Bsc (Hons) in Management Accounting (Top Up)

BSc (Hons) in Management Accounting (top up)

Programme Specification

Table of Contents

SECTION ONE: General Information

Programme Title

Award Title

Mode of Study

Programme Start Date/Review Date

Awarding Institution

Faculty Managing the Programme

Institution(s) Delivering the Programme

Relevant External Subject Benchmark Statement(s)

External Accreditation/Recognition

JACS Code(s)

N411

Programme Specification Last Updated

SECTION TWO: Overview

Overview of the Programme

Programme Aims

SECTION THREE: Programme Learning Outcomes

1.Appraise how management accounting theory can be used to interpret the financial health of a company

2.Critically analyse a business situation and apply appropriate techniques in order to present a reasoned solution

3.Identify, analyse and discuss current business issues

4.Evaluate possible alternative scenarios and provide a reasoned, coherent argument to possible alternative solutions

5.Evaluate strategic position and options of an organisation

6.Evaluate the impact of strategy options

7.Appreciate the role of information systems in organisational strategy

SECTION FOUR: Programme Structure & Curriculum

Structure and Curriculum

Structure under Standard Rate of Study

Structure under Accelerated Rate of Study

Structure with Advanced Standing

Personal Development Planning (PDP)

SECTION FIVE: Programme Delivery

Online Teaching and Learning Methods

SECTION SIX: Assessment

General Approach

SECTION SEVEN: Admission

Entry Criteria

SECTION EIGHT: Student Support & Guidance

Module Support

SECTION NINE: Post Programme Opportunities

SECTION TEN: Employer Links

Appendix 1: Accreditation of Prior Learning

Appendix 2: BSc (Hons) and QAA Accounting 2007 Subject Benchmarks

Appendix 3: BSc (Hons) and FHEQ Level 6 Benchmarks

Appendix 4: Learning Outcomes and Curriculum Matrix

Appendix 5: Mapping CIMA’s Strategic Level Syllabus to BSc (Hons) Management Accounting (top up)

SECTION ONE: General Information

Programme Title

BSc (Hons) in Management Accounting (top up)

Award Title

Bachelor of Science (Honours) in Management Accounting

Mode of Study

Online Distance Learning

Programme Start Date/Review Date

Start Date: January 2015

Period of Validation: Indefinite

Awarding Institution

University of Derby

Faculty Managing the Programme

University of Derby Online Learning

Institution(s) Delivering the Programme

University of Derby

Relevant External Subject Benchmark Statement(s)

Quality Assurance Agency’s (QAA) Subject Benchmarks Statement for Accounting 2007

External Accreditation/Recognition

None

JACS Code(s)

N411

Programme Specification Last Updated

SECTION TWO: Overview

Overview of the Programme

The BSc (Hons) Management Accounting degree aims to equip students with Management Accounting skills which will better enable them to take up management accounting positions within a sector of their choice. The programme has been designed to offer greater opportunity for graduates to develop the skills sets needed for employability. In order to achieve this aim we seek to offer a curriculum that is up to date, vocationally relevant, challenging and reflects the complex and challenging nature of the management accounting and business environment.

This programme will have 5 modules, Financial Strategy (20 Credit), Risk Management (20 Credit), Strategic Management (20 Credit), Research Methods (20 Credit) and Independent Study (40 Credit). All modules will be core and upon successful completion will lead to a BSc (Hons) Management Accounting award. Students will be given the opportunity to progress through the modules through an accelerated study pattern or a standard study pattern. Students entering on the basis of having an HNC + at least 3 years of relevant work experience, CIMA Operational Level + at least 3 years of relevant work experience or ACCA F1 – F3 + at least 3 years of relevant work experiencewill join as associates to the programme and need to pass an existing level 5 Macroeconomics for Business module prior to staring the top up (please see appendix 1 for more information on ‘relevant work experience’).

Programme Aims

To widen access to the University of Derby’s BSc (top up) programme by enabling CIMA students,and students with equivalent professional or academic qualifications, across the globe to acquire a BSc (Hons) Management Accounting from the University of Derby
To give students an opportunity to achieve a globally recognised academic qualification which will contribute to their personal development
To enable existing management accounting professionals to increase their employability prospects by topping up to a complete Bachelor’s degree
To ensure that students demonstrate mastery of management accounting and business concepts, skills and techniques through research, critical analysis, evaluation and suggested solutions to real management problems at a level appropriate to top up
Offer students an accounting curriculum that is up to date, vocationally relevant, challenging and reflects the complex and challenging nature of the management accounting and business environment
Provide a challenging, integrated programme of study that equips students with a sound knowledge of management accounting
Develop progressively cognitive, intellectual and practical skills within a relevant business context

The BSc (Hons) top up programme should be regarded as satisfying the Threshold level of achievement on the QAA Benchmark for Finance (2007) and FHEQ level 6 descriptors.

SECTION THREE: Programme Learning Outcomes

On successful completion of the module, students will meet the following outcomes:

Knowledge and understanding of -

How principles of management accounting assist in the successful functioning of an organisation
How environmental factors impact the internal functioning of an organisation
Major tools and theories of management accountancy which are relevant in solving practical and theoretical problems
Management accounting arrangements and internal governance structures that can increase effectiveness and efficiency of organisations
Factors that influence investing behaviour
Basic limitations of financial reporting in assisting management accounting

Intellectual skills which will enable them to -

Appraise how management accounting theory can be used to interpret the financial health of a company
Critically analyse a business situation and apply appropriate techniques in order to present a reasoned solution
Identify, analyse and discuss current business issues
Evaluate possible alternative scenarios and provide a reasoned, coherent argument to possible alternative solutions
Evaluate strategic position and options of an organisation
Evaluate the impact of strategy options
Appreciate the role of information systems in organisational strategy
Appreciate the impact of and response to organisational risks

Practical skills which will enable them to -

Appraise empirical evidence or existing theories
Evaluate strategic options
Formulate strategy by interpreting financial data and to manipulate this data
Evaluate the interaction of the organisation with the competitive environment
Formulate a financial strategy and manage financial risks
Conduct an independent research

Transferable/key skills which will enable them to -

Learn independently, be self-aware and self-manage their time and workload
Communicate effectively (including verbal, written, giving and receiving feedback, presenting ideas to an audience)
Apply critical thinking to problem solving
Work effectively with others and exhibit social responsibility
Appreciate the skills necessary to develop professionally

SECTION FOUR: Programme Structure & Curriculum

Structure and Curriculum

The online BSc (Hons) Management Accounting top up provision at level 6 is designed to allow students who have completed the Management Level of the CIMA syllabus, equivalent professional accounting qualifications or external business, finance or accountancy qualifications up to level 5 to ‘top up’ their qualifications to a degree. The BSc will also take into consideration prior work experience and enable students who have completed the Operational Level of CIMA, F1 –F3 of ACCA or HNC in business, finance or accountancy qualifications and equivalent with 3 years of work experience to join the programme. All modules will be compulsory and will be delivered in over three trimesters a year with options for a standard rate or an accelerated study.

The programme will have four 20 credit module which will include Financial Strategy, Risk Management, Strategic Management and Research Methods, and a 40 credit Independent Study Module. All 20 credits modules will be equivalent to 200 learning hours, and the 40 credit module will be equivalent to 400. In addition students seeking entry on the basis of an HNC, CIMA Operational Level, ACCA F1 – F3 and relevant work experience will have pass a level 5 Macroeconomics for Business module (20 credit) prior to starting the top up modules.

When viewed holistically the programme contains a combination of all the learning design types that specifically reflect the nature of online learning. These are identified in the module specifications as:

Self-paced, supported online learning (S)
Self-paced, supported online learning (S) in combination with Collaborative online learning (C)
Self-paced, supported online learning (S) in combination with Portfolio-based, reflective online learning (P)

Structure under Standard Rate of Study

Structure under Accelerated Rate of Study

Structure with Advanced Standing

Personal Development Planning (PDP)

The programme team regard the integration of PDP into the programme as an essential requirement towards supporting student centred learning. This is essential also to one of the main outcomes of student participation upon the degree – that of employability. This is promoted through development planning within the modules.

Drawing on the model and range of graduate skills identified by Jackson, Sibson and Riebe (2013), these are grouped and mapped against each learning design type to ensure that you have the opportunity to develop all of them within your programme.

To support the understanding and development of these skills you will be offered a skills diagnosis opportunity at the beginning of your programme. From this you will be directed to a range of resources to help you to develop your own competencies.

During your programme you will be directed to activities that assist you in developing your career plan, your use of tools and technologies and your academic scholarship. The types of activities you encounter will be appropriate for the module (and learning design type) you are studying. This approach will give you the opportunity to develop and demonstrate new skills within your module and as you progress through your programme.

You are able to network with peers at the programme level as well as the module level, many of whom are Management Accounting professionals, globally located hence interaction and collaborative work offers you excellent networking opportunities.

Jackson, D., Sibson, R. & Riebe, L. (2013). Delivering work-ready business graduates-keeping our promises and evaluating our performance. Journal of Teaching and Learning for Graduate Employability, 4 (1), 2-22.

SECTION FIVE: Programme Delivery

Online Teaching and Learning Methods

This programme is underpinned by the University of Derby Online Learning’s Academic Framework. This framework outlines the teaching and learning approach taken within modules delivered through the online mode. Modules within the Management Accounting (top up) programme use the “Self-paced, Supported Online Learning” learning design, the “Collaborative Online Learning” design and the “Reflective Online Learning” design.

The key features of self-paced, supported online learning are:

You can work through the module at your own pace, with a tutor and peer group to call on for support, with a set of optional tasks to undertake to support your learning and with explicitly identified formative assessment activities about which you receive online feedback and guidance from your online tutor.
You are provided with a set number of units of learning content. Content can be textual; can include video and audio material, screencasts or presentations with voiceovers.
Each unit of content contains optional tasks for you to undertake to apply or ‘process’ the content. These activities will include suggestions for postings you could make in the community space for the module.
Each module contains explicitly identified formative assessment activity that you can undertake and for which you can expect to receive feedback from your tutor.
You may be provided with the opportunity to participate in a set number of live classroom sessions during the module (and recordings of these sessions will be made available to everyone on the module).

The key features of collaborative online learning are:

At a set point or points within the module, you are required to participate in online collaborative activity with a small group of your peers which contributes towards your final assessment for the module.
A primary responsibility of the tutor will be to facilitate the assessed collaborative activity.
The collaborative activity will take place within a private space for each group within the module’s ‘Community space’ on Blackboard.
You are provided with a set number of units of learning content. Content can be textual; can include video and audio material, screencasts or presentations with voiceovers.
Some of the units of content contain optional tasks for you to undertake to apply or ‘process’ the content.
There will be a community space / discussion area for the module which is the primary space for you to receive support from tutors and peers.
The community space / discussion area will be lead and managed by online tutors.
You may be provided with the opportunity to participate in a set number of live classroom sessions during the module (and recordings of these sessions will be made available to everyone on the module).

The key features of reflective online learning are:

As you work through the module, you are set activities that require you to contribute to a ‘portfolio' of work which contributes to your final assessment for the module.
The portfolio or collection of reflection (which may be a blog or journal) can be used to assess knowledge, to assess reflective skills (such as analysis, synthesis or evaluation, often higher level skills) or to assess development over a period of time
You are provided with a set number of units of learning content. Content can be textual; can include video and audio material, presentations with voiceovers.
There will be a community space / discussion area for the module which is the primary space for you to receive support from tutors and peers.
The community space / discussion area will be lead and managed by online tutors.
A primary responsibility of the tutor will be to facilitate and provide formative feedback on the production and development of your portfolio of work.
You may be provided with the opportunity to participate in a set number of live classroom sessions during the module (and recordings of these sessions will be made available to everyone on the module).

More detail on the University of Derby Online Learning’s Academic Framework (which has been approved by the University’s Academic Board) can be found at:

SECTION SIX: Assessment

General Approach

Modules are typically assessed through one or more coursework assignments. Depending on the nature of a given coursework assignment, you may be given the assignment specification at the beginning of the module for hand-in at the end of the module, or it may be given later in the module to complete before a set deadline. Normally, you receive feedback on coursework within three weeks of submission or completion. Modules also provide ample opportunities for formative feedback to guide you in your learning.

A common approach is for activities to be set based on the content of an online unit and then provide you with the opportunity to discuss this work in online discussions. The feedback may be in groups or to you individually.

Coursework assignments may involve essays, reports, projects, answering questions, or various combinations of these submitted as a portfolio of work. Coursework assignments may be individual or collaborative (i.e., involve group work). Some may be based entirely on material covered in online units or others may require independent research.

Assignments will be submitted in line with the University’s requirement for the electronic submission of all assessment tasks.

The assessment strategy for students undertaking the Level 6 (top up) programme online also takes into account the different learning needs of online students. The following principles also inform our approach:

To include a range of assessment types, with these being viewed holistically, within and across a programme structure.
To ensure that you are well-informed in advance of a module of the assessed online activity.
To ensure that at the very beginning of a module you are made very clearly aware of the specific, assessed, activities or online participation that will be required of you and of the assessment criteria involved.
To take a well-planned approach to the initiation of new or unusual assessment activity, paying attention to the need for clear instructions and opportunities to undertake low-risk preparatory activities to support familiarity with the technology involved or the development of new skills.
To ensure that sufficient time is allowed within modules where there are multiple assessment types for you to grasp the different approaches to assessment.

Assessments for all modules have been designed to be inclusive for all students.

Further detail on the University of Derby Online Learning’s approach to assessment can be found within our Academic Framework:

This programme operates within the University’s Regulatory Framework and conforms to its regulations on assessment