CORPORATE AND ACADEMIC SERVICES - Bristol UWE CORPORATE AND ACADEMIC SERVICES ... select and use...

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CORPORATE AND ACADEMIC SERVICES

PROGRAMME SPECIFICATION

Part 1: Basic Data

Awarding Institution University of the West of England (UWE) Taylors University (Taylors Uni)

Teaching Institution University of the West of England Taylors University

Delivery Location University of the West of England Taylors University

Faculty responsible for programme

Faculty of Business & Law (UWE) Taylors Business School (Taylors Uni)

Department responsible for programme

Accounting, Economics and Finance Taylor’s Business School

Modular Scheme Title Bristol Business School Undergraduate Scheme (UWE) BA (Hons) Accounting and Finance

Professional Statutory or Regulatory Body Links

Name of PSRB Type of approval Dates

Highest Award Title BA (Hons) Accounting and Finance (full-time) UWE/Taylors Uni BA (Hons) Accounting and Finance (SW) UWE only

Default Award Title n/a

Interim Award Titles BA Accounting and Finance DipHE Accounting and Finance CertHE Accounting and Finance

UWE Progression Route

Mode(s) of Delivery Full-time Sandwich (UWE only)

Codes UCAS: JACS:

ISIS2: N420 N40J (Dual)

HESA:

Relevant QAA Subject Benchmark Statements

Accounting

CAP Approval Date 7 May 2013

Valid from Date 1 March 2013

Valid until Date March 2018

Version 1

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Part 2: Educational Aims of the Programme

The Dual BA (Hons) Accounting and Finance programme seeks to provide a foundation for lifelong learning with a strong emphasis on the development of appropriate knowledge, skills and professional values essential to the exercise of an accounting and finance specialism, whether in industry or public practice. It has been designed to provide a thorough grounding in financial reporting, management accounting and corporate finance. It aims to develop technically competent, broad based individuals who think and communicate effectively and who have the basis for conducting inquiry, carrying out problem solving and undertaking critical analysis in a constantly changing business context.

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Part 3: Learning Outcomes of the Programme

The award route provides opportunities for students to develop and demonstrate knowledge and understanding, qualities, skills and other attributes in the following areas: The Learning Outcomes should be set out under the following four headings: A. Knowledge and Understanding (subject specific) What a student, on successful completion of the proposed programme (or at different stages within it) is expected to know and understand about the subject. B. Intellectual Skills (generic) Those cognitive skills which a student is expected to be able to demonstrate upon successful completion of the proposed programme, eg critical thinking, analysis, synthesis of different types of information, evaluation, problem solving, application and testing of hypotheses, etc. C. Subject/Professional/Practical Skills (subject specific) Any subject specific, professional or practical skills which are expected to be developed by a student successfully completing the programme. They may include skills of manipulation or observation (eg in a laboratory or field setting), design, production, or may be related to researching (a topic or problem), using and processing information or analysing textual content etc. D. Transferable Skills and other attributes (generic) An indication of the generic skills which successful completion of the programme is likely to enhance, eg key skills of numeracy, communication, ability to use information technology and learning to learn. Where work-based or work-place learning is an intended part of the proposed programme, the team will need to ensure that the learning outcomes are clearly articulated and contribute to the overall aims of the programme,

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Learning Outcomes: U

MA

D4X

-30

-1

UM

ED

8D

-15

-1

UM

AD

9B

-15

-1

UM

AD

4Y

-30

-1

UM

ED

8J-1

5-1

UM

AD

9C

-15

-1

UM

AD

5F

-30

-2

UM

AD

5L

-15

-2

UM

AD

5E

-30

-2

UM

AD

5U

-30

-3

UM

AD

5V

-15

-3

UM

AD

5Y

-30

-3

A) Knowledge and understanding of:

Business organisations, how they are organised, financed and managed, and the dynamic environment in which they operate, including the major economic, legal, political, social, international, and cultural forces and their influences.

√ √ √ √ √ √ √ √

The current and alternative regulatory frameworks which govern financial reporting

√ √ √ √

The techniques and analytical tools used in the production of financial information for planning, decision making and control within organisations.

√ √ √ √ √ √ √

The theoretical framework for understanding the relationship between business organisations and their financial markets

√ √

The different ethical frameworks within which the implications of financial decisions can be evaluated

√ √

The key features of accounting information systems; their purpose, operation, product and relationships

√ √ √

The basic concepts underlying the application of IT in support of the collection, processing and production of information

√ √ √ √

The application of quantitative methods and statistics to business problems

√ √ √ √

(B) Intellectual Skills

Intellectual skills are developed at levels 1,2 and 3 through a range of learning approaches including exemplars and activities within lectures and workshops, through feedback on group work, case studies, projects and IT-based activities.

Apply appropriate knowledge, analytical techniques and concepts to problems and issues arising from both familiar (routine) and unfamiliar (novel) situations.

√

√

√

√

√

√

√

√

√

√ √ √

Locate, extract and analyse data and information from a variety of different sources

√

√

√

√

√

√

√

√

√

√

√

√

Synthesise and evaluate data and information from multiple sources.

√ √ √ √ √ √ √ √

Think critically, examine problems and issues from a number of perspectives, challenge viewpoints, ideas and concepts, and make well-reasoned judgments

√ √ √ √ √ √ √ √ √

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C) Subject/Professional/Practical Skills U

MA

D4X

-30

-1

UM

ED

8D

-15

-1

UM

AD

9B

-15

-1

UM

AD

4Y

-30

-1

UM

ED

8J-1

5-1

UM

AD

9C

-15

-1

UM

AD

5F

-30

-2

UM

AD

5L

-15

-2

UM

AD

5E

-30

-2

UM

AD

5U

-30

-3

UM

AD

5V

-15

-3

UM

AD

5Y

-30

-3

Prepare and present financial statements, taking account of external requirements, for sole traders, partnerships and limited companies.

√ √ √ √

Identify, select and use appropriate techniques in order to produce costing statements for a range of products and services.

√ √ √ √

Prepare and present budgetary control information appropriate to the cultural, structural and managerial context of an organisation.

√ √ √ √

Identify, select and use suitable techniques for short term and long term investment decision making purposes, taking into account the dynamic relationship between an organisation and its environment.

√ √ √ √ √

Choose and apply appropriate techniques for estimating the value of business organisations and their underlying assets.

√

Identify, select and use appropriate techniques for evaluating the performance of business organisations. √ √ √

Design financial reporting systems relevant to organisational contexts

√ √ √

Identify and take account of the organisational, motivational and ethical issues underpinning the production, presentation, interpretation and evaluation of financial information

√ √ √ √

(D) Transferable skills and other attributes

Present, discuss and defend ideas, concepts and views effectively through written and spoken communication

√ √ √ √

Extract, process and present numerical information for a given purpose.

√ √ √ √ √ √ √ √ √ √ √ √

Use IT competently (general IT skills including use of standard word processing packages, internet, data bases, spreadsheets and specialist accounting software).

√ √ √ √ √ √ √ √ √ √ √ √

Work co-operatively in groups, share decision making and negotiate with others.

√ √

Act independently in planning and undertaking tasks, manage and reflect on own learning and performance and seek and make use of feedback

√ √ √ √ √ √ √ √ √ √ √ √

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Learning Outcomes - Taylors University Compulsory Modules

A) Knowledge and understanding of:

BU

S11

04

BU

S14

04

:

BU

S18

04

BU

S16

04

BU

S15

14

BA

AF

12

14

BU

S17

04

B

US

16

14

B

US

15

24

B

US

F2

34

4

BA

AF

23

14

BA

AF

23

24

B

US

22

04

B

AA

F2

33

4

B

AA

F2

41

4

BA

AF

24

24

BU

SF

24

34

B

US

F2

44

4

B

US

F 2

45

4

B

US

39

54

BU

SF

35

14

BA

AF

35

24

B

AA

F3

55

4

B

AA

F3

51

4

BU

SF

36

24

BA

AF

36

14

B

US

F3

64

4

B

US

32

04

Business organisations, how they are organised, financed and managed, and the dynamic environment in which they operate, including the major economic, legal, political, social, international, and cultural forces and their influences.

√ √ √ √ √ √ √ √ √ √ √ √

The current and alternative regulatory frameworks which govern financial reporting

√ √ √ √ √ √ √ √

The techniques and analytical tools used in the production of financial information for planning, decision making and control within organisations.

√ √ √ √ √ √ √ √ √ √ √

The theoretical framework for understanding the relationship between business organisations and their financial markets

√ √ √

The different ethical frameworks within which the implications of financial decisions can be evaluated

√ √ √ √

The key features of accounting information systems; their purpose, operation, product and relationships

√ √ √ √ √

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The basic concepts underlying the application of IT in support of the collection, processing and production of information

√ √ √ √ √ √ √

The application of quantitative methods and statistics to business problems

√ √ √ √ √ √ √ √

B) Intellectual Skills

Intellectual skills are developed at levels 1,2 and 3 through a range of learning approaches including exemplars and activities within lectures and workshops, through feedback on group work, case studies, projects and IT-based activities. B

US

11

04

BU

S14

04

:

BU

S18

04

BU

S16

04

BU

S15

14

BA

AF

12

14

BU

S17

04

B

US

16

14

B

US

15

24

B

US

F2

34

4

BA

AF

23

14

BA

AF

23

24

B

US

22

04

B

AA

F2

33

4

B

AA

F2

41

4

BA

AF

24

24

BU

SF

24

34

B

US

F2

44

4

B

US

F 2

45

4

B

US

39

54

BU

SF

35

14

BA

AF

35

24

B

AA

F3

55

4

B

AA

F3

51

4

BU

SF

36

24

BA

AF

36

14

B

US

F3

64

4

B

US

32

04

Apply appropriate knowledge, analytical techniques and concepts to problems and issues arising from both familiar (routine) and unfamiliar (novel) situations.

√ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √

Locate, extract and analyse data and information from a variety of different sources

√ √ √ √ √ √ √ √ √ √

Synthesise and evaluate data and information from multiple sources.

√ √ √ √ √ √ √ √ √

Think critically, examine problems and issues from a number of perspectives, challenge viewpoints, ideas and concepts, and make well-reasoned judgments.

√ √ √ √ √

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(C) Subject/Professional/Practical Skills B

US

11

04

BU

S14

04

:

BU

S18

04

BU

S16

04

BU

S15

14

BA

AF

12

14

BU

S17

04

B

US

16

14

B

US

15

24

B

US

F2

34

4

BA

AF

23

14

BA

AF

23

24

B

US

22

04

B

AA

F2

33

4

B

AA

F2

41

4

BA

AF

24

24

BU

SF

24

34

B

US

F2

44

4

B

US

F 2

45

4

B

US

39

54

BU

SF

35

14

BA

AF

35

24

B

AA

F3

55

4

B

AA

F3

51

4

BU

SF

36

24

BA

AF

36

14

B

US

F3

64

4

B

US

32

04

Prepare and present financial statements, taking account of external requirements, for sole traders, partnerships and limited companies.

√ √ √ √ √ √

Identify, select and use appropriate techniques in order to produce costing statements for a range of products and services.

√ √ √ √

Prepare and present budgetary control information appropriate to the cultural, structural and managerial context of an organisation.

√ √ √ √ √

Identify, select and use suitable techniques for short term and long term investment decision making purposes, taking into account the dynamic relationship between an organisation and its environment.

√ √ √ √ √ √ √ √

Choose and apply appropriate techniques for estimating the value of business organisations and their underlying assets.

√

Identify, select and use appropriate techniques for evaluating the performance of business organisations.

√ √ √ √ √

Design financial reporting systems relevant to organisational contexts

√ √ √ √ √

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Identify and take account of the organisational, motivational and ethical issues underpinning the production, presentation, interpretation and evaluation of financial information

√ √ √ √ √ √

D) Transferable skills and other attributes

BU

S11

04

BU

S14

04

:

BU

S18

04

BU

S16

04

BU

S15

14

BA

AF

12

14

BU

S17

04

B

US

16

14

B

US

15

24

B

US

F2

34

4

BA

AF

23

14

BA

AF

23

24

B

US

22

04

B

AA

F2

33

4

B

AA

F2

41

4

BA

AF

24

24

BU

SF

24

34

B

US

F2

44

4

B

US

F 2

45

4

B

US

39

54

BU

SF

35

14

BA

AF

35

24

B

AA

F3

55

4

B

AA

F3

51

4

BU

SF

36

24

BA

AF

36

14

B

US

F3

64

4

B

US

32

04

Present, discuss and defend ideas, concepts and views effectively through written and spoken communication

√ √ √ √ √ √ √ √ √

Extract, process and present numerical information for a given purpose.

√ √

Use IT competently (general IT skills including use of standard word processing packages, internet, data bases, spreadsheets and specialist accounting software).

√ √

Work co-operatively in groups, share decision making and negotiate with others.

√ √ √ √ √ √

Act independently in planning and undertaking tasks,

manage and reflect on own learning and performance and

seek and make use of feedback

√ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √

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Part 4: Programme Structure

This structure diagram demonstrates the student journey from Entry through to Graduation for a typical full time student, including: level and credit requirements, interim award requirements, module diet, including compulsory and optional modules

UWE Taylors University

ENTRY Level 1

Compulsory Modules UMAD4X-30-1 Fundamentals of Accounting 1 (30 credits) UMED8D-15-1 Economic Principles in a Contemporary Context (15 credits) UMAD9B-15-1 Becoming an Accounting and Finance Professional (15 credits) UMAD4Y-30-1 Fundamentals of Accounting 2 (30 credits) UMED8J-15-1 Statistics and Data Management (15 credits) UMAD9C-15-1 Academic Skills for Accounting and Finance Students (15 credits)

Optional Modules There are no optional modules at level 1

Interim Awards CertHE Accounting and Finance Credit requirements: 120 at the appropriate level

Compulsory modules (all 4-credit modules, L1, Existing) BUS1104 Introduction to Accounting BUS1404 Introduction to Management BUS1804 Quantitative Methods for Business BUS1604 Microeconomics BUS1514 Business Communication BAAF 1214 Introduction to Management Accounting BUS1704 Management Information Systems BUS 1614 Macroeconomics BUS1524 Organizational Behaviour BUSF2344 Financial Markets

Optional modules No optional modules at level 1 MQA Compulsory modules / University Elective module (all 3-credit modules) 1 module should be selected up to a maximum value of 3 (Taylor’s) credit from the list below: MPW2113 Bahasa Kebangsaan MPW2133 Malaysian Studies MPW2143 Islamic Studies Or University Elective modules (General Studies)

[Note: Completing the MQA Compulsory OR University Electives is an additional Malaysian Govt requirement for the awarding of the Taylor’s side of the Dual Award but does not contribute to the credits for the UWE Award and hence it is not mapped]

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Level 2

Compulsory Modules UMAD5F-30-2 Financial Accounting and Reporting (30 credits) UMAD5L-15-2 Corporate Finance (15 Credits) UMAD5E-30-2 Management Accounting and Financial Decision Making (30 credits)

Optional Modules UMAD5N-15-2 Credit Management: Theory and Practice (15 credits) UJUUJ4-15-2 Business Law (15 credits) UMAD5G-15-2Tax and Tax Planning (15 credits) UMED8U-15-2 Good Business, Bad Business and Sustainability (15 credits) UMAD5M-15-2 Market Analysis for Private Investors (15 credits)

Interim Awards DipHE Accounting and Finance Credit requirements 240 at the appropriate level

Compulsory modules (all 4-credit modules, L2) BAAF2314 Management Accounting l BAAF2324 Financial Reporting BUS2204 Corporate Finance BAAF2334 Malaysian Tax BAAF2414 Management Accounting 2 BAAF2424 Corporate Reporting l BUSF2434 Credit Management BUSF2444 Investment Management BUSF 2454 Advanced Corporate Finance BUS3954 Research Methods

Optional modules No optional modules at level 2 MQA Compulsory modules / University Elective module (all 3-credit modules) 2 modules should be selected up to a maximum value of 6 (Taylor’s) credit from the list below: MPW2113 Bahasa Kebangsaan MPW2133 Malaysian Studies MPW2143 Islamic Studies Or University Elective modules (General Studies) [Note: Completing the MQA Compulsory OR University Electives is an additional Malaysian Govt requirement for the awarding of the the Taylor’s side of the Dual Award but does not contribute to the credits for the UWE Award and hence it is not mapped]

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Placement or Study Year Abroad (UWE ONLY): Students taking the sandwich (SW) programme must choose one of the following options:

1. Work Placement (a minimum of 40 weeks in employment): Learning and Development on placement, UMCDDA-15-3

2. Study Year Abroad, which consists of two semesters of study (a minimum of 36 weeks at a partner institution abroad): Learning and Development on Study Year Abroad, UMCD9Y-15-3

Whilst on Placement or Study Year Abroad students complete study a 15 credit level 3 module to assess the learning and skills during this time

- Learning and Development on Placement, UMCDDA-15-3

- Learning and Development on Study Year Abroad, UMCD9Y-15-3

To be eligible for either Placement or SYA students must have passed a minimum of 200 credits. Where students make this choice they are advised to take 15 fewer credits at level three as the fifteen placement/SYA credits count towards the total required to complete the programme. In some Programme delivery modes, eg the accelerated version, placement opportunities will not be applicable

Taylor’s University Internship (Taylor’s University Dual Award Students only) Students completing the Dual Award BA (Hons) Accounting and Finance Programme must complete a compulsory internship programme for a duration of no less than 10 weeks to be eligible to graduate with Dual Award..

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Level 3

Compulsory Modules UMAD5U-30-3 Management Accounting and Financial Management (30 credits) UMAD5V-15-3 Corporate Reporting Theory and Practice (15 credits) UMAD5Y-30-3 Accounting in Context (30 credits)

Optional Modules Three options should be selected up to a maximum value of 45 credits. Students who have completed a Placement or SYA (and passed the relevant modules) are required to select two options up to a maximum credit value of 30 credits. Choice from: UMAD5W-15-3 Credit Risk Analysis and Management (15 credits) UMAD5Q-15-3 Audit and Corporate Governance (15 credits) UMAD5T-15-3 International Financial Management (15 credits) UMAD5R-15-3 Personal Financial Planning (15 credits) UMSD7U-15-3 Strategic Management (Accounting, Economics and Finance) 15 credits

Awards: Target/highest: BA (Hons) Accounting and Finance Default title: BA Accounting and Finance Credit Requirements: BA (Hons): 360 credits at the appropriate levels BA: 300-340 credits at the appropriate levels

Compulsory modules (all 4-credit modules) BUSF3514 Islamic Finance BAAF3524 Project (Accounting and Finance) BAAF3554 Internship BAAF3514 Advanced Management Accounting BUSF3624 Personal Financial Planning [AKPK incorporated] BAAF3614 Corporate Reporting ll BUSF3644 Futures and Options [BURSA Module] BUS3204 International Finance

Optional modules 2 elective module at level 3. All elective modules are 4 – credit. BAAF3001 Audit and Corporate Governance BUS2304 Principles of Marketing BUSF2354 Community Service BUS2404 Human Resource Management BUS2004 Business Law BUS2514 Introduction to International Business BUS2014 Business Ethics and Values BUS3404 Strategic Management BMC2514 PR Principles BMC2534 Publicity and Media Relations BUSF3001 Rules & Regulations of Futures & Options

GRADUATION

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Part 5: Entry Requirements

At UWE the University’s Standard Entry Requirements apply with the following additions/exceptions*:

Entry at Level 1 Minimum of five GCSE's which include Maths. and English (Grade C or higher). And Tariff points in range 320 in any subject excluding General Studies. Or EDEXCEL Diploma (Final year): 6 merits or 4 distinctions and 2 Merits Or Approved Access route Or Baccalaureate: EB: 70% or IB: 26 points Or Irish Highers: BBB-BBB Entry at Levels 2 and 3 The programme supports direct entry at Levels 2 and 3 using AL and AEL processes where appropriate. If English is not your first language, test results such as IELTS 6.0, TOEFL 570 (or 230 if computer test, NEAB or Cambridge Proficiency grade C are required. At Taylor’s University A Levels : CDD or 14 points (A=10, B=8, C=6, D=4, E=2) STPM : B- C+ C+ or CGPA of 2.44 and above CPU : 66% Average (6 subjects) SAM : TER 60 UEC : Aggregate 18 points (6 subjects) TBF : Successful Completion (50%) IB : 24 points (6 Subjects) ADP : 30 Credit Units (minimum CGPA 2.0) Entry at levels 2 and 3 The programme supports direct entry at level 2 from Diploma in Business or equivalent

Part 6: Assessment

Assessment is governed by the UWE/Taylors Dual Awards Academic Regulatory Framework approved as a variant to the University’s Academic Regulations and Procedures.

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Part 6: Assessment

Assessment Map (UWE)

The programme encompasses a range of assessment methods including; written exams, presentations, case studies, portfolios. These are detailed in the following assessment map:

Assessment Map for BA (Hons) Accounting and Finance (UWE)

Type of Assessment*

U

nse

en W

ritte

n

Exa

m

Op

en

Bo

ok

Wri

tte

n E

xam

In-c

lass W

ritte

n

Te

st

Pra

ctica

l E

xam

Pra

ctica

l S

kill

s

Assessm

en

t

Ora

l a

ssessm

en

t

an

d/o

r

pre

sen

tatio

n

Wri

tte

n

Assig

nm

en

t

Re

po

rt /

Pro

ject

Dis

se

rta

tio

n

Po

rtfo

lio

Compulsory Modules Level 1

UMAD4X-30-1

A &B (100)

UMED8D-15-1

A (50)

B (50)

UMAD9B-15-1

A (70)

B (30)

UMAD4Y-30-1

A (70)

B (30)

UMED8J-15-1

A (50)

B (50)

UMAD9C-15-1

B (30) A (20) A (50)


UMAD5F-30-2 A (75)

B (25)

UMAD5E-30-2

A (75)

B (25)

UMAD5L-15-2

A (70)

B (30)


UMAD5Y-30-3

B (30)

A (70)

UMAD5U-30-3

A (70)

B (30)

UMAD5V-15-3

A (75)

B (25)

Optional Modules Level 2

UMAD5N-15-2

A (40)

B (60)

UMED8U-15-2

A (50)

B (50)

UMAD5M-15-2

A (40)

B (60)

UMAD5G-15-2

A (70)

B (30)

UJUUJ4-15-2

A (60)

B (40)

Optional Modules Level 3

UMAD5T-15-3

A (60)

B (40)

UMAD5R-15-3

A (50)

B (50)

UMSD7U-15-3

A (60)

B (40)

UMAD5W-15-3

A (50)

B (50)

UMAD5Q-15-3

A (70)

B (30)

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Type of Assessment*

Assessment Map for BA (Hons) Accounting and Finance Taylors

Un

se

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ritte

n

Exa

m

Op

en

Bo

ok

Writt

en

Exa

m

In-c

lass W

ritte

n T

est

Pra

ctica

l E

xam

Pra

ctica

l S

kill

s

Assessm

en

t

Ora

l a

ssessm

en

t

an

d/o

r p

rese

nta

tion

Wri

tte

n A

ssig

nm

en

t

Re

po

rt /

Pro

ject

Dis

se

rta

tio

n

Po

rtfo

lio


BUS1404 A (50)

B (20)

B (20)

B (10)

BUS1514 A (50)

B (10)

B (40)

BUS1104 A (50)

B (20)

B (10)

B (20)

BUS1804 A (50)

B (20)

B (10)

B (20)

BUS1604 A (50)

B (20)

B (10)

B (20)

BAAF1214 A (50)

B (15)

B (35)

BUS1614 A (50)

B (30)

B (20)

BUSF2344 A (50)

B (20)

B (30)

BUS1704 A (50)

B (10)

B (30)

B (10)

BUS1524 A (50)

B (20)

B (10)

B (20)


BUS2204 A (50)

B (20)

B (30)

BUSF2454 A (50)

B (25)

B (25)

BUSF2444 A (50)

B (25)

B (25)

BUSF2434 A (50)

B (25)

B (25)

BAAF2314 A (60)

B (20)

B (20)

BAAF2324 A (60)

B (20)

B (20)

BAAF2334 A (60)

B (20)

B (20)

BAAF2414 A (60)

B (20)

B (20)

BAAF2424 A (60)

B (20)

B (20)

BUS3954

A (50)

B (50)


BAAF3524 A (100)

BAAF3554 A (70)

B (30)

BUSF3514 A (50)

B (25)

B (25)

BUS3204 A (50)

B (25)

B (25)

BUSF3624 A (50)

B (25)

B (25)

BUSF3644 A (50)

B (25)

B (25)

BAAF3514 A (60)

B (20)

B (20)

BAAF3614 A (60)

B (20)

B (20)

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*Assessment should be shown in terms of either Written Exams, Practical exams, or Coursework as indicated by the colour coding above.

Name & Code Key Introduction to Accounting BUS1104 IA

Introduction to Management BUS1404 IM

Quantitative Methods for Business BUS1804 QM

Microeconomics BUS1604 MIC

Business Communication BUS1514 BC

Introduction to Management Accounting BAAF 1214 IMA

Management Information Systems BUS1704 MIS

Macroeconomics BUS 1614 MAC

Organizational Behaviour BUS1524 OB

Financial Markets BUSF2344 FM Management Accounting l BAAF2314 MA l

Financial Reporting BAAF2324 FR

Corporate Finance BUS2204 CF

Advanced Corporate Finance BUSF2454 ACF

Malaysian Tax BAAF2334 MT

Management Accounting ll BAAF2414 MA ll

Credit Management BUSF2434 CM

Investment Management BUSF2444 IM

Research Methods BUS3954 RM Corporate Reporting l BAAF 2424 CR l Islamic Finance BUSF3514 ISF

Project (Accounting and Finance) BAAF3524 PAF

Internship BAAF3554 INTERN AF

Advanced Management Accounting BAAF3514 AMA

Corporate Personal FinancialPlanning [AKPK incorporated] BUSF3624 PF

Corporate Reporting II BAAF3614 CR ll Futures and Options [BURSA Module] BUSF3644 FO

International Finance BUS3204 ILF

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Part 7: Student Learning

Teaching, learning and assessment strategies to enable learning outcomes to be achieved and demonstrated At UWE, Bristol there is a policy for a minimum average requirement of 12 hours/week contact time over the course of the full undergraduate programme. At Taylors University, the average of contact time with students is 20 hours/week. At both instituitions this contact time encompasses a range of face-to-face activities as described below. In addition a range of other learning activities will be embedded within the programme which, together with the contact time, will enable learning outcomes to be achieved and demonstrated. On the dual BA Accounting and Finance programme teaching is a mix of scheduled, independent and placement learning. For the dual BA Accounting and Finance: Scheduled learning includes lectures, seminars/workshops, ‘lectorials’ (a mix of lecture and seminar), ‘webinars’ (synchronous online seminars) group project supervision and individual supervision, some of which may also be facilitated in an online environment. Scheduled sessions may vary slightly depending on the module choices made.

Independent learning includes hours engaged with essential reading, preparation for classes,

reviewing lecture content, case study preparation, assignment preparation and completion, exam

revision etc. Scheduled sessions may vary slightly depending on the module choices made. Placement learning: For students on the sandwich programme this is either

A minimum of 40 weeks in employment - Placement option

Two semesters of study (a minimum of 36 weeks at a partner institution abroad) - Study Year

Abroad option

One semester of study (a minimum of 18 weeks) at a partner institution abroad plus a minimum

of an 18 week placement in the same region (with a maximum of a one week break between the

two) Study Year Abroad option

Internship (Taylors University) In order to achieve a Dual Award, successful completion of a minimum 10-week internship is compulsory.

Description of Distinctive Features and Support At UWE the overarching aim of the Faculty of Business and Law’s Learning Teaching & Assessment Strategy is ‘ to maximise student achievement (both in relation to award classification and to employability) and student satisfaction whilst maintaining appropriately rigorous academic standards and supporting the university’s vision of becoming an inclusive and welcoming learning community, actively engaged with global society and based on values of mutual respect, critical engagement and self-awareness’.

The supporting objectives of the strategy are the: - further development of intellectually vibrant, highly reflective, mutually respectful and diverse

student and staff learning communities within the Faculty - increase in the use of links with the world external to UWE (including professional accreditation

where possible) to inform curriculum design and delivery and provide lifelong learning opportunities - provision of an effective, efficient and supportive infrastructure for learning (organisation and

management of programmes, student advice, communication with students etc) - appropriate design and flexible delivery of curricula which provide an intellectually stimulating

learning experience enabling students to develop as highly employable and internationally aware lifelong learners

- provision of effective support for students making the transition to learning at UWE - provision of effective and ongoing developmental support for all staff - use of effective strategies for assessment for learning

At Taylors University, Teaching-learning is guided by the Taylor’s University’s Teaching and Learning Framework (Taylor’s Uni TLF) to achieve the Taylor’s Graduate Capabilities (TGC). Its goals are described in the following passage: The primary goal of the Taylor’s Uni TLF is to develop the complete set of TGC in all our students, capabilities that encompass the knowledge, cognitive capabilities and soft skills of our graduates and that

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are believed to be essential for sustained individual success in life and work. The Taylor’s Uni TLF is both a guide to effective teaching for staff and a presentation of the central role of learning at Taylor’s University to the public. The purpose of the Taylor’s Uni TLF is to:

highlight Taylor’s University’s aspirations for teaching and learning;

outline the assumptions, expectations and responsibilities relating to good practice;

provide a framework for Schools to develop their own Teaching and Learning Action Plans; and

Provide a framework for monitoring progress within Schools towards desired goals related to

teaching and learning.

All innovations will be consciously guided by this framework. Training is provided to all academic staff to improve their knowledge and skills in teaching-learning practices. This is carried out with the intention to encourage innovation. There are implicit expectations that staff doing their best to innovate their own areas of endeavour and recognition is given to staff during the yearly appraisal exercise.Involvement in research activities and presentation of academic papers at conferences is an indication of commitment to innovation. Curriculum Design Content & Organization The programme is delivered within the Business School Undergraduate Scheme, which allows credit accumulation and flexibility in the student learning process. The Scheme is structured on the basis of 15 and 30 credit semesterised modules. Each semester consists of a 12 week teaching block following by a period of assessment. In each semester students study one 30 credit module and two 15 credit modules. Students therefore study 60 credits (3 modules) each semester and 120 credits per level (6 modules in total). The programme is organised within and between each of the three levels, where it is designed to provide a coherent set of modules at each level and to allow students to develop and progress through each level; in relation to knowledge and understanding, cognitive, subject-specific and study skills. The programme utilizes a level 1 that has some commonality with the majority of the programmes of the Undergraduate Scheme, this allows students the some flexibility to transfer in or out of this programme and to pursue the course of study that is most appropriate to their emergent subject and/or professional interests.

1. Level 1 introduces students to the basic theories, techniques and practices in accounting, as well

as the global business environment in which organisations operate, the nature of these

organisations and the management and development of the human resources therein. There is

also an emphasis on the development of skills in the use of IT and statistical methods in the

context of accounting.

2. Level 2 is structured around the development of key areas in the specialist compulsory modules of

financial accounting, management accounting and corporate finance. In addition, students have

the opportunity to select related option modules which focus on their particular area of interest

(refer to Section 4 above).

3. Level 3 focuses on the latest developments in the theories and practices in financial accounting,

management accounting and financial management, and critically examines the potential conflicts

between theory and practice. The Accounting in Context (30 credit) module has been designed to

integrate the knowledge and understanding developed in the other compulsory modules at Levels

1, 2 and 3, and seeks to develop the students’ ability to critically evaluate contemporary theories

and empirical evidence concerning accounting in its various contexts. Students also have the

opportunity to select a related option module at Level 3 which focuses on their particular area of

interest (refer to Section 4 above).

At Taylors University the dual programme is also delivered within a modular scheme, which allows credit accumulation and flexibility in the student learning process. Level 1 provides students with a general business foundation to enable them to develop the skills and knowledge underpinning the relevant discipline areas for subsequent years of study. Level 2 is structured around the key functional areas of

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accounting and finance. Level 3 has been designed to integrate the academic knowledge gained in the first two years of study to enable students to gain a deep understanding of the inter-disciplinary nature of accounting and finance sector. Integration and academic rigour are achieved through the Level 3 Project which is a research project resembling a traditional dissertation project. Students will also study and choose from a range of elective modules which will give them provision for furthering accounting and finance specialization . In addition, successful completion of not less than 10 weeks internship is compulsory to achieve a Taylor’s award. Technology, Learning & Assessment The teaching, learning and assessment strategy of the Faculty encourages students to assume responsibility for many aspects of their learning and staff to take responsibility for facilitating that learning. The balance of student and staff responsibility varies according to individual student profiles, academic level and according to the nature of the learning outcomes the students are expected to meet. Ultimately, the aim of this programme is to enable students to progress to a high level of autonomy in their learning and to view that learning as an ongoing process over which they have some control, about which they are able to make active choices, and which they are free to challenge. To achieve this, an appropriate blend of learning approaches and opportunities have been integrated throughout the programme with an overall emphasis on active student participation. The Faculty ‘blend’ consists of face to face learning in large and small groups (lectures and seminars/ workshops) supported by on-line learning Blackboard, together with exposure to real life examples through case studies, occasional organisational visits and guest practitioner speakers. There is a significant requirement for students to work independently throughout the programme – both individually and in groups - with the level of this independence increasing as the student moves from level one to level three. Included within the programme is a clear personal development strand of transferable skills and “brain habits” of the sort which facilitate the transition into HE and underpin employability and lifelong learning. These Personal and Academic Literacies – study, research, and employability skills – are developed at all levels of the programme through the 15 and 30 credit modules as follows:

Personal and Professional (Employability) Strand

Enquiry Strand (Research & Academic Skills development)

Level 1 Becoming an Accounting and Financial Professional

Academic Skills for Accounting and Finance Students

Level 2 Management Accounting and Financial Decision Making

Management Accounting and Financial Decision Making

Level 3 Accounting in Context Accounting in Context

Whilst the 30 credit modules provide the focus for the development of skills, subject specific, professional and transferable skills are further developed throughout the programme and in more depth in identified modules i.e. research skills developed through the Academic Skills for Accounting and Finance Students (L1), group working and presentation skills through Personal Financial Planning (L3) and Market Analysis for Private Investors (L2), critical analysis through Auditing and Corporate Governance (L3). Taylor’s University has a teaching and learning philosophy that is student-centred and intentional-learning based. Student-centred learning focuses on the students’ needs, interests and learning styles, with the teacher acting as a facilitator of learning. Intentional-learning helps students’ develop an explicit understanding of their own approach to learning as well as confidence in their discipline-specific knowledge-base. This also facilitates students in gaining generic and meta-cognitive skills. Ultimately, the aim of this programme, whether studied at UWE or at Taylor’s University, is to enable students to progress to a high level of autonomy in their learning and to view that learning as an ongoing process over which they have some control, about which they are able to make active choices, and which they are free to challenge The teaching and learning methods used in the programme intend to challenge the existing perspectives of the students and encourage creative thinking. Thus many of the approaches used, including those that are case based, set concepts and problems in a wide range of contexts to add depth and complexity and to

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ensure an applied focus. Teaching is based on research literature, professional experience and significant use of debate and discussion. Through didactic pedagogy students are challenged to defend their thinking. A final year project allows students to explore a substantial issue utilising appropriate concepts, frameworks and methodologies in a highly independent manner. A final year capstone module requires students to integrate learning from the total programme and to reflect on how this prepares them for a future in complex and changing organisations. All sandwich students will undertake a work placement of a minimum of 40 weeks and this provides a rich process in which student can reassess themselves and confront the challenges of carrying out a role in a new organisation whilst knowing that they will have the opportunity to be supported if there is a problem and that they will be returning to the programme for a further period of reflection and learning after the placement is completed. In addition to Placements at UWE there are opportunities for Study Abroad in a number of partner institutions who are able to offer relevant Business courses in English. Students are allocated to these places through a competitive process. During placement or Study Year Abroad students complete on 15 credit level 3 module – Learning and Development on Study Year Abroad.

The faculty supports the University’s current Academic Regulations and Procedures, and its requirement for controlled conditions to apply to part of the assessment of every module. Forms of assessment commonly used in controlled and non-controlled conditions assessment are: invigilated timed assignments including examinations, presentations, in-class tests, self and peer assessments, individual and group projects and supervised mini-projects, dissertations, personal development portfolios and employer and self-assessment of the placement.

Assessment is an integral part of the teaching and learning process. Students are exposed to a variety of assessment methods that test their ability to integrate theory and practice and which promote the growth of their life-long learning skills. Assessment feedback helps students to ascertain their learning strengths and weaknesses and continuing development needs. Assessments are designed to facilitate a progression through differing levels of complexity at each level of study:

- At level 1, a sound knowledge of the basic concepts of a subject.

- At level 2, a sound understanding of the principles of the field of study and the ability to apply these principles more widely.

- At level 3, an understanding of a complex body of knowledge, some of it at the current boundaries of the academic discipline.

An appropriate blend of learning approaches and opportunities have been integrated throughout the dual programme with an overall emphasis on active student participation. Both the UWE and TU ‘blend’ consists of face to face learning in large and small groups (lectures and workshops) supported by on-line learning through the institutional Virtual Learning Environment, together with exposure to real life examples through case studies, occasional organisational visits and guest practitioner speakers. There is a significant requirement for students to work independently throughout the programme – both individually and in groups - with the level of this independence increasing as the student moves from level one to level three. Subject specific, professional and transferable skills are developed in skill-based sessions in identified modules i.e. spreadsheets in Understanding Accounting and Financial Information at UWE and Introduction to Accounting at Taylor’s University, presentation skills in Statistics and data Management at UWE and at TU using the internet in Quantitative Methods for Business and Management Information System. In other modules these skills may be further developed. The teaching and learning methods used in the programme intend to challenge the existing perspectives of the students and encourage creative thinking. Thus many of the approaches used, including those that

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are case based, set concepts and problems in a wide range of contexts to add depth and complexity and to ensure an applied focus. Group learning approaches also challenge students in a number of ways. Teaching is based on research literature, professional experience and significant use of debate and discussion. Through didactic pedagogy students are challenged to defend their thinking. The final year research module allows students to explore a substantial issue utilising appropriate concepts, frameworks and methodologies in a highly independent manner. Assessment is an integral part of the teaching and learning process. The range of assessments indicated have been incorporated to:

test the students’ ability to integrate concepts theories and practice;

ascertain their learning strengths and weaknesses and continuing development needs;

expose them to a variety of assessment methods in order to promote the growth of their life-long learning skills.

Learning Resources All modules make use of Blackboard for web enhanced delivery to at least the recommended minimum

standard and for communications with students. All modules have teaching/learning resource booklets and

most have set texts in accordance with the university’s Reading Strategy. Additional support is provided through the library and an extensive student computing network. Students are directed towards the University Library online MySkills resources for the development of skills appropriate to the level and style of each module. Students will be directed on how the resources on this site should be used to develop the skills that will underpin their studies in module handbooks and/or via Blackboard. Additional support is provided through the library by means of information skills sessions embedded at module level and self directed online tutorials. There is also an extensive programme of regular workshops including referencing management, database searching and finding journal articles. For those studying on the Bristol campus, the library offers zoned space from silent to group study and student bookable rooms. There is excellent access to electronic databases on campus through the extensive student computing network and wifi. Most databases are also available off campus and supported by the online library enquiry service. At Taylor’s University modules have teaching/learning resource booklets and most have set texts in accordance with the UWE’s Reading Strategy. Additional support is provided through the library and an extensive student computing network. All undergraduate modules use the institutional TIMeS system to provide students with 24/7 access to module information and resources on and off campus. Student Support & Guidance

Student support for all issues relating to the content, delivery and assessment of modules is provided by

Module Leaders and for more general academic and professional concerns, by Programme Managers. In addition, students can seek support from a Learning Development tutor to address specific study skills

issues.

At each level students are supported Academic Support Tutors where the role is primarily about being the first point of contact for students as a named individual who is concerned for their well being and progress. At UWE the aim is to help students in the achievement of their academic and employability goals. This is an academic role and where students have problems of a personal nature they are to be referred as appropriate to UWE Student Services Student Advisors.

These Student Services Student Advisors provide timely, accurate and confidential advice where necessary on all aspects of the provision, for example coursework and examination arrangements, extenuating circumstances procedures, progression counselling, as well as personal issues such as problems with studying or meeting deadlines, financial matters, ill heath and so on, including when relevant how to access the wider support provided by the University. This service is supported by extensive online

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resources. The Placements Office provides extensive support for students in preparation for, as well as throughout, their placement period and acts as a recruitment service for employers. Students seeking employment opportunities during their studies have access to the university’s Job Shop and are also encouraged to develop valuable skills by volunteering with the Community Volunteer Service. Employability and Career Guidance is provided centrally by UWE Careers. All students take part in an Induction programme at the start of their studies supported by an online social networking site. Separate induction events are arranged for students who arrive as direct entrants at levels 2 & 3 e.g. International, Erasmus, Federation students. All new students are provided with a short Student Handbook to help them through their first weeks at university and to act a guide to the complex information environment in which they now find themselves. The Faculty ‘Current Student’ web pages provide access to the more detailed and up to date information covering all aspects of academic and administrative procedures and support. These pages link closely to the student portal, MyUWE, and to the Student Services web pages, and act as a comprehensive ‘faculty handbook’.

An important part of the programme is the involvement of students. Two or three student representatives are selected from the programme at the beginning of each year to serve on the Programme Staff: Student Representative and Staff Forum (SRSF) meetings that are held each term to discuss issues raised by students in relation to their experience of studying at UWE and on the programme. The meetings are arranged by cluster group and are chaired by programme managers. The aim of the meetings is to discuss issues raised by students in an open and friendly atmosphere so that students feel able to contribute openly and honestly about their experiences. Any issues raised are taken forward by programme managers. Where appropriate they may be discussed at Departmental Committees or Faculty Academic Standards and Quality Committee. Support to students with disability is offered both at the faculty level under the remit of the Leader of WP, Disability & Schools Liaison and centrally through the university’s Disability Resource Centre. This acts as a holistic service for disabled students and applicants to the University but also supports the academic and administrative staff who work with disabled students.

At UWE in addition to the above The University’s Student Services offers a range of services to support students during their time at university and beyond:

- University Health Centre and general advice on ‘Staying Healthy’;

- Careers and employability, advice on choosing a career, and finding student and graduate

vacancies;

- UWE volunteering, opportunities for students to get involved in the local community through the

Community Volunteer Programme;

- Student Advisors & Counseling for anything from exam stress to homesickness and depression;

- The Living Centre, for support with faith and spiritual matters;

- Global student support, to help international students to make the most of living and studying in the

UK;

- Managing disability and dyslexia, to get help with all disability related support needs;

- Money and Visas, for financial checkups, or help with UK visas.

At Taylor’s University Student Central is responsible for handling matters pertaining to student welfare, counselling, and international office and training materials for students. The Counselling Central helps students cope with studies, stress, time management and personal concerns ranging from homesickness to relationship problems. Student Services Department assists students with regards to study loans, scholarships, study grants and other financial assistance during their course of study at the University. The International Office promotes understanding, cross-cultural learning and appreciation among students from various nationalities, racial and ethnic backgrounds on campus. It provides a

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comprehensive range of support services to international students to enable them to adapt to the culture and lifestyle of Malaysia. Services offered include course counselling; application and admission; student visa and pass application; airport pickup; orientation and familiarisation; and Immigration advice. Formed by students for students, the Student Council represents students’ ‘voice’ at University. The Council plays a very central role in seeking solutions to problems faced by students in the academic and non-academic areas. They also spearhead the organisation of social activities for students. Members of the council are elected by the student body with representation from each programme. The Council is managed by an Executive Committee and advised by an Officer of the University. The Divisional Office of the various schools is the nerve centre of the school around which all academic activities and student administration revolve. It handles a broad range of activities which include: timetabling; programme information; subject choice counselling; subject registration; student attendance; subject exemptions; course prerequisites; student withdrawal; Student certification letters for loan application and EPF withdrawal; matters relating to fees; and general academic support. The Career Centre provides various services and programmes to assist students in analysing their career interests, aptitudes, values and goals. It also assists students in career planning and preparation for job interviews, in addition to providing job placement services for graduating students through our network with industry and potential employers. Services include: career counselling; career talks and workshops; resume writing and grooming seminars; career-related fairs and company trips. An orientation programme is organised for all students prior to the start of the programme. It introduces students to the support available within the School and University, via a range of speakers (e.g. representatives from the Divisional Office, Student Services, Library, ICT, etc). An ICT services orientation will introduce students to the email, TIMeS and student portal. International students will receive an induction from the International Office. Taylor’s University has a number of initiatives to aid students in need of remedial assistance organised by the Teaching and Learning Department:

Remedial programs – in English language and other key subjects.

Weaker students must attend and pass these scheduled remedial classes in order to advance. The lecturer’s main aim is to ensure students achieve the minimum required standard or higher.

Buddy and mentoring programs – Buddies are fellow students and mentors are teaching staff.

Regular meetings take place and discussion on the student’s progress ensues. Mentors are able to

set up meetings with relevant staff to get more in-depth guidance.

The programme also encourages involvement of students; student representatives are selected from each level of the programme to serve on the Student-Staff Consultative Committee (SSCC). These are held each semester to for student to present their views on studentship at Taylor’s University. Issues raised are discussed openly and are channeled for action by our programme directors and deputy deans.

Part 8: Reference Points and Benchmarks

QAA subject benchmark statements Accounting (UWE)

Key sections and extracts from the benchmark statements are summarised / reproduced below. This framework will inform the development of new awards, award collaborations and serviced out modules. The nature and extent of the subject of accounting:

Accountancy is concerned with the provision and analysis of information for a variety of decision-making, accountability, managerial, regulatory, and resource allocation purposes. It is practised, in part, within a professional service context.

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Accounting as a degree subject requires students to study how the design, operation and validation of accounting systems affects, and is affected by, individuals, organisations, markets and society. This study is informed by perspectives from the social sciences.

The benchmarks statements define the relevant knowledge and understanding fairly fully whilst leaving room for local interpretation. Graduates are expected to have the following subject-specific knowledge and skills: i. an understanding of some of the contexts in which accounting can be seen as operating; ii. knowledge and understanding of the main current technical language and practices of accounting; iii. knowledge and understanding of some of the alternative technical language and practices of

accounting; iv. skills in recording and summarising transactions and other economic events; preparation of

financial statements; analysis of the operations of business; financial analysis and projections; v. knowledge and understanding of contemporary theories and empirical evidence concerning

accounting in at least one of its contexts, and the ability to critically evaluate such theories and evidence.

vi. On completion of a degree covered by this statement with a substantial finance content, a student should have a knowledge and understanding of theories and empirical evidence concerning financial management, risk and the operation of capital markets.

Graduates are expected to be able to demonstrate a range of cognitive, intellectual and transferable skills. These include : i. a capacity for the critical evaluation of arguments and evidence; ii. an ability to analyse and draw reasoned conclusions concerning structured and, to a more limited

extent, unstructured problems from a given set of data and from data which must be acquired by the student;

iii. ability to locate, extract and analyse data from multiple sources, including the acknowledgement and referencing of sources;

iv. capacities for independent and self-managed learning; v. numeracy skills, including the ability to manipulate financial and other numerical data and to

appreciate statistical concepts at an appropriate level; vi. skills in the use of communications and information technology in acquiring, analysing and

communicating information; vii. communication skills including the ability to present quantitative and qualitative information,

together with analysis, argument and commentary, in a form appropriate to an intended audience; viii. normally, ability to work in groups, and other inter-personal skills, including oral as well as written

presentation skills. QAA National Qualifications Framework: a brief guide to academic qualifications The higher education qualifications awarded by universities and colleges in England, Wales and Northern Ireland are at five levels. In ascending order, these are the Certificate, Intermediate, Honours, Masters and Doctoral levels. Certificate level The holder of a Certificate of Higher Education will have a sound knowledge of the basic concepts of a subject, and will have learned how to take different approaches to solving problems. He or she will be able to communicate accurately, and will have the qualities needed for employment requiring the exercise of some personal responsibility. The Certificate may be a first step towards obtaining higher level qualifications. Intermediate level Holders of qualifications at this level will have developed a sound understanding of the principles in their field of study, and will have learned to apply those principles more widely. Through this, they will have

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learned to evaluate the appropriateness of different approaches to solving problems. Their studies may well have had a vocational orientation, enabling them to perform effectively in their chosen field. They will have the qualities necessary for employment in situations requiring the exercise of personal responsibility and decision-making. The intermediate level includes ordinary (non-Honours) degrees, the Foundation degree, Diplomas of Higher Education, and other higher diplomas. Honours level An Honours graduate will have developed an understanding of a complex body of knowledge, some of it at the current boundaries of an academic discipline. Through this, the graduate will have developed analytical techniques and problem-solving skills that can be applied in many types of employment. The graduate will be able to evaluate evidence, arguments and assumptions, to reach sound judgements, and to communicate effectively. An Honours graduate should have the qualities needed for employment in situations requiring the exercise of personal responsibility, and decision-making in complex and unpredictable circumstances. Masters level Much of the study undertaken at Masters level will have been at, or informed by, the forefront of an academic or professional discipline. Students will have shown originality in the application of knowledge, and they will understand how the boundaries of knowledge are advanced through research. They will be able to deal with complex issues both systematically and creatively, and they will show originality in tackling and solving problems. They will have the qualities needed for employment in circumstances requiring sound judgement, personal responsibility and initiative, in complex and unpredictable professional environments. Doctoral level Doctorates are awarded for the creation and interpretation of knowledge, which extends the forefront of a discipline, usually through original research. Holders of doctorates will be able to conceptualise, design and implement projects for the generation of significant new knowledge and/or understanding. Holders of doctorates will have the qualities needed for employment requiring the ability to make informed judgements on complex issues in specialist fields, and innovation in tackling and solving problems. Qualification nomenclature Public understanding of the achievements represented by higher education qualifications requires a consistent use of qualification titles. The following guidelines are designed to assist institutions in achieving consistency in the ways in which qualification titles convey information about the level, nature and subjects of study. Subject

Qualification titles that reflect the subject focus of programmes of study in two disciplines (e.g. a joint Honours award) should consider nomenclatures based on:

'A and B', where there is an approximately equal balance between two components;

'A with B' for a minor/minor combination where the minor subject accounts for at least a quarter of the programme.

Qualification titles should not normally reflect more than three subject components. Where there are more than three significant components, the title 'Combined Studies' would be appropriate.

University strategies and policies

- University’s Vision & Mission – I.N.S.P.I.R.E. - University Strategic Plan - UWE Charter

Faculty strategies and policies:

- Blended Learning Framework - Curriculum Principles - Employability Strategy - Faculty of Business and Law LTA Strategy

https://share.uwe.ac.uk/sites/bbs/prog/qa/UG%20Clustering%20Activities%201011/UG%20Redesign%20documents%20(all%20supporting%20docs)/FBL%20Strategy%20documents%20informing%20the%20UG%20Redesign/Blended%20Learning%20Framework.docx

https://share.uwe.ac.uk/sites/bbs/prog/qa/UG%20Clustering%20Activities%201011/UG%20Redesign%20documents%20(all%20supporting%20docs)/FBL%20Strategy%20documents%20informing%20the%20UG%20Redesign/Curriculum%20Principles.docx

https://share.uwe.ac.uk/sites/bbs/prog/qa/UG%20Clustering%20Activities%201011/UG%20Redesign%20documents%20(all%20supporting%20docs)/FBL%20Strategy%20documents%20informing%20the%20UG%20Redesign/Employability%20Strategy.docx

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https://share.uwe.ac.uk/sites/bbs/prog/qa/UG Clustering Activities 1011/UG Redesign documents (all supporting docs)/FBL Strategy documents informing the UG Redesign/Blended Learning Framework.do

https://share.uwe.ac.uk/sites/bbs/prog/qa/UG Clustering Activities 1011/UG Redesign documents (all supporting docs)/FBL Strategy documents informing the UG Redesign/Curriculum Principles.do

https://share.uwe.ac.uk/sites/bbs/prog/qa/UG Clustering Activities 1011/UG Redesign documents (all supporting docs)/FBL Strategy documents informing the UG Redesign/Employability Strategy.do

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Staff research projects

- Where ever possible staff are encouraged to utilize their research – and that of colleagues – to inform their teaching, both in terms of content and pedagogic approach

Employer interaction and feedback

Employers and alumni are regularly consulted to ensure the currency and relevance of the programme

Taylor’s University: At Taylors Uni the following reference points and benchmarks have been used in the design of the programme:

1. The University’s mission and purpose statements 2. Statutory Requirements 3. International Standards

1. The University’s mission and purpose statements

The Taylor’s University’s mission is to be “Top Employers’ Top Choice University by 2016”.

The Taylor’s University’s purpose is to educate the youth of the world to take their productive place as leaders in the global community. The concrete indicators in Taylor’s University’s Mission Statement are substantiated by two existing Taylor’s policies: a. Taylor’s Graduate Capabilities This policy substantiates the following clause in our Mission Statement: “….. the distinctive qualities of its graduates” b. Taylor’s University Teaching and Learning Framework This policy substantiates the following clause in our Mission Statement “…. Renowned for its teaching excellence” The diagram below illustrates how the Taylor’s Graduate Capabilities and Teaching & Learning Framework both support our Mission Statement, which in turn supports our Purpose. All academic and research policies and procedures at Taylor’s are to be in accordance with the focus provided by these policies.

Purpose

Mission

Graduate Capabilities Teaching & Learning Framework

Taylor’s Graduate Capabilities The teaching and learning approach at Taylor’s University is focused on developing the Taylor’s Graduate Capabilities in its students, capabilities that encompass the discipline-specific knowledge, cognitive capabilities and soft skills of our graduates. A Taylor’s graduate has proven ability and is capable in the following areas

Discipline Specific Knowledge 1.0 TGC: Discipline Specific Knowledge

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1.1 Able to put theories into practice. 1.2 Understand ethical issues in the context of the field of study. 1.3 Understand professional practice within the field of study.

* This TGC is further clarified according to the respective program-specific outcomes. Cognitive Capabilities 2.0 TGC: Lifelong learning 2.1 Learn independently 2.2 Locate, extract, synthesise and utilise information effectively. 2.3 Be intellectually engaged

3.0 TGC: Thinking and Problem Solving skills 3.1 Think critically and creatively. 3.2 Define and analyse problems to arrive at effective solutions. Soft Skills 4.0 TGC: Communication Skills 4.1 Communicate appropriately in various settings and modes.

5.0 TGC: Interpersonal Skills 5.1 Understand team dynamics and mobilise the power of teams. 5.2 Understand and assume leadership. 6.0 TGC: Intrapersonal Skills 6.1 Manage oneself and be self-reliant. 6.2 Reflect on one’s actions and learning. 6.3 Embody Taylor’s core values. 7.0 TGC: Citizenship and Global Perspectives 7.1 Be aware of and form opinions from diverse perspectives. 7.2 Understand the value of civic responsibility and community engagement. 8.0 TGC: Digital Literacy 8.1 Effective use of Information and Communications Technology (ICT) and related technologies.

The learning environment at Taylor’s is further geared towards nurturing the Taylor’s Core Values; the personal attributes of excellence, integrity, passion for work, interpersonal respect and care, openness in communication and a healthy balance between professional and personal life. Through participation in various optional electives, including co-curricular activities, Taylor’s students may also develop additional knowledge, cognitive capabilities and soft skills other than those listed. These, as well as the Taylor’s graduate capabilities above, are recorded by students in the form of individual student portfolios and verified by Taylor’s University against the set of expectations for each subject, program and co-curricular activity. 2. Statutory Requirements

Degree qualifications offered by Malaysian private higher education institutions are required by the government to comply with the internationally benchmarked points of reference below, for the purpose of quality control. Summaries of each of the instruments’ relevant requirements, contextualized for Taylor’s University, are given in the Appendices to this document. 2.1 Malaysian Qualifications Framework, MQF. 2.2 Code of Practice for Programme Accreditation, COPPA.

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2.3 Code of Practice for Institutional Audit, COPIA. 2.4 Requirements of Professional Bodies, where applicable.

3. International Standards For the purpose of international benchmarking, we integrate best practices in quality assurance in higher education from the regions from which Taylor’s partner universities are drawn.

To implement the policy of compliance with the benchmark documents identified in this section, collating the information from all sources the scope of the TQM is categorized into 10 distinctive areas.

Scope Identified from

1 Overview and goals MQF, COPPA, European Standard

2 Curriculum MQF, COPPA, COPIA, professional bodies requirements; European, Australian and US Standards

3 Intake COPPA

4 Assessment COPPA, European and Australian Standards

5 Faculty COPPA, European, Australian and US Standards

6 Resources COPPA, European, Australian and US Standards

7 Review COPPA, COPIA, European, Australian and US Standards

8 Public Transparency European Standard

9 External QA mechanisms COPPA, COPIA, professional bodies requirements; European, Australian and US Standards

10 Improved mechanisms COPPA, professional bodies requirements; European, Australian and US Standards

Appendices

Appendix No Appendix Title

1 Summary of MQF requirements contextualized for TQM

2 Summary of COPPA requirements contextualized for TQM

3 Summary of COPIA requirements contextualized for TQM

4 Regulated professions in Malaysia

Appendix 1 Summary of MQF

1 requirements contextualized for TQM

1. Identification of programme learning outcomes, developed by Taylor’s University based on learning outcomes of particular fields of study, covering all components that form the programme leading to its qualification nomenclature

2.

2. Learning outcomes for each field of study must be developed by a committee comprising representatives from all relevant parties for that field of study.

3. Three levels of degrees are Bachelors, Masters and Doctoral. Additionally, Taylor’s University offers Diploma and Foundation programmes. Each level’s programme learning outcomes must show that its graduates are able to:

1. Demonstrate knowledge and comprehension on fundamental principles

of a field of study, acquired from advanced text books. 2. Use the knowledge and comprehension through methods that indicate

Bachelors degree holders

1 Malaysian Qualifications Agency (MQA). 2007. Malaysian Qualifications Framework: Point of Reference and Joint Understanding of

Higher Education Qualifications in Malaysia. Petaling Jaya: MQA, Ministry of Higher Education Malaysia 2 Table showing MQF Programme Nomenclature

Programme with: Nomenclature Example

One main area only Named according to its area Bachelor of Nursing

At least 25% specialization in main field

Specialisation indicated in brackets Bachelor of Computer Science (Programming)

Fundamentals of two main fields in 50:50 percentage (double major)

Named using the connecter AND Bachelor of Economics and Political Science

At least 25% component in other than main field of study (major-minor)

Named using WITH Bachelor of Economics with Mathematics

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professionalism in employment 3. Argue and solve problems in their field of study 4. Show techniques and capabilities to search and use data to make

decisions having considered social, scientific and relevant ethical issues 5. Communicate effectively and convey information, ideas, problems and

solution to experts and non-experts 6. Apply team and interpersonal skills which are suitable to employment 7. Possess independent study skills to continue further study with a high

degree of autonomy

1. Demonstrate continuing and additional knowledge and comprehension above that of the bachelors degree and have capabilities to develop or use ideas, usually in the context of research

2. Use the knowledge and comprehension to solve problems related to the field of study in new situations and multi-disciplinary contexts

3. Integrate knowledge and manage complex matters 4. Evaluate and make decisions in the situations without or with limited

information by considering social responsibilities and related ethics 5. Deliver clearly the conclusion, knowledge and the rationale to experts

and non-experts 6. Demonstrate study skills to continuously progress on their own with a

high degree of autonomy to do so

Masters degree holders

1. Show a systematic comprehension and in depth understanding of a discipline and mastery of skills and research methods related to the field of study

2. Show capabilities to generate, design, implement and adopt the integral part of research process with scholarly strength

3. Contribute to the original research that has broadened the boundary of knowledge through an in depth dissertation, which has been presented and defended according to the international standards including writing in internationally refereed publications

4. Make critical analysis, evaluation and synthesis of new and complex ideas

5. Communicate with peers, scholarly community and society at large concerning the field of expertise

6. Promote the technological, social and cultural progress in a knowledge based society in the academic and professional contexts

Doctoral degree holders

1. Use knowledge, comprehension and practical skills at work 2. Assess and decide, taking into account social, scientific and ethical

issues with moderate autonomy 3. Be confident and entrepreneurial in pursuing their own careers 4. Be responsible members of society 5. Possess study skills in adapting to ideas, processes and new

procedures for career development 6. Acquire team and interpersonal skills that are appropriate to employment 7. Communicate effectively and to transmit information, ideas, problems

and resolutions cogently to experts and non-experts

Diploma holders

1. Use knowledge, comprehension and practical skills at work 2. Assess and decide, taking into account social, scientific and ethical

issues with moderate autonomy 3. Be confident and entrepreneurial in pursuing their own careers 4. Be responsible members of society 5. Possess study skills in adapting to ideas, processes and new

procedures for career development 6. Acquire team and interpersonal skills that are appropriate to employment 7. Communicate effectively and to transmit information, ideas, problems

Advanced Diploma holders

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and resolutions cogently to experts and non-experts 8. Identify problems in their field of study

1. Show knowledge and comprehension in the field of study that is continued from secondary school as indicated in advanced test books

2. Use knowledge and comprehension to identify and use data in response to concrete and complex problems

3. Communicate and clarify understanding and skills to peers and supervisors

4. Demonstrate skills for purposes of pursuing higher education

Foundation graduates

4. One credit is equal to 40 hours of notional students learning time. This includes lectures,

tutorials, seminars, practicals, self-study, information retrieval, research, fieldwork, and preparing for as well as sitting for examinations. The minimum credit requirement for the different levels of study at university level are

Bachelors degree 120

Postgraduate certificate* 20

Postgraduate diploma* 30

Fully taught or partly taught Masters degree 40

Masters degree by research No given credit value

Doctoral degree No given credit value

* qualifications with competencies in Masters level but are more practitioner/professional than

academic in nature

5. MQA emphasizes eight domains of learning outcomes. Taylor’s University curricula are focused on developing the Taylor’s Graduate Capabilities. Taylor’s University’s programme learning outcomes are therefore in harmony with the eight MQA areas, as shown in the table below.

MQA learning outcome domain TGC-focused Taylor’s University curriculum learning outcomes

1. Knowledge Discipline-specific knowledge Sound understanding of foundational concepts and theories in subject area

2. Practical skills Technology savvy Executive keyboarding Effective use of ICT and related technologies

3. Social skills and responsibilities Foundations and skills for lifelong learning Awareness of contemporary global issues

Cosmopolitan thinking and intercultural competence

Awareness of and sensitivity to cross-cultural differences

4. Values, attitudes and professionalism Intrapersonal skills Ability to manage time effectively Understands the role of personal image and professionalism at work

The learning environment at Taylor’s is further geared towards nurturing the Taylor’s Core Values; the personal attributes of excellence, integrity, passion for work, interpersonal respect and care, openness in communication and a healthy balance between professional and personal life.

5. Communication, leadership and team skills Communication skills Ability to speak and write well

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Able to organize, synthesize and present information effectively

Interpersonal skills Understands team dynamics, power of teams and teamwork Works with others in a team Able to assume leadership in small and/or big groups

6. Problem solving and scientific skills Problem-solving skills Defines issues or problems well Analyses problems comprehensively Applies knowledge effectively and applies theory to practice Able to arrive at workable and effective solutions

7. Information management and lifelong learning skills

Foundations and skills for lifelong learning Learns autonomously Able to acquire and manage information Ability to comprehend a wide variety of literature

8. Management and entrepreneurial skills

Interpersonal skills

Understands team dynamics, power of teams and teamwork Works with others in a team Able to assume leadership in small and/or big groups

Intrapersonal skills Works independently in context of tasks to be completed

Cosmopolitan thinking and intercultural competence

Forms opinions and articulates views from a global perspective

Foundations and skills for lifelong learning Able to acquire and manage information

Appendix 2 Summary of COPPA


1. All qualifications offered in Malaysia must establish their level vis-à-vis the MQA. 2. Quality assurance is via accreditation of programmes and qualifications and audit of institutions.

COPPA refers specifically to description, content and delivery of a particular programme. 3. Provisional accreditation means the programme has fulfilled minimum requirements to be offered

and is seeking approval by MOHE. Full accreditation denotes that a programme has met all the criteria and standards set for that purpose and in compliance with the MQF. The quality evaluation process covers the nine areas listed below, each with its own quality standards and two levels of criteria: benchmarked standards and enhanced standards. 1. Vision, mission , educational goals and learning outcomes; 2. Curriculum design and delivery; 3. Assessment of students; 4. Student selection and support services; 5. Academic staff; 6. Educational resources; 7. Programme monitoring and review; 8. Leadership, governance and administration; and 9. Continual quality improvement.

4. Evaluation for Provisional Accreditation is conducted by MQA’s Panel of Assessors (POA) who

3 Malaysian Qualifications Agency (MQA). 2008. Code of Practice for Programme Accreditation. Petaling Jaya: MQA, Ministry of Higher

Education Malaysia

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assess the nine areas above and may conduct an optional site visit. Their report is used by the Higher Education Provider (in our case Taylor’s University) to seek approval from the MOHE to offer the programme, and, on obtaining it, to commence the programme.

5. Evaluation for Full Accreditation is by MQA’s POA through external and independent assessment of the Programme Information and Self-Review Report submitted by Taylor’s University, and includes a site visit to validate and verify the information provided. 3-yearly Programme Maintenance Audits ensure the maintenance and enhancement of programmes that have been accredited.

6. Programmes are accredited when they are fully compliant with MQA’s benchmarked standards. Enhanced standards are provided for continual improvement. (COPPA, p12-37). The documentation required is described in COPPA, p39ff and relevant process flowcharts are in COPPA p134-140.

Appendix 3 Summary of COPIA


1. COPIA utilises the same nine areas of evaluation for quality assurance as COPPA, but from the perspective of institutional policies, processes and practices across the institution. Its benchmarked and enhanced standards are given in COPIA p8-27.

2. Institutions are required to conduct their own internal quality audit, known as self-review. Guidelines for this are given in COPIA p29-44.

3. The MQA will conduct an external institutional audit. Guidelines are in COPIA p45-54. 4. All relevant process flowcharts are in COPIA p80-84.

Appendix 4 Regulated Professions in Malaysia The professions below are regulated by Acts of Parliament (more professions may be added in future Acts). Degree programmes offered by Taylor’s University in any of these fields must therefore be in compliance with the requirements of the respective licensing bodies if graduates aspire to gain employment within Malaysia in their field of study.

Profession Licensing Body Relevant Parliamentary Act

Accountant Malaysian Institute of Accountants Accountants Act 1967

Architect Board of Architects Malaysia Architect Act 1967

Building Draughtsman Board of Architects Malaysia Architect Act 1967

Chemist Institut Kimia Malaysia Chemists Act 1975

Engineer Board of Engineers Malaysia Registration of Engineers Act 1967

Doctor Malaysian Medical Council Medical Act 1971

Dentist Malaysian Dental Council Dental Act 1971

Interior Designer Board of Architects Malaysia Architect Act 1967 (Amendment 2007)

Land Surveyor Land Surveyors Board Licensed Surveyors Act 1958

Lawyer Malaysian Bar Council Legal Profession Act 1976

Nurse Malaysian Nursing Board Nurses Act, 1950

Optician or Optometrist Malaysian Optical Council Optical Act 1991

Pharmacist Pharmacy Board of Malaysia Registration of Pharmacists Act 1951

Professional Counsellor Lembaga Kaunselor Malaysia Counsellors Act 1998

Quantity Surveyor Board of Quantity Surveyors Malaysia Registration of Quantity Surveyors Act 1967

Teacher Malaysian Ministry of Education Education Act 1996

Town Planner Board of Town Planners, Malaysia Town Planners Act 1995

Valuer, Appraiser or Estate Agent

Board of Valuers, Appraisers and Estate Agents Malaysia

Valuers, Appraisers and Estate Agents Act 1981

Veterinarian Malaysian Veterinary Council Veterinary Surgeons Act 1974

4 Malaysian Qualifications Agency (MQA). 2008. Code of Practice for Institutional Audit. Petaling Jaya: MQA, Ministry of Higher

Education Malaysia

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This specification provides a concise summary of the main features of the programme and the learning outcomes that a typical student might reasonably be expected to achieve and demonstrate if he/she takes full advantage of the learning opportunities that are provided. More detailed information on the learning outcomes, content and teaching, learning and assessment methods of individual modules can be found in module specifications, available on the University’s website.

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