subject knowledge, understanding and skills). This is evident in 14. Educational Aims of the Programme. The programme contains a selection of modules in areas listed in 3.7 of the Subject Benchmark Statement, i.e. Finance; People; Organisational behaviour; Information systems and business intelligence; Business policy

guidelines and strategy, Business innovation and entrepreneurship; and Social responsibility (see programme structure). The programme is also designed so that students acquire a range of cognitive and intellectual skills recommended by the Subject Benchmark Statement (3.9), i.e. problem solving and critical analysis; research, commercial acumen; innovation and enterprise; numeracy, as outlined in 15, Skills and other attributes

Supporting documentation

Contributing department(s)

Nature of the contribution of each Department

Rationale for the particular subject combination in the case of undergraduate Joint Honours programmes

New Library resources needed for the delivery of this programme

No

New Information Technology resources needed for the delivery of this programme

No

Other new resources needed for the delivery of this programme

No

Estimated intake of Home/EU students per year

Estimated intake of Overseas students per year

Major source of funding

Section 10: Department contribution to teaching

Section 11: New resource requirements

Section 12: Student numbers and fees

Department

% contribution


100

MOA

Year 1

Year 2

Year 3

Full-time

50

50

50

Part-time

MOA

Year 1

Year 2

Year 3

Full-time

75

75

75


Tuition fees at the standard level detailed in the College's fee schedule?

Programme eligible for NHS bursary?

Credits taken in each year of the programme

Pattern of study

First year: 12 x 10credit core modules; optional Foreign Language as additional credit (15 credit) Second year: a combination of compulsory and optional 15 credit modules (five compulsory 15-credit modules). Optional Foreign Language as additional credit (15 credit). Third year: a selection of compulsory and optional 15-30 credit modules; 30 credit must be selected out of: Mergers and Acquisitions; Taxation; Private Equity and Venture Capital; Fixed Income; Advanced Audit and Assurance; 6SSMN365). 30 credit Project module is optional. Students can study 15 credit Foreign Language module in year 1 and year 2 as additional credit.

Fees billed Programmeat the programmeor unit(module)level?

Section 13: Programme Structure and curriculum

Year

Full-time

Part-time

Year 1

120

Year 2

120

Year 3

120

Year 4

Year 5


Module list

1 Foreign Language (additional credit)

15 Optional Coursework Written Examination

2

5SSMN215

Technology and Innovation

5

15

Optional

Coursework

2

5SSMN216

Law and Management

5

15

Optional

Written Examination

2

5SSMN220

Introduction to Entrepreneurship and New Venture Growth

5

15

Optional

Coursework Written Examination

2

5SSMN221

Contemporary Developments in Marketing

5

15

Optional

Written Examination

2

5SSMN223

Human Resource Management

5

15

Optional

Coursework

2

5SSMN224

Corporate Finance

5

15

Compulsory

Written Examination

2

5SSMN229

Management Accounting

5

15

Compulsory

4SSMN135

Written Examination

2

5SSMN226

Government and Business

5

15

Optional

Written Examination

Year

Module code

Module title

Credit level

Credit value

Status

Pre-req module(s)

Co-req module(s)

Assess

1

Social Science and Business

4

10

Core


1

Introduction to Financial Reporting

4

10

Core


1

Introduction to Microeconomics

4

10

Core

Written Examination

1

Principles of Finance

4

10

Core

Written Examination

1

Mathematics for Accounting and Finance

4

10

Core

Written Examination

1

Organisational Behaviour

4

10

Core


1

Business Ethics and Sustainability I

4

10

Core


1

Introduction to Management Accounting

4

10

Core

Written Examination

1

Introduction to Macroeconomics

4

10

Core

Written Examination

1

Capital Markets and Financial Institutions

4

10

Core

Written Examination

1

Statistics for Accounting and Finance

4

10

Core

Written Examination

1

Programming for Accounting and Finance

4

10

Core

Written Examination


2

5SSMN228

Industrial Organisation

5

15

Optional

Coursework

2

5SSMN230

Career Development: Theory and Practice

5

15

Optional

Coursework

2

5SSMN232

The Psychology of Entrepreneurship and Innovation

5

15

Optional


2

5SSMN233

Work and Organisational Psychology

5

15

Optional


2

5SSMN235

Financial Accounting and Reporting

5

15

Compulsory

Written Examination

2

Asset Management

5

15

Compulsory

4SSMN901

Written Examination

2

5SSMN256

Consumer Behaviour

5

15

Optional

Coursework

2

5SSMN238

International Business

5

15

Optional


2

Algorithmic Approaches in Accounting and Finance

5

15

Optional


2

Audit and Assurance

5

15

Compulsory

4SSMN135


2

5SSMN239

Intermediate Microeconomics

5

15

Optional


2

5SSMN243

Managing Diversity and Inclusion

5

15

Optional

Written Examination

2

5SSMN932

Introduction to Econometrics

5

15

Optional



2 5SSMN933 Economics of Strategy

5 15 Optional Written Examination

2

5SSMN935

Econometrics Project

5

15

Optional

Coursework

2

5SSMN936

International Trade

5

15

Optional


2

Foreign Language (additional credit)

15

Optional


2

Strategic Management

5

15

Optional


3

Accounting, Organisation and Society

6

15

Compulsory

Written Examination

3

Derivatives and Risk Management

6

15

Compulsory

4SSMN901 5SSMN224

Written Examination

3

Mergers and Acquisitions

6

15

Optional

4SSMN901 5SSMN224


3

Taxation

6

15

Optional

4SSMN135 5SSMN235

Written Examination

3

Private Equity and Venture Capital

6

15

Optional

4SSMN901 5SSMN224

Written Examination

3

Fixed Income

6

15

Optional

4SSMN901 5SSMN224

Written Examination

3

Advanced Audit and Assurance

6

15

Optional


3

6SSMN311

Applied Economics

6

15

Optional


3

6SSMN322

Project

6

30

Optional

Written Examination

3

6SSMN336

Corporate Social Responsibility

6

15

Optional


3

6SSMN344

Globalisation and Employment

6

15

Optional

Coursework

3

6SSMN345

Organisational Change

6

15

Optional

Written Examination

3

6SSMN348

International HRM

6

15

Optional

Written Examination

3

6SSMN349

International Financial Systems

6

15

Optional

Written Examination

3

6SSMN350

Communication in Organisations

6

15

Optional

Coursework

3

6SSMN354

International Marketing

6

15

Optional


3

6SSMN359

Leadership: Theory and Practice

6

15

Optional


3

6SSMN361

Marketing Communications

6

15

Optional



3

6SSMN362

International Corporate Governance

6

15

Optional

Written Examination

3

6SSMN364

Company Law

6

15

Optional

Written

'Free choice' options

Students can can 15 credit Foreign Language module in year 1 and year 2 as additional credit.

If a Master?s programme, are level 6 credits permitted within the programme??

Max credits for condoned fail?

45

Students permitted to take additional credits?

Yes

Additional credit details

Students permitted to take a substitute module

No

Exceptions to the regulations regarding credits, progression or award requirements?

No

Additional information to explain the programme structure

College's standard marking criteria used?

Standard UG

To which Board of Examiners will this Programme report?

UG Accounting and Finance Assessment Sub-Board

Board of Examiners already exist?

No

Process for nominating External Examiners commenced?

No

Nomination(s) details if known

Section 14: Examination Boards and marking

Examination

3

6SSMN365

The Social Psychology of Financial Markets

6

15

Optional

Written Examination

3

6SSMN961

Applied Econometrics

6

15

Optional


3

6SSMN962

Money and Banking

6

15

Optional


3

6SSMN963

Economic Growth

6

15

Optional


3

6SSMN966

Public Economics and Public Policy

6

15

Optional

Written Examination

3

6SSMN967

Health Economics

6

15

Optional


3

6SSMN351

Governance and Accountability

6

15

Optional

Coursework

3

6SSMN352

Financial Statement Analysis

6

15

Optional


3

London Living Classroom Project

6

15

Optional

Coursework


Anticipatory The publicity and programme handbook will clearly communicate to students the key skills that will be required during the programme, programme structure, the content of each module, the intended teaching and assessment methods to be used and the module?s status.

Flexible

Requests from students with learning disabilities are assessed against the King?s Inclusion Plan (KIP) and support provided where necessary. This might include, but not be limited to, the recording of lectures and/or class discussions and/or early access to lecture and seminar materials.

Collaborative

Advice will be taken from the Disability Advisory Service to ensure assessment methods do not unfairly discriminate against students with disabilities. Personal Tutors are made aware of a student?s KIP and are encouraged to discuss this with the student so that student receives appropriate support.

Transparent

Module outlines and published materials specify the assessment methods that will be used.

Equitable

A wide range of assessment methods will be used. Students with a learning disability or dyslexia and/or other conditions will be provided alternative assessment and/or deadline extensions if necessary. Guidelines from the College?s Equalities Unit will be followed.

Section 15: Inclusivity

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