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
King's Business School
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
PAF checked for 2020/21:
Pathway title
Accounting and Finance
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
Accounting and Finance
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
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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
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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.
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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.?
These are achieved through the following teaching/learning methods and strategies
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.
They are achieved through the following assessment methods
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.
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.
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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?
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.?
These are achieved through the following teaching/learning methods and strategies
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.
They are achieved through the following assessment methods
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:
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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.
These are achieved through the following teaching/learning methods and strategies
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.
They are achieved through the following assessment methods
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.
These are achieved through the following teaching/learning methods and strategies
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
They are achieved through the following assessment methods
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
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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
King's Business School
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
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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
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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
Coursework Written Examination
1
Introduction to Financial Reporting
4
10
Core
Coursework Written Examination
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
Coursework Written Examination
1
Business Ethics and Sustainability I
4
10
Core
Coursework Written Examination
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
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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
Coursework Written Examination
2
5SSMN233
Work and Organisational Psychology
5
15
Optional
Coursework Written Examination
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
Coursework Written Examination
2
Algorithmic Approaches in Accounting and Finance
5
15
Optional
Coursework Written Examination
2
Audit and Assurance
5
15
Compulsory
4SSMN135
Coursework Written Examination
2
5SSMN239
Intermediate Microeconomics
5
15
Optional
Coursework Written Examination
2
5SSMN243
Managing Diversity and Inclusion
5
15
Optional
Written Examination
2
5SSMN932
Introduction to Econometrics
5
15
Optional
Coursework Written Examination
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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
Coursework Written Examination
2
Foreign Language (additional credit)
15
Optional
Coursework Written Examination
2
Strategic Management
5
15
Optional
Coursework Written Examination
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
Coursework Written Examination
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
Coursework Written Examination
3
6SSMN311
Applied Economics
6
15
Optional
Coursework Written Examination
3
6SSMN322
Project
6
30
Optional
Written Examination
3
6SSMN336
Corporate Social Responsibility
6
15
Optional
Coursework Written Examination
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
Coursework Written Examination
3
6SSMN359
Leadership: Theory and Practice
6
15
Optional
Coursework Written Examination
3
6SSMN361
Marketing Communications
6
15
Optional
Coursework Written Examination
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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
Coursework Written Examination
3
6SSMN962
Money and Banking
6
15
Optional
Coursework Written Examination
3
6SSMN963
Economic Growth
6
15
Optional
Coursework Written Examination
3
6SSMN966
Public Economics and Public Policy
6
15
Optional
Written Examination
3
6SSMN967
Health Economics
6
15
Optional
Coursework Written Examination
3
6SSMN351
Governance and Accountability
6
15
Optional
Coursework
3
6SSMN352
Financial Statement Analysis
6
15
Optional
Coursework Written Examination
3
London Living Classroom Project
6
15
Optional
Coursework
PAF checked for 2020/21:
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