BA (Hons) Banking and Finance

Faculty of Business and Law Sunderland Business School

PROGRAMME SPECIFICATION

Date of Validation Event: Date Approved by QAB:

April 2008

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CONTENTS Version History 3

1. 2. 3. 4. 5. 6. 7. 8. 9.

CORE INFORMATION AIMS OF THE PROGRAMME LEARNING OUTCOMES OF THE PROGRAMME PROGRAMME STRUCTURE AND CONTENT TEACHING AND LEARNING ASSESSMENT STUDENT SUPPORT AND GUIDANCE ADMISSIONS PROGRAMME MANAGEMENT AND QUALITY ASSURANCE

4 5 5 6 7 9 10 11 12

10.

LEARNING ENVIRONMENT AND RESOURCES

12

Appendix 1 SITS Form (Module List) Appendix 2 Matrix of modes of teaching, learning and assessment Appendix 3 Assessment Criteria

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Version History
Version 0.1 Details of Change First Draft Change Author Qing Lu (Programme leader) Qing Lu (Programme leader) Qing Lu (Programme leader) Hamid Seddighi (Programme Leader) Last Modified Date Created 14/03/08

0.2

Amendments recommended by TNE PSB Amendments recommended by Institution Approval Event Annual Review

Created 27/03/08

0.3

Sept 2008

0.4

Dec 2010

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1. CORE INFORMATION Programme title Target award Interim or exit awards Awarding body Programme Assessment Board BA (Hons) Banking and Finance BA (Hons) Ordinary Degree University of Sunderland Top-Up Business Programme Assessment Board

QAA subject benchmark(s) applicable http://www.qaa.ac.uk/academicinfrastructure/benchmark/statements/GeneralBusinessManagem ent.asp Accrediting body / bodies: Other points of reference: QAA Framework for Higher Education Qualifications http://www.qaa.ac.uk/academicinfrastructure/FHEQ/EWNI/default.asp NICATS level descriptors https://docushare.sunderland.ac.uk/docushare/dsweb/Get/Document-679/AD14a++NICATS+Level+Descriptors.pdf National credit guidelines http://bookshop.universitiesUK.ac.uk/downloads/Burgess_credit_report.pdf University of Sunderland credit framework and regulations https://docushare.sunderland.ac.uk/docushare/dsweb/View/Collection-247 Collaborative partners and models of collaboration: Location(s) at which programme is delivered: Modes of delivery and duration: Tick all that apply Min number of years 9 months Max number of years 3 years Intake dates (months) Any other issues University Model D All approved Study Centres None

Full-time

Part-time Sandwich Off-campus On-campus Distance learning Work-based learning Collaborative

9 months

3 years

Oct, Jan, April & July (off-campus) September & February (oncampus) Oct, Jan, April & July

Distance Learning

9 months 9 months 9 months

3 years 3 years 3 years

Oct, Jan, April & July September & February Oct, Jan, April & July

9 months

3 years

Oct, Jan, April & July

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2. AIMS OF THE PROGRAMME The overall aims and objectives of this programme are nested within the overall aims and objectives of the University of Sunderlands Distance Learning framework. Specifically the main aims of this programme are to: Provide learning opportunities which enable students to specialise in the study of banking and finance Prepare students for a range of career opportunities including, although not exclusively, the academic stage of training for a career with the banking and finance professions Develop in students the necessary intellectual, personal and key skills to enable them to develop as independent, autonomous, articulate and reflective individuals Contribute to the Universitys widening participation programme

3. LEARNING OUTCOMES OF THE PROGRAMME The objectives of the programme the intended learning experiences and student achievement that demonstrate successful completion of the programme are expressed here in terms of the intended learning outcomes. Knowledge K1 Demonstrate a study in depth and in context of some substantive areas of the banking and financial system typically international banking regulation, financial market, and determination of monetary policy. K2 Demonstrate a critical understanding of the theories, activities, policies and market within the context of banking and financial business. K3 Critically understand the limitations of the current state of financial theories in making strategic business decisions. Skills S1 Demonstrate critical thinking and analysis skills in a range of areas of banking, finance and business including factors affecting business performance in international markets, international banking business, networks, structures and competitiveness, solutions to international financial crises, the risk and return, the level and structure of interest rate, money demand and supply Demonstrate ability to apply key concepts such as key valuation concepts, and tools associated with financial decision making, management of projects, security prices and payment on mortgage loans, and forecasting foreign exchange rate, to practical business problems or issues. Demonstrate a critical appreciation of the business context in which the banking industry operates and an ability to apply generic management techniques to management key approaches of the banking and financial operations.

S2

S3

Non-Honours (Ordinary) degree Students awarded an Ordinary degree will have achieved the majority of the learning outcomes above. However they will have gained fewer credits at Level 3 than students awarded an Honours degree. Their knowledge will typically be less broad and they will typically be less proficient in higher-level skills such as independent learning.

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4. PROGRAMME STRUCTURE AND CONTENT To achieve the award of BA Banking and Finance students will be required to successfully complete the following 6 core modules: Code: Title: Credits

APC308 Financial Management 20 APC312 Money Banking & Finance 20 APC313 Financial Markets 20 SIM335 Managing Projects 20 SIM337 Contemporary Developments in Business and Management 20 UGB322 International Banking 20 _______________________________________________________________________ Please refer to the module list provided in appendix 1. Programme outcomes by module APC312 Money Banking & Finance

APC308 Financial Management

SIM337 Contemporary Developments in Business and

Critically evaluate a range of business models and concepts in business and apply them to specific business situations Appreciate the significance of the global environment on business at regional, national and international levels Understand how business skills are applied to a range of organisations from small business to large global enterprises Integrate and critically evaluate a range of conflicting business arguments and evidence Demonstrate an understanding of relevant contemporary theories and concepts across a range of business areas Apply independent research skills to a range and management issues

BABAF has been designed primarily to allow HND diplomats to enter the final year of a degree in business management. Ensuring appropriate progression from one level to the next has been central to the design: for instance, all Edexcel HND diplomats entering BABAF will have successfully completed appropriate pre-requisite modules as well as the 7 Edexcel common skill areas. It will also be possible, therefore, for students without existing higher level qualifications to enrol on the Edexcel HND and progress subsequently to BABAF.

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UGB322 International Banking

SIM335 Managing Projects

APC313 Financial Markets

Programme content Level 3 Module Title Financial Management Module Code APC308 Core/Option Core Content Budgeting; Investment Appraisal; Working Capital Management; Sources of Capital; Cost of Capital; Gearing Ratios and Shareholders; The Dividend Decision; Company Failure Project Concepts; Planning and Monitoring Tools and Techniques; The Management of Project Cost and Risk; Project Team Structuring; Project Control Introduction to Business Environment; Introduction to the International Business Environment; The Political Environment; The Economic Environment; The Socio-Cultural Environment; The Technological Environment; The Legal Environment; The Ecological Environment; Competitive Environment; Knowledge Management; Financial Environment; International Business Entry International Banking History; Overview of Banking Theory; International Banking Networks, Structure and Competitive Issues; The Role of the Central Bank; Global Retail and Wholesale Banking; Global Investment Banking; International Trade Finance; International Financial Crisis; International Financial Regulation and Supervision Portfolio Theory; The Level of Interest Rate; The Structure of Interest Rates; The Valuation of Assets; Banks and the Supply of Money; Demand for Money; Monetary Policy; Financial System; UK and US Financial Systems The Money Markets; The Capital Markets; The Stock Market and the Efficient Market Hypothesis; The Mortgage Markets; Foreign Exchange Market; International Financial System; The UK Financial Markets

Managing Projects

SIM335

Core

Contemporary Development in Business and Management

SIM337

Core

International Banking

UGB322

Core

Money, Banking and Finance

APC312

Core

Financial Markets

APC313

Core

5. TEACHING AND LEARNING The delivery methodology of the top up degree modules on campus has been adapted to enhance the learning experience of the students who are largely made up of international students studying in the UK for the first time. A single lecture of one hour followed by a two hour seminar has been replaced by a two weekly one hour lectures, a weekly one hour seminar and fortnightly one hour surgery. This delivery schedule allows the tutor to approach the topic in more detail, providing greater levels of input. The two lecture method also allows tutors to deliver theories, models and concepts in the first lecture then apply them in the second lecture so the students may more clearly understand what is required of them when they undertake seminar activities. The one hour seminar becomes more focused on the activities as the students have a ready understanding of the tutors expectations. The surgery has a twofold

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purpose; firstly to allow students who still do not feel confident in the material to engage with the tutor to gain understanding. The surgery also allows higher level understanding to be developed amongst those students who have read more deeply and have brought new ideas and concepts into the discussion. This delivery style is to be monitored for effectiveness over the academic year. The students that study at Off Campus centres will study full time or part time and will attend for face-to-face tuition delivered by Partner academic staff to support and contextualise the University learning materials. The sessions should include group-based activities, individual tutorials, surgeries and assessment preparation workshops. The exact model of delivery will be agreed with the Centre as part of the approval and reflect the nature of the student body, size of intake and mode of delivery. Full-time students will normally study 6 modules over 2 semesters for a minimum of 9 months, taking 3 modules per semester and will not normally exceed 15 months (3 semesters). The maximum time of study will be 3 years. Part-time students will normally study 6 modules over 3 to 6 semesters. The maximum time period for study remains three years with a minimum study period of 12 months over three semesters. The teaching and learning philosophy is characterised by the following distinctive features: In all modules, there is an emphasis on formative work and feedback. This will take a variety of forms. Some assessment will be entirely formative, for example, weekly quizzes to test the previous weeks learning. Others will carry only a small percentage of the total summative mark yet provide the opportunity for formative feedback. Surgery hours will be timetabled for each module to assist students who have individual queries or difficulties within the subject area. This acknowledges the appropriate support and guidance central to the teaching and learning strategy. Whilst passive teaching is employed in lectures other activities will encourage students to take a more active role in the teaching and learning strategy employed. Problem based learning in contact time will develop students intellectual and work related skills. For example, students may work in small teams to explore issues or a problem in a marketing management situation (dependant on the programme). This exploration aims to allow students to establish what knowledge is needed in order to resolve or manage a situation. Activities will be participative and student centred. Students will be required to find data, analyse and draw conclusions. Provision of feedback will enable them to check their own learning The core modules have been designed specifically to take into account the different learning styles of international students and those who have completed foundation degrees of HNDs. All modules incorporates a requirement to undertake independent research to achieve graduate Level 3 outcomes although there is no final summative project/dissertation. The use of SUNSPACE will support the learning process to varying degrees across the Programme. All modules will have at least a minimum SUNSPACE presence, but SUNSPACE use on the Programme will be guided and monitored through the learning enhancement processes within the School. At off campus centres Tutors have access to the UOS SUNSPACE and are responsible for creating their own learning guides underpinned by the comprehensive student learning materials for each module. All designated options at level 3 are underpinned by current research in the area.

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Appendix 2 shows a matrix mapping teaching and learning methods across modules. 6. ASSESSMENT The assessment strategy encompasses a blend of activities for formative and summative assessment designed to test the level three learning outcomes of the Programme. Each module contains formative assessment as part of the activity exercises within the module study pack and each will be assessed summative once during the course of the module. Each summative assessment will test all the learning outcomes for the module. Summative assessment will be a mix of formats as shown in the teaching, learning and assessment matrix in appendix 2. Assessment Strategies Students will be prepared for assessment by Study Centres at induction and at each stage of module delivery. Case studies allow students to synthesise knowledge and ideas from a module and apply and evaluate these in a complex setting. For some modules, case studies or organisational based research are an integrative part of the assessment and where used in assessment will be available in advance to enable students to investigate the industry and formulate views regarding management actions in a business context. The open book exam approach enables students to demonstrate criticality and evaluation of different approaches to management in a business context. Individual assignments are designed to emphasise research skills and allow students to develop applied management skills in resolving management decisions. For example, a student might prepare a critical literature review of the current debates on corporate governance and assess the impact on a business sector/organisation of their choice and offer implications for managers in that sector in contemporary developments. The courses in the top up suite offer the opportunity for more specialised professional knowledge and forms of evaluation to be applied to the finance, banking and marketing areas. As indicated earlier, for the Managing Projects module, students will be required to analyse recent projects and assess their operation against a number of key criteria, for example, risk, design, and control. The distinctive and emerging skills of the project manager as a generic skill will be covered in the assessment. It will require students to engage in a research exercise on a project and make recommendations. The assessment here having universalistic appeal to managers in all sectors and professions. There will be four off campus assessment opportunities each year in January, April, July and October, and module leaders in the Business School will write assessments for all modules whilst providing Study Centres with sample assessment questions for each module. On campus assessments are prepared for January and May and in all cases separate assignments are prepared for each round. All work will be first marked by staff at SBS and moderated by module leaders in the School. Annual reporting will make centre comparisons of student achievement and External Examiners will be requested to make specific reference to off-campus programmes in the annual report. Assessment periods for on campus students operates in January, May and September and reflecting the different time periods will be comparable in structure and, challenge and curriculum coverage but will be different and unique. The School appoints a Programme External Examiner and Module External Examiners who review assessment outcomes across both On Campus and Off Campus provision to consider issues of student achievement and the comparability of both the assessment tasks and the outcomes of student and partner study centre performance for this provision. Work will be submitted in line with dates agreed by SBS and in accordance with University regulations. The calendar for assessment will be formally communicated to study centres at commencement of study and established to meet the assessment board dates at SBS. The study centres are responsible for managing the submission process, for enforcing mitigating circumstances policy and for ensuring all relevant information in this regard is communicated to the Assessment Board at SBS. Centres will be responsible for the timely transmission of results

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and feedback to students. Each centre is responsible for the accurate maintenance of records, which will be informed by the University SITS system. A process of staff development for assessment will take place at SBS. This will take the form of discussion of sample examinations and assessment criteria for each module with guidance being provided by module leaders. At the end of each academic year study centres will be required to provide feedback on the assessment process to inform the annual review of the programme. This will include clarity, assessment guidelines and criteria, depth and level of challenge and fit to the learning materials. A copy of the assessment criteria is shown in Appendix 3. 7. STUDENT SUPPORT AND GUIDANCE All on-campus students have access to the Universitys central support services including Counselling, Disability Service, Health and Well-being, Chaplaincy, financial support and advice, International Office and Careers and Employability Service. The Students Union provides an independent service which offers advice and support across the full range of personal and academic problems which students may encounter. Students wishing to lodge a complaint or an appeal can seek advice from the Students Union or from Academic Services. Full details of all these services can be found on the Universitys web-site. Where appropriate, academic or support staff in the Faculty will sign-post students to these specialist services. Students receive support as specified by Model D of the University Collaborative Provision. The approved study centres will provide all support for students in terms of academic, administrative and pastoral support. Students will have access to locally approved academic tutors and a study centre co-ordinator at each centre. Students receive academic guidance from study centre academic tutors and pastoral guidance from the study centre co-ordinator. Students personal progress will be tracked through the tutor system at least once per semester. Students are offered and encouraged to attend a face-to-face induction. Where students decline to attend, a telephone induction is carried out by study centre based on the induction materials. The induction will cover programme regulations, study centre support, using study centre and remote libraries, how to engage with virtual conferences, using the distance learning materials, using support services, such as careers, studying at level 3 and common skills. Students will have access to the usual module and programme feedback mechanisms, and annually the opportunity to feedback to a member of the School staff at the time of annual review and site visit. The primary teaching support for full time study centre-based students is classroom based. Usually, there will be weekly timetabled sessions comprising 12 weeks of supported learning and 3 weeks for assessment. In addition, students will have access to a tutor for one-to-one surgeries and personal tutor support through a programme tutor. For remote students, a named programme tutor will contact the students on a regular basis. Local subject specialists will be available at each location for consultation via the web or by telephone. The programme tutor will review progress with the student, and will moderate a web-based conference to support student enquiries, student-to-student exchanges and help with queries related to the completion of the module activities. The effective development of the web-based support will ensure that students have collaborative activity with other students to broaden their experience. In both modes the tutor will encourage students to evaluate the ways that module ideas can be used to improve their understanding of business and the role of the manager, and to generate integrative ways of looking at work problems. Students will have access to learning materials in the form of comprehensive student guides which offer extended opportunities for self study via activities and feedback. All students will be provided with a student handbook. In addition, they will have full access to the University electronic catalogue and materials, and a core text to support each module. Each centre has

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an approved library or external library borrowing facility, which holds a minimum stock of core texts and wider reading to support the learner. Progress files will concentrate on career planning and all students will have access to Prospect Planner, the electronic career planning tool used by the University. This can be accessed through the Opportunities website. All Faculty of Business and Law on-campus students have, since September 2010, had access to three Full-time Student Academic Advisors. The Student Academic Advisors provide a programme of study skills workshops using interactive and reflective approaches to develop key academic skills, embedded where possible within the business, tourism and law environments. In addition one to one support and guidance, building on from the workshops is made available. A broader programme addressing employability, supporting networking skills, developing student engagement, and building awareness of the business environment, is planned. These programmes are in supplement to the existing study skills and careers and employability support provided centrally by the university. Centres approved under Model D are required to show how they can prepare and offer students study skills support. These form part of the monitoring process each year. 8. ADMISSIONS The normal entry criteria for admission to BABAF are that students have successfully completed an HND or its equivalent as follows: BTEC HND in Finance BTEC HND in Business and Management BTEC Higher National Diploma in Business or related area; ABE Advanced Diploma in Business Administration IBAM Advanced Diploma in Business Administration 240 credits or equivalent of a recognised UK undergraduate award in a relevant finance, banking, business and management related discipline.

The Programme Leader at Sunderland Business School (SBS) will consider non-standard applications. In assessing those candidates who wish to pursue the possibility of accreditation of prior learning (APL) the Programme Leader will apply the Universitys regulations and procedures in this regard. These candidates will be required to produce a full transcript of their prior learning, together with full details of syllabus and curriculum content of each of the modules studied. Students applying with English as a second language will be required to have achieved as a minimum IELTS 6.0 to commence the programme. The Universitys Articulation process will also apply. Students will be recruited by the University. Students will be recruited at 4 agreed points during the year: October, January, April and July. The authorised local Programme Co-ordinator at each centre will enrol students and registration is confirmed once students are entered on to the University SITS system. All students whose studies cover more than one academic year will be required to re-enrol at the beginning of the subsequent academic year, once progression is confirmed by the Programme Assessment Board. To qualify for this award students are required to pass all modules to gain 120 credits at level 3. The degree classification will be based only on performance at level 3 and will be calculated in accordance with the Universitys Undergraduate Model Regulations. Students will have maximum 4 attempts to pass each module. There will be an additional charge for all repeat attempts. Progression decisions will be made by the Programme Assessment Board which meets in December, March, June and September. Additionally, students will have the opportunity to

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review their progress at the end of each semester on a one-to-one basis with the study centre co-ordinator in each centre.

9. PROGRAMME MANAGEMENT AND QUALITY ASSURANCE The programme is managed and quality assured through the Universitys standard processes. Modules are overseen by a Module/Programme Studies Board and each year each module leader provides a brief report on the delivery of the module, identifying strengths and areas for development. The Programme Studies Board, which includes module leaders, student representatives and, where applicable, typical employers, is responsible for the programme as a whole, ensuring the coherence of the programme overall, its currency, progression, and alignment between the learning outcomes and modes of teaching, learning and assessment. Student achievement, including progression between levels and degree classification, is kept under review. The programme is reviewed annually and a report is sent to the Faculty Quality Management Sub-Committee which in turn reports issues to Academic Board via the Universitys Quality Management Sub-Committee (QMSC) and Academic Experience Committee (AEC). External examiners are appointed to oversee and advise on the assessment of the programme. They verify the comparability of the standards of the programme with the standards of similar programmes elsewhere in the UK and the quality of the assessment process. They are also invited to comment on proposed developments to the programme. Their reports are sent to the DVC (Academic) as well as to the Faculty; he requires a report from the Faculty on any major issues of concern raised by the external examiner. All programmes are reviewed by the University on a six-yearly cycle to identify good practice and areas for enhancement. Programmes are revalidated through this review process. These reviews include at least one academic specialist in the subject area concerned from another UK HEI. Students views are sought through module questionnaires and by other methods such as Student-Staff Liaison Committees. The feedback informs module leaders annual reports on their modules. Students are represented on the Programme and Module Studies Boards; in the former they are involved in discussion of external examiners reports.

10. LEARNING ENVIRONMENT AND RESOURCES The learning environment at each study centre is described fully in the relevant approval document. Resource provision at each study centre will be monitored on an annual basis. IT Facilities There are three computer laboratories, including the atrium, within the Reg Vardy Centre, one of which is for open access, and two prioritised for teaching but available for open access when not in use for that purpose. All PCs have Internet access, student email and WebCT Vista (Sunspace) access, as well as standard word processing, spreadsheet and presentational software together with EQL, Microfit, SPSS, Minitab and Prospect HE. The technical helpdesk provides computing support to students from 0830 until 1700 (out of hours Telephone support 17:00pm-8.30am), and 24-hour access is available in the adjacent St Peters Library and the Murray Library in term time. The IT provision within the Faculty is being continually upgraded. There are currently 63 student PC's based in 3 locations. The University, and therefore the Faculty, has a PC replacement programme and both staff and student PCs are replaced on a rotation basis. All student PCs have a standard desktop currently running Windows 7 as the operating system and Microsoft Office 2007, SPSS, Minitab and any other additional specialist software required by the students. The Faculties IT provision is listed in the table below. There are a variety of computer laboratories available in the Faculty for both teaching and open

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access. The faculty has a newly built open access room for students, which has 14 PCs, and 3 presentation booths. Each booth contains a widescreen TV with pc connected with Internet access. The room also contains a boardroom for students to use with PC and projector Room 111 409 Atrium 104 No. Of PC's 25 20 18 14 Specification Core 2 Duo Core 2 Duo Core 2 Duo Core 2 Duo Room Format Teaching/Open Access Teaching/Open Access Open Access Open Access

A scanner, printer and PC equipped with specialist software to accommodate students with a disability or specific learning difficulty is available in both St. Peters Library and the Campus Learning Resource Centre. The Faculty has 8 laptop computers, which can be loaned out to staff for offsite work. In the furtherance of the University's aim to provide maximum access to learning resources, students can gain access to computing facilities within the David Goldman Centre adjacent to the Faculty and to St. Peters Library. St. Peters Library provides 24/7 access to all University students. St. Peters Campus has a wireless network for cable free laptop access to the internet. PC, mono and colour laser printing, scanning and photocopying facilities are provided in St. Peters Library and the Campus Learning Resource Centre where CD-writers are also available. Audio Visual Equipment The following equipment is available: 32 32 4 1 1 Library and Library Stock Background The University continues to invest in its libraries. Both the Murray Library and the Prospect Building, which houses St. Peters Library, underwent major refurbishment programmes in 2007, 2009 and summer 2010 respectively. New desk areas, a social learning space and Gateway facilities are now available for library users, which have proved popular and well-used with students. University Library Services are delivered through three Site Libraries and increasingly over the campus network. The delivery of services is characterised by a strong customer focus, access to resources, plus user training and support for independent learning. Service quality is monitored in a number of ways: by active communication with the faculties, by encouraging feedback from customers, and by benchmarking within the sector. Current staffing is 75 FTE, 20 at St Peters Library, with small teams of professionally qualified librarians in each Site Library who work directly with faculties to deliver appropriate services and learning support. There is a full time Business and Tourism librarian. Annual expenditure on information (books, journals, electronic information and other resources) is currently around 1 million per annum. The Service has comprehensive and well-used electronic resources and considerable emphasis is placed on providing a balanced provision of traditional and electronic information sources. Wherever possible information and support is available off campus via our new web site, dedicated help lines and Live Chat facility. The principle holdings and services which support Business and Tourism programmes are housed in St. Peters Library which is adjacent to the faculty building. VIDEO/ DATAPROJECTORS PROJECTOR VIDEO UNITS SLIDE PROJECTORS VIDEO CAMERAS DIGITAL AUDIO RECORDERS

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Funding for Business Resources Serials 2009/10 2008/9 2007/8 2006/7 2005/6 15,515.14 14,192.66 19,356 17,677 16,886 E-resources 52,016.00 48,682.75 48,021 43,903 41,318 Books 27,200 36,196 30,060 29,474 21,920 Total 94.731.14 99,071.41 97,437 91,054 80,124

*NB Tourism move into Faculty of Business and Law in 2008/09 so figures include budget for tourism. Liaison with the Faculty/Department Good communication has been achieved with the academic teams within the faculty in a variety of ways. Key examples include: The Director of Student and Learning Support sits on Quality Management & Academic Experience Committee The Site Librarian has overall responsibility for managing library services to meet the needs of users at St. Peters campus and sits on Faculty Academic Experience Committees & Faculty Quality Management Sub Committees A designated professional librarian has responsibility for liaison with Business and Tourism and sits on appropriate programme boards. Lecturers are encouraged to discuss resources and services with the Site Librarian and Business and Tourism librarian on an informal basis. Communication with Students This is achieved in various ways: A professional member of staff is always available in each site library to assist students Subject librarians attend staff-student consultative committees Students are encouraged to complete feedback forms, either in hard copy or electronically via our web site Questions about the importance of and satisfaction with library services are included in the University's student questionnaire

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Evaluation and Feedback Data on the performance of library services (e.g. NSS Results) and feedback from users provides useful information for the monitoring, evaluation and development of services. The University's systems for course evaluation and monitoring also provide useful evaluation and feedback about learning support services. Learning Support Library staff participate in the student induction and returner programmes, and deliver extensive customised information skills training in support of academic programmes. There is a well developed programme for Business and Tourism students. All undergraduate students have a visit to the library during induction week together with a brief talk on the services the library has on offer. This is furthered during the semester with tailored information literacy sessions introducing students to the library website, catalogue and access to electronic resources. Professional staff are always on duty to assist users on a 1-1 basis. In addition a comprehensive range of support materials, including an information booklet and a subject blog, both are which are available through the library web site http://library.sunderland.ac.uk/. Collections Books The University book fund is currently around 200,000 per annum with 27,200.00 allocated to business and tourism in 2009/10. The book fund is used to develop the range and depth of our collections and to provide multiple copies of key texts. Book to student rations are used to help in the calculation of purchases for core and background reading. In addition we purchase electronic books to enhance access when these are available, and can digitise extracts for use in Sunspace (WebCT) as appropriate using the Universitys digitisation licence. The subject librarians work with academic colleagues to select appropriate materials and manage the collections. University Library Services total book stock exceeds 430,000 volumes. St Peters Library holds the main book stock (business, economics, management, human resources, marketing, strategy, tourism) of some 31,371 volumes, and is supplemented by additional subject related holdings within this library and the Murray Library. Stock is actively managed to ensure the latest editions of texts are available. The availability of books is enhanced by a variety of loan periods, including short loan, (a collection of items in heavy demand which are available for 1 day loan), plus weekly loan, four week loan and extended vacation loans. Book borrowing and return is facilitated by issue and return machines and a dedicated 24x7 renewal telephone line. The web based online library catalogue is available both on and off campus. The catalogue supports user access to individual borrower information and enables book renewals and online reservations. Users can also renew books at any time over the telephone by using our automated telephone renewal service. Journals University Library Services provides access to current and back issues of a large range of journal titles. Some in 737 titles are available in print but most are in electronic format. There are currently 8731 titles in total. The total expenditure on print journals and electronic resources (including databases) for Business and Tourism in 2008/09 is 67,531.14 per annum. Titles relevant to each School are reviewed annually in consultation with academic colleagues. Access to print holdings and full text electronic journals is enhanced by Journal Search (ExLibris MetaLib), a federated search facility. Some heavily used periodical articles are digitised and made available under the terms of the Universitys digitisation licence. Library IT provision There are over 300 open access PCs in the site libraries, with around 100 PCs at St Peters Library. In addition there are wireless access zones at both Murray and St Peters libraries. All PCs provide access to a range of software, library resources, email, WebCT and the internet.

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Each PC cluster has printing and scanning facilities and the service is supported by our trained staff. In addition Murray and St Peters libraries also loan laptops for student use. Access The libraries are accessible over extensive hours: the site libraries have staffed access 59 hours a week during term time including evenings and weekends, and in addition Murray and St Peters libraries have full 24x7 access during most of the academic year. There is a qualified member of staff available at all times during staffed hours to support learning. In addition, outside staffed hours there is a dedicated phone service which provide hep outside of core hours. The 24/7 facility allows students access to the full range of library resources. Limited selfservice opening is also provided on most public holidays and University closed days, and also during vacations. Reader Spaces St Peters Library has over 400 individual and group study spaces. There is also an award winning silent reading room. Off campus support Students registered on Distance Learning programmes have access to a number of facilities Dedicated staff - University Library Services Distance Learning Services Officer who is based at St Peters Library. Enquiry service Document Delivery Postal loans within the UK Access to electronic books, journals and databases. Information Skills support Specialist Support Students who register with a disability or specific learning difficulty have access to a number of additional services including: Assistive learning technology Extended loan periods Postal loans and photocopying Help with searches and the physical retrieval of items Dedicated staff at each site library Access to other Libraries Academic staff, researchers, part time students, distance learners, postgraduates on taught courses and students on placement may also use other University libraries participating in the Sconul Access scheme. There are well developed regional networks which provide staff and students with access to a range of other libraries. The Libraries Access Sunderland Scheme (LASh) gives students access to the college and public libraries in the City of Sunderland, and through Tyne & Wear Information Resources for Learning (TWIRL), to all the further education college libraries in Tyne and Wear. Inter-library Loans All students may use the interlibrary loans service through which items not in the library stock are obtained from the British Library Document Supply Centre. Journal articles are sent via Secure Electronic Delivery, so students and staff can download the document via an encrypted email. Undergraduate and postgraduate students are allowed 25 and 65 requests respectively in any academic year. Assignment Services University Library Services provides assignment services for students and staff at Murray Library and St Peters Library. Both offer facilities for the submission and collection of student work and the sale of learning support materials. Each site has a blog that provides students with information on the status of assignments to be collected.

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Appendix 1

QUICK REFERENCE
Panel: External Internal Programme: New Review Title Change Replacement for existing

SITS SUMMARY PROGRAMME DETAILS

(Form to be completed electronically by School and forwarded to QAE Officer of approval/review panel) PROGRAMME DETAILS Exit Award: Title of programme/award If replacement for existing, specify title of old University Academic subject area Academic SITS (subject) area Academic (SITS) code 1 (Course Code) Programme Studies Board 2 UCAS code 3 (if applicable). If other please state method. JACS code 4 Qualification Level / Qualification Aim Modes of delivery & duration:

BA (Hons) Banking and Finance Business and Management Business and Management BBANFINT (FT) (PT) Top-Up Undergraduate CID1047 N300 Level 3 Top Up Full time yes 1-3 years Sandwich no Part time 1-3 years Work Based Learning no On-campus yes Off-campus yes Business and Law Dr. Hamid Seddighi April 2008 2010/11 4 intakes per annum in October, January, April and July (off-campus) and 2 intakes per annum in September and February (on-campus)

BA (Hons)

Faculty: Programme Leader: Date of Approval Event Date of next review (QAE to complete) Start date of Programme (QAE to complete) Number of intakes per annum. (if more than one per year please state how many and likely month(s) intake starts) FUNDING DETAILS Confirm funding arrangements for programme e.g. HEFCE/TTA/NHS/Other 5 If it is TTA, is it primary/secondary/F.E./Other (please state) Is the programme Open or Closed 6:
1 2

Other/HEFCE

Open

To be allocated by AIS Programme Studies/Assessment Board that will have management responsibilities for the programme. 3 Please contact Admissions Manager for code 4 JACS code = e.g. (V1) History, (G5) Computing Science, etc. 5 Please confer with David Balme for funding status for programme 6 An Open programme constitutes an open admissions policy. A Closed programme is normally specific to one client only (and usually for a short course through U.S.E.). If in doubt please consult Academic Services.

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ACCREDITING BODY Detail of Accreditation: None

PROGRAMME SPECIFIC REGULATIONS Note Programme Specific Regulation:

Are there to be programme specific regulations? Yes/No If yes will they affect assessment? Yes/No

COLLABORATIVE: Please complete details Institution arrangements 8 See Collaborative Register D

UK

yes

Overseas yes Collaborative model 7

Funding

DETAILS SUPPLIED BY:

DATE:

For QAE use only: Circulation list: Quality Assurance & Enhancement (files) Academic Information Section (J Ruffell), Admissions (E Wilson), Recruitment (Les Brown, Catryn Davies), Student Office (L Dixon), Examinations (B Muldowney), Planning (David Balme) Learning Development Services (Malcolm Creen) Central Timetabling (Lesley Scott) + for collaborative programmes: Recruitment and Business Partnerships Carole Green/Peter Elliott

7 8

As per QAE guidelines Please contact Amanda Watson for confirmation of funding details

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Appendix 1 Module List

Award, Route (if applicable) and Level

New/Existing/ Modified Module (N/E/MM) E E E

Module Title Financial Management Managing Projects Contemporary Developments in Business and Management International Banking Money, Banking and Finance Financial Markets

Module Code APC308 SIM335 SIM337

Module Credit Value 20 20 20

Whether core or option Core Core Core

Must choose (i.e. designated option):

Assessment weighting give % weight for each assessment item CW 100% CW 100% EX100%

Pre-/corequisites

Module leader Mr Robert Hall Mr Michael CassopThompson Mr Mathew Teale

JACS Code

N400 N100 N100

E E E

UGB322 APC312 APC313

20 20 20

Core Core Core

CW 100% CW 100% CW 100%

Mr Robert Hall Mr Robert Hall Dr. Hamid Seddighi

N120 N300 N100

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Appendix 2 Matrix of modes of teaching, learning and assessment

Module Financial Management Code APC308 Core / optional Core Modes of T&L Directed and undirected reading, centre based tutor support Directed and undirected reading, centre based tutor support Directed and undirected reading, centre based tutor support Directed and undirected reading, centre based tutor support Directed and undirected reading, centre based tutor support Directed and undirected reading, centre based tutor support Modes of Assessment Individual assignment (summative assessment) Individual assignment (summative assessment) Individual examination (summative assessment) Individual assignment (summative assessment) Individual assignment (summative assessment) Individual assignment (summative assessment) ILO S1 ILO K1 ILO S2 Taught, Developed Assessed ILO K2 Taught, Developed Assessed ILO S3 ILO K3 Taught, Developed Assessed

Management Projects

SIM335

Core

Taught, Developed Assessed

Taught, Developed Assessed

Taught, Developed Assessed

Taught, Developed Assessed

Taught, Developed Assessed

Contemporary Developments in Business and Management International Banking

SIM337

Core

Taught, Developed Assessed

Taught, Developed Assessed

Taught, Developed Assessed

Taught, Developed Assessed

Taught, Developed Assessed

UGB322

Core

Taught, Developed Assessed

Taught, Developed Assessed

Taught, Developed Assessed

Money, Banking and Finance

APC312

Core

Taught, Developed Assessed

Taught, Developed Assessed

Taught, Developed Assessed

Financial Markets

APC313

Core

Taught, Developed Assessed

Taught, Developed Assessed

Taught, Developed Assessed

Taught, Developed Assessed

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Appendix 3 Assessment Criteria at the level of the target award

Appendix 3 Generic Assessment Criteria Undergraduate These should be interpreted according to the level at which you are working and related to the assessment criteria for the module Categories Argument and Critical Presentatio Reference to Structure Evaluation n Literature The work examined is exemplary and provides clear evidence of a complete grasp of the knowledge, understanding and skills appropriate to the Level of the qualification. There is also ample excellent evidence showing that all the learning outcomes and responsibilities appropriate to that Level are fully satisfied. At this level it is expected that the work will be exemplary in all the categories cited above. It will demonstrate a particularly compelling evaluation, originality, and elegance of argument, interpretation or discourse. The work examined is outstanding and demonstrates comprehensive knowledge, understanding and skills appropriate to the Level of the qualification. There is also excellent evidence showing that all the learning outcomes and responsibilities appropriate to that level are fully satisfied. At this level it is expected that the work will be outstanding in the majority of the categories cited above or by demonstrating particularly compelling evaluation and elegance of argument, interpretation or discourse. The work examined is excellent and is evidence of comprehensive knowledge, understanding and skills appropriate to the Level of the qualification. There is also excellent evidence showing that all the learning outcomes and responsibilities appropriate to that level are satisfied At this level it is expected that the work will be excellent in the majority of the categories cited above or by demonstrating particularly compelling evaluation and elegance of argument, interpretation or discourse. Directly A substantial Good Generally May contain Well written, Critical appraisal relevant to knowledge analysis, coherent and some with of up-to-date the of relevant clear and logically distinctive or standard and/or requirement material, orderly structured, independent spelling and appropriate s of the showing a using an thinking; may grammar, in literature. assessment clear grasp appropriate begin to a readable Recognition of of themes, mode of formulate an style with different questions argument independent acceptable perspectives. and issues and/or position in format Very good use of therein theoretical relation to source material. mode(s) theory and/or Uses a range of practice. sources Some Adequate Some Some attempt Sound work Competently Uses a variety of attempt to knowledge analytical to construct a which written, with literature which address the of a fair treatment, coherent expresses a only minor includes some requirement range of but may argument, but coherent lapses from recent texts s of the relevant be prone may suffer loss position only in standard and/or assessment: material, to of focus and broad terms grammar, appropriate may drift with descriptio consistency, and in with literature, though away from intermittent n, or to with issues at uncritical acceptable not necessarily this in less evidence of narrative, stake stated conformity to format including a focused an which only vaguely, one or more substantive passages appreciation lacks clear or theoretical standard views amount beyond of its analytical mode(s) of the topic library texts. significance purpose couched in Competent use simplistic of source terms material. Some A simple Some up-to-date Basic Largely A basic Some correlation basic style and/or understandin descriptive argument is evidence of a with the appropriate g of the or evident, but view starting to but with requirement significant literature used. subject but narrative, mainly be formed but s of the deficiencies Goes beyond the addressing a with little supported by mainly assessment in material tutor has limited range evidence assertion and derivative. but there is a of material expression provided. of analysis there may be a significant or format Limited use of lack of clarity degree of that may sources to and coherence irrelevance pose support a point. obstacles for Weak use of the reader source material. Relevance A limited Heavy Little evidence Almost wholly Numerous Barely adequate to the understandin dependen of coherent derivative: the deficiencies use of literature. requirement g of a ce on argument: writers in Over reliance on s of the narrow descriptio lacks contribution expression material provided Relevance Knowledge Analysis
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Grade 86 100%

7685%

70 75%

60 69%

Pass 50 59% 40 49% Fail 35 39%

and by the tutor. presentation; the writer may achieve clarity (if at all) only by using a simplistic or repetitious style The evidence provided shows that the majority of the learning outcomes and responsibilities appropriate to that Level are satisfied. 30 The work examined provides insufficient evidence of the knowledge, understanding and skills appropriate to the 34% Level of the qualification. The evidence provided shows that some of the learning outcomes and responsibilities appropriate to that Level are satisfied. The work will be weak in some of the indicators. 15The work examined is unacceptable and provides little evidence of the knowledge, understanding and skills 29% appropriate to the Level of the qualification. The evidence shows that few of the learning outcomes and responsibilities appropriate to that Level are satisfied. The work will be weak in several of the indicators. 0-14% The work examined is unacceptable and provides almost no evidence of the knowledge, understanding and skills appropriate to the Level of the qualification. The evidence fails to show that any of the learning outcomes and responsibilities appropriate to that Level are satisfied. The work will be weak in the majority or all of the indicators. Ver 1.3 13/02/2008 SJS

assessment may be very intermittent, and may be reduced to its vaguest and least challenging terms

range of material

n, and/or on paraphras e, is common

development and may be repetitive or thin

rarely goes beyond simplifying paraphrase

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