banking and finance ba nn321047

7/28/2019 Banking and Finance BA NN321047

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1 of 22BA Banking and Finance

BA (Hons) Banking and Finance

Faculty of Business and Law

Sunderland Business School

PROGRAMME SPECIFICATION

Date of Validation Event: April 2008

Date Approved by QAB:


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CONTENTS

Version History 3

1. CORE INFORMATION 4

2. AIMS OF THE PROGRAMME 5

3. LEARNING OUTCOMES OF THE PROGRAMME 5

4. PROGRAMME STRUCTURE AND CONTENT 6

5. TEACHING AND LEARNING 7

6. ASSESSMENT 9

7. STUDENT SUPPORT AND GUIDANCE 10

8. ADMISSIONS 11

9. PROGRAMME MANAGEMENT AND QUALITY ASSURANCE 12

10. LEARNING ENVIRONMENT AND RESOURCES 12

Appendix 1 SITS Form (Module List) 17Appendix 2 Matrix of modes of teaching, learning and assessment 20Appendix 3 Assessment Criteria 21


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Version History

Version Details of Change Change Author Last ModifiedDate

0.1 First Draft Qing Lu(Programmeleader)

Created 14/03/08

0.2 Amendments recommended by TNEPSB

Qing Lu(Programmeleader)

Created 27/03/08

0.3 Amendments recommended byInstitution Approval Event

Qing Lu(Programmeleader)

Sept 2008

0.4 Annual Review Hamid Seddighi(ProgrammeLeader)

Dec 2010


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1. CORE INFORMATION

Programme title BA (Hons) Banking and FinanceTarget award BA (Hons)Interim or exit awards Ordinary DegreeAwarding body University of Sunderland

Programme Assessment Board Top-Up Business Programme Assessment Board

QAA subject benchmark(s) applicablehttp://www.qaa.ac.uk/academicinfrastructure/benchmark/statements/GeneralBusinessManagement.asp

Accrediting body / bodies: None

Other points of reference:

QAA Framework for Higher Education Qualificationshttp://www.qaa.ac.uk/academicinfrastructure/FHEQ/EWNI/default.asp

NICATS level descriptorshttps://docushare.sunderland.ac.uk/docushare/dsweb/Get/Document-679/AD14a+-+NICATS+Level+Descriptors.pdfNational credit guidelineshttp://bookshop.universitiesUK.ac.uk/downloads/Burgess_credit_report.pdfUniversity of Sunderland credit framework and regulationshttps://docushare.sunderland.ac.uk/docushare/dsweb/View/Collection-247

Collaborative partners and models of collaboration: University Model DLocation(s) at which programme is delivered: All approved Study Centres

Modes of delivery and duration:

Tick allthatapply

Minnumberof years

Maxnumber ofyears

Intake dates (months) Any other issues

Full-time 9 months 3 years Oct, J an, April & J uly(off-campus)September &February (on-campus)

Part-time 9 months 3 years Oct, J an, April & J uly DistanceLearning

SandwichOff-campus 9 months 3 years Oct, J an, April & J ulyOn-campus 9 months 3 years September &

FebruaryDistancelearning

9 months 3 years Oct, J an, April & J uly

Work-basedlearningCollaborative 9 months 3 years Oct, J an, April & J uly
http://www.qaa.ac.uk/academicinfrastructure/benchmark/statements/GeneralBusinessManagement.asphttp://www.qaa.ac.uk/academicinfrastructure/benchmark/statements/GeneralBusinessManagement.asphttp://www.qaa.ac.uk/academicinfrastructure/benchmark/statements/GeneralBusinessManagement.asphttp://www.qaa.ac.uk/academicinfrastructure/FHEQ/EWNI/default.asphttp://www.qaa.ac.uk/academicinfrastructure/FHEQ/EWNI/default.asphttps://docushare.sunderland.ac.uk/docushare/dsweb/Get/Document-679/AD14a+-+NICATS+Level+Descriptors.pdfhttps://docushare.sunderland.ac.uk/docushare/dsweb/Get/Document-679/AD14a+-+NICATS+Level+Descriptors.pdfhttps://docushare.sunderland.ac.uk/docushare/dsweb/Get/Document-679/AD14a+-+NICATS+Level+Descriptors.pdfhttp://bookshop.universitiesuk.ac.uk/downloads/Burgess_credit_report.pdfhttp://bookshop.universitiesuk.ac.uk/downloads/Burgess_credit_report.pdfhttps://docushare.sunderland.ac.uk/docushare/dsweb/View/Collection-247https://docushare.sunderland.ac.uk/docushare/dsweb/View/Collection-247https://docushare.sunderland.ac.uk/docushare/dsweb/View/Collection-247http://bookshop.universitiesuk.ac.uk/downloads/Burgess_credit_report.pdfhttps://docushare.sunderland.ac.uk/docushare/dsweb/Get/Document-679/AD14a+-+NICATS+Level+Descriptors.pdfhttps://docushare.sunderland.ac.uk/docushare/dsweb/Get/Document-679/AD14a+-+NICATS+Level+Descriptors.pdfhttp://www.qaa.ac.uk/academicinfrastructure/FHEQ/EWNI/default.asphttp://www.qaa.ac.uk/academicinfrastructure/benchmark/statements/GeneralBusinessManagement.asphttp://www.qaa.ac.uk/academicinfrastructure/benchmark/statements/GeneralBusinessManagement.asp


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2. AIMS OF THE PROGRAMME

The overall aims and objectives of this programme are nested within the overall aims andobjectives of the University of Sunderlands Distance Learning framework. Specifically themain aims of this programme are to:

Provide learning opportunities which enable students to specialise in the study ofbanking 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 todevelop 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 studentachievement that demonstrate successful completion of the programme are expressedhere in terms of the intended learning outcomes.

KnowledgeK1 Demonstrate a study in depth and in context of some substantive areas of the

banking and financial system typically international banking regulation, financialmarket, 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 inmaking strategic business decisions.

SkillsS1 Demonstrate critical thinking and analysis skills in a range of areas of banking,

finance and business including factors affecting business performance ininternational markets, international banking business, networks, structures andcompetitiveness, solutions to international financial crises, the risk and return, thelevel and structure of interest rate, money demand and supply

S2 Demonstrate ability to apply key concepts such as key valuation concepts, andtools associated with financial decision making, management of projects, securityprices and payment on mortgage loans, and forecasting foreign exchange rate,to practical business problems or issues.

S3 Demonstrate a critical appreciation of the business context in which the bankingindustry operates and an ability to apply generic management techniques tomanagement key approaches of the banking and financial operations.

Non-Honours (Ordinary) degree

Students awarded an Ordinary degree will have achieved the majority of the learningoutcomes above. However they will have gained fewer credits at Level 3 than studentsawarded an Honours degree. Their knowledge will typically be less broad and they willtypically 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 successfullycomplete the following 6 core modules:

Code: Title: Credits

APC308 Financial Management 20APC312 Money Banking & Finance 20APC313 Financial Markets 20SIM335 Managing Projects 20SIM337 Contemporary Developments in Business and Management 20UGB322 International Banking 20

_______________________________________________________________________

Please refer to the module list provided in appendix 1.

Programme outcomes by module

APC30

8FinancialManagement

APC31

2MoneyBanking&Finance

APC31

3FinancialMarkets

SIM335ManagingProjects

SIM337Contemporary

Develo

mentsinBusinessand

UGB322InternationalBanking

Critically evaluate a range of business models and conceptsin business and apply them to specific business situations

Appreciate the significance of the global environment onbusiness at regional, national and international levels

Understand how business skills are applied to a range oforganisations from small business to large global enterprises

Integrate and critically evaluate a range of conflictingbusiness arguments and evidence

Demonstrate an understanding of relevant contemporarytheories and concepts across a range of business areas

Apply independent research skills to a range andmanagement issues

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


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Programme content

Level 3

Module Title Module Code Core/Option ContentFinancialManagement

APC308 Core Budgeting; Investment Appraisal; WorkingCapital Management; Sources of Capital;

Cost of Capital; Gearing Ratios andShareholders; The Dividend Decision;Company Failure

ManagingProjects

SIM335 Core Project Concepts; Planning and MonitoringTools and Techniques; The Management ofProject Cost and Risk; Project TeamStructuring; Project Control

ContemporaryDevelopmentin BusinessandManagement

SIM337 Core Introduction to Business Environment;Introduction to the International BusinessEnvironment; The Political Environment; TheEconomic Environment; The Socio-CulturalEnvironment; The TechnologicalEnvironment; The Legal Environment; TheEcological Environment; CompetitiveEnvironment; Knowledge Management;Financial Environment; InternationalBusiness Entry

InternationalBanking

UGB322 Core International Banking History; Overview ofBanking Theory; International BankingNetworks, Structure and Competitive Issues;

The Role of the Central Bank; Global Retailand Wholesale Banking; Global InvestmentBanking; International Trade Finance;

International Financial Crisis; InternationalFinancial Regulation and SupervisionMoney,Banking andFinance

APC312 Core Portfolio Theory; The Level of Interest Rate;The Structure of Interest Rates; TheValuation of Assets; Banks and the Supplyof Money; Demand for Money; MonetaryPolicy; Financial System; UK and USFinancial Systems

FinancialMarkets

APC313 Core The Money Markets; The Capital Markets;The Stock Market and the Efficient MarketHypothesis; The Mortgage Markets; ForeignExchange Market; International Financial

System; The UK Financial Markets

5. TEACHING AND LEARNING

The delivery methodology of the top up degree modules on campus has been adapted toenhance the learning experience of the students who are largely made up of internationalstudents studying in the UK for the first time. A single lecture of one hour followed by a twohour seminar has been replaced by a two weekly one hour lectures, a weekly one hour seminarand fortnightly one hour surgery. This delivery schedule allows the tutor to approach the topic inmore detail, providing greater levels of input. The two lecture method also allows tutors todeliver theories, models and concepts in the first lecture then apply them in the second lectureso the students may more clearly understand what is required of them when they undertakeseminar activities. The one hour seminar becomes more focused on the activities as thestudents 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 thetutor to gain understanding. The surgery also allows higher level understanding to be developedamongst those students who have read more deeply and have brought new ideas and conceptsinto the discussion. This delivery style is to be monitored for effectiveness over the academicyear.

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 theUniversity learning materials. The sessions should include group-based activities, individualtutorials, surgeries and assessment preparation workshops. The exact model of delivery willbe agreed with the Centre as part of the approval and reflect the nature of the studentbody, size of in take 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). Themaximum time of study will be 3 years.

Part-time students will normally study 6 modules over 3 to 6 semesters. The maximum timeperiod 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 avariety of forms. Some assessment will be entirely formative, for example, weekly quizzesto test the previous weeks learning. Others will carry only a small percentage of the totalsummative mark yet provide the opportunity for formative feedback.

Surgery hours will be timetabled for each module to assist students who have individualqueries 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 totake a more active role in the teaching and learning strategy employed. Problem basedlearning in contact time will develop students intellectual and work related skills. Forexample, students may work in small teams to explore issues or a problem in a marketingmanagement situation (dependant on the programme). This exploration aims to allowstudents 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 ownlearning

The core modules have been designed specifically to take into account the differentlearning styles of international students and those who have completed foundation degreesof HNDs. All modules incorporates a requirement to undertake independent research toachieve graduate Level 3 outcomes although there is no final summativeproject/dissertation.

The use of SUNSPACE will support the learning process to varying degrees across theProgramme. All modules will have at least a minimum SUNSPACE presence, butSUNSPACE use on the Programme will be guided and monitored through the learningenhancement processes within the School. At off campus centres Tutors have access to theUOS SUNSPACE and are responsible for creating their own learning guides underpinnedby 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 summativeassessment 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 studypack and each will be assessed summative once during the course of the module. Eachsummative assessment will test all the learning outcomes for the module. Summativeassessment will be a mix of formats as shown in the teaching, learning and assessment matrixin appendix 2.

Assessment Strategies

Students will be prepared for assessment by Study Centres at induction and at each stage ofmodule delivery. Case studies allow students to synthesise knowledge and ideas from amodule and apply and evaluate these in a complex setting. For some modules, case studies ororganisational 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 andformulate views regarding management actions in a business context. The open book examapproach enables students to demonstrate criticality and evaluation of different approaches tomanagement in a business context. Individual assignments are designed to emphasiseresearch skills and allow students to develop applied management skills in resolvingmanagement decisions. For example, a student might prepare a critical literature review of thecurrent debates on corporate governance and assess the impact on a businesssector/organisation of their choice and offer implications for managers in that sector incontemporary developments. The courses in the top up suite offer the opportunity for morespecialised 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 keycriteria, for example, risk, design, and control. The distinctive and emerging skills of the projectmanager as a generic skill will be covered in the assessment. It will require students to engagein a research exercise on a project and make recommendations. The assessment here havinguniversalistic appeal to managers in all sectors and professions.

There will be four off campus assessment opportunities each year in J anuary, April, J uly andOctober, and module leaders in the Business School will write assessments for all moduleswhilst providing Study Centres with sample assessment questions for each module. On campusassessments are prepared for J anuary and May and in all cases separate assignments areprepared for each round. All work will be first marked by staff at SBS and moderated by moduleleaders in the School. Annual reporting will make centre comparisons of student achievement

and External Examiners will be requested to make specific reference to off-campusprogrammes in the annual report. Assessment periods for on campus students operates inJ anuary, May and September and reflecting the different time periods will be comparable instructure and, challenge and curriculum coverage but will be different and unique. The Schoolappoints a Programme External Examiner and Module External Examiners who reviewassessment outcomes across both On Campus and Off Campus provision to consider issues ofstudent achievement and the comparability of both the assessment tasks and the outcomes ofstudent and partner study centre performance for this provision.

Work will be submitted in line with dates agreed by SBS and in accordance with Universityregulations. The calendar for assessment will be formally communicated to study centres atcommencement of study and established to meet the assessment board dates at SBS. The

study centres are responsible for managing the submission process, for enforcing mitigatingcircumstances policy and for ensuring all relevant information in this regard is communicated tothe 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 ofdiscussion of sample examinations and assessment criteria for each module with guidancebeing provided by module leaders. At the end of each academic year study centres will berequired 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 ofchallenge and fit to the learning materials. A copy of the assessment criteria is shown inAppendix 3.

7. STUDENT SUPPORT AND GUIDANCE

All on-campus students have access to the Universitys central support services includingCounselling, Disability Service, Health and Well-being, Chaplaincy, financial support and advice,International Office and Careers and Employability Service. The Students Union provides anindependent service which offers advice and support across the full range of personal andacademic 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 allthese services can be found on the Universitys web-site. Where appropriate, academic orsupport 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. Theapproved study centres will provide all support for students in terms of academic, administrativeand pastoral support. Students will have access to locally approved academic tutors and astudy centre co-ordinator at each centre. Students receive academic guidance from studycentre academic tutors and pastoral guidance from the study centre co-ordinator. Studentspersonal 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 studentsdecline to attend, a telephone induction is carried out by study centre based on the inductionmaterials. The induction will cover programme regulations, study centre support, using studycentre and remote libraries, how to engage with virtual conferences, using the distance learningmaterials, 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, andannually the opportunity to feedback to a member of the School staff at the time of annualreview 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 learningand 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 namedprogramme tutor will contact the students on a regular basis. Local subject specialists will beavailable at each location for consultation via the web or by telephone. The programme tutorwill review progress with the student, and will moderate a web-based conference to supportstudent enquiries, student-to-student exchanges and help with queries related to the completionof the module activities. The effective development of the web-based support will ensure thatstudents have collaborative activity with other students to broaden their experience. In bothmodes the tutor will encourage students to evaluate the ways that module ideas can be used toimprove their understanding of business and the role of the manager, and to generateintegrative 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 beprovided with a student handbook. In addition, they will have full access to the Universityelectronic 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 coretexts and wider reading to support the learner.

Progress files will concentrate on career planning and all students will have access to ProspectPlanner, the electronic career planning tool used by the University. This can be accessedthrough the Opportunities website.

All Faculty of Business and Law on-campus students have, since September 2010, had accessto three Full-time Student Academic Advisors. The Student Academic Advisors provide aprogramme of study skills workshops using interactive and reflective approaches to develop keyacademic 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, developingstudent engagement, and building awareness of the business environment, is planned. Theseprogrammes are in supplement to the existing study skills and careers and employabilitysupport provided centrally by the university. Centres approved under Model D are required toshow how they can prepare and offer students study skills support. These form part of themonitoring process each year.

8. ADMISSIONS

The normal entry criteria for admission to BABAF are that students have successfully completedan 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-standardapplications. In assessing those candidates who wish to pursue the possibility of accreditationof prior learning (APL) the Programme Leader will apply the Universitys regulations andprocedures in this regard. These candidates will be required to produce a full transcript of theirprior learning, together with full details of syllabus and curriculum content of each of themodules studied. Students applying with English as a second language will be required to haveachieved as a minimum IELTS 6.0 to commence the programme. The Universitys Articulationprocess will also apply.

Students will be recruited by the University. Students will be recruited at 4 agreed points duringthe year: October, J anuary, April and J uly. The authorised local Programme Co-ordinator ateach centre will enrol students and registration is confirmed once students are entered on to theUniversity SITS system. All students whose studies cover more than one academic year will berequired to re-enrol at the beginning of the subsequent academic year, once progression isconfirmed 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 inaccordance with the Universitys Undergraduate Model Regulations. Students will havemaximum 4 attempts to pass each module. There will be an additional charge for all repeatattempts.

Progression decisions will be made by the Programme Assessment Board which meets inDecember, 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 centreco-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 moduleleader provides a brief report on the delivery of the module, identifying strengths and areas fordevelopment. The Programme Studies Board, which includes module leaders, studentrepresentatives and, where applicable, typical employers, is responsible for the programme as awhole, ensuring the coherence of the programme overall, its currency, progression, andalignment between the learning outcomes and modes of teaching, learning and assessment.Student achievement, including progression between levels and degree classification, is keptunder review. The programme is reviewed annually and a report is sent to the Faculty QualityManagement Sub-Committee which in turn reports issues to Academic Board via theUniversitys Quality Management Sub-Committee (QMSC) and Academic ExperienceCommittee (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 similarprogrammes elsewhere in the UK and the quality of the assessment process. They are alsoinvited to comment on proposed developments to the programme. Their reports are sent to theDVC (Academic) as well as to the Faculty; he requires a report from the Faculty on any majorissues of concern raised by the external examiner.

All programmes are reviewed by the University on a six-yearly cycle to identify good practiceand areas for enhancement. Programmes are revalidated through this review process. Thesereviews include at least one academic specialist in the subject area concerned from another UKHEI.

Students views are sought through module questionnaires and by other methods such asStudent-Staff Liaison Committees. The feedback informs module leaders annual reports ontheir modules. Students are represented on the Programme and Module Studies Boards; in theformer 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 approvaldocument. Resource provision at each study centre will be monitored on an annual basis.

IT FacilitiesThere are three computer laboratories, including the atrium, within the Reg Vardy Centre, one ofwhich is for open access, and two prioritised for teaching but available for open access whennot 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 presentationalsoftware together with EQL, Microfit, SPSS, Minitab and Prospect HE. The technical helpdeskprovides computing support to students from 0830 until 1700 (out of hours Telephone support17:00pm-8.30am), and 24-hour access is available in the adjacent St Peters Library and theMurray 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 theFaculty, has a PC replacement programme and both staff and student PCs are replaced on arotation 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 specialistsoftware required by the students. The Faculties IT provision is listed in the table below. Thereare 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 3presentation booths. Each booth contains a widescreen TV with pc connected with Internetaccess. The room also contains a boardroom for students to use with PC and projector

Room No. Of PC's Specification Room Format

111 25 Core 2 Duo Teaching/Open Access

409 20 Core 2 Duo Teaching/Open AccessAtrium 18 Core 2 Duo Open Access

104 14 Core 2 Duo Open Access

A scanner, printer and PC equipped with specialist software to accommodate students with adisability or specific learning difficulty is available in both St. Peters Library and the CampusLearning Resource Centre. The Faculty has 8 laptop computers, which can be loaned out tostaff for offsite work. In the furtherance of the University's aim to provide maximum access tolearning resources, students can gain access to computing facilities within the David GoldmanCentre adjacent to the Faculty and to St. Peters Library. St. Peters Library provides 24/7access 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 photocopyingfacilities are provided in St. Peters Library and the Campus Learning Resource Centre whereCD-writers are also available.

Audio Visual EquipmentThe following equipment is available:

32 VIDEO/ DATAPROJ ECTORS

32 PROJ ECTOR VIDEO UNITS

4 SLIDE PROJ ECTORS

1 VIDEO CAMERAS1 DIGITAL AUDIO RECORDERS

Library and Library Stock

BackgroundThe University continues to invest in its libraries. Both the Murray Library and the ProspectBuilding, which houses St. Peters Library, underwent major refurbishment programmes in 2007,2009 and summer 2010 respectively. New desk areas, a social learning space and Gatewayfacilities are now available for library users, which have proved popular and well-used withstudents. 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 ismonitored in a number of ways: by active communication with the faculties, by encouragingfeedback from customers, and by benchmarking within the sector. Current staffing is 75 FTE, 20at St Peters Library, with small teams of professionally qualified librarians in each Site Librarywho work directly with faculties to deliver appropriate services and learning support. There is afull time Business and Tourism librarian. Annual expenditure on information (books, journals,electronic information and other resources) is currently around 1 million per annum. TheService has comprehensive and well-used electronic resources and considerable emphasis isplaced 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 thefaculty building.


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Funding for Business Resources

Serials E-resources Books Total

2009/10 15,515.14 52,016.00 27,200 94.731.14

2008/9 14,192.66 48,682.75 36,196 99,071.41

2007/8 19,356 48,021 30,060 97,4372006/7 17,677 43,903 29,474 91,054

2005/6 16,886 41,318 21,920 80,124

*NB Tourism move into Faculty of Business and Law in 2008/09 so figures include budget fortourism.

Liaison w ith the Faculty/DepartmentGood communication has been achieved with the academic teams within the faculty in a varietyof 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 ExperienceCommittees & Faculty Quality Management Sub Committees

A designated professional librarian has responsibility for liaison with Business andTourism and sits on appropriate programme boards.

Lecturers are encouraged to discuss resources and services with the Site Librarian andBusiness and Tourism librarian on an informal basis.

Communication with StudentsThis is achieved in various ways:

A professional member of staff is always available in each site library to assiststudents

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 FeedbackData on the performance of library services (e.g. NSS Results) and feedback from usersprovides useful information for the monitoring, evaluation and development of services. TheUniversity's systems for course evaluation and monitoring also provide useful evaluation andfeedback about learning support services.

Learning Support

Library staff participate in the student induction and returner programmes, and deliver extensivecustomised information skills training in support of academic programmes. There is a welldeveloped programme for Business and Tourism students. All undergraduate students have avisit to the library during induction week together with a brief talk on the services the library hason offer. This is furthered during the semester with tailored information literacy sessionsintroducing 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 acomprehensive range of support materials, including an information booklet and a subject blog,both are which are available through the library web sitehttp://library.sunderland.ac.uk/.

Collections

BooksThe University book fund is currently around 200,000 per annum with 27,200.00 allocated tobusiness and tourism in 2009/10. The book fund is used to develop the range and depth of ourcollections and to provide multiple copies of key texts. Book to student rations are used to helpin the calculation of purchases for core and background reading. In addition we purchaseelectronic books to enhance access when these are available, and can digitise extracts for usein Sunspace (WebCT) as appropriate using the Universitys digitisation licence. The subjectlibrarians work with academic colleagues to select appropriate materials and manage thecollections. 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 additionalsubject related holdings within this library and the Murray Library. Stock is actively managed toensure the latest editions of texts are available. The availability of books is enhanced by avariety of loan periods, including short loan, (a collection of items in heavy demand which areavailable for 1 day loan), plus weekly loan, four week loan and extended vacation loans. Bookborrowing and return is facilitated by issue and return machines and a dedicated 24x7 renewaltelephone line. The web based online library catalogue is available both on and off campus. Thecatalogue supports user access to individual borrower information and enables book renewalsand online reservations. Users can also renew books at any time over the telephone by usingour automated telephone renewal service.

JournalsUniversity Library Services provides access to current and back issues of a large range ofjournal titles. Some in 737 titles are available in print but most are in electronic format. There arecurrently 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. Titlesrelevant to each School are reviewed annually in consultation with academic colleagues.Access to print holdings and full text electronic journals is enhanced by J ournal Search (ExLibrisMetaLib), a federated search facility. Some heavily used periodical articles are digitised andmade available under the terms of the Universitys digitisation licence.

Library IT provisionThere 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. AllPCs provide access to a range of software, library resources, email, WebCT and the internet.
http://library.sunderland.ac.uk/http://library.sunderland.ac.uk/http://library.sunderland.ac.uk/


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Each PC cluster has printing and scanning facilities and the service is supported by our trainedstaff. In addition Murray and St Peters libraries also loan laptops for student use.

AccessThe libraries are accessible over extensive hours: the site libraries have staffed access 59 hoursa week during term time including evenings and weekends, and in addition Murray and StPeters 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 corehours. The 24/7 facility allows students access to the full range of library resources. Limited self-service opening is also provided on most public holidays and University closed days, and alsoduring vacations.

Reader SpacesSt Peters Library has over 400 individual and group study spaces. There is also an awardwinning silent reading room.

Off campus supportStudents registered on Distance Learning programmes have access to a number of facilities

Dedicated staff - University Library Services Distance Learning Services Officer who isbased at St Peters Library.

Enquiry service Document Delivery Postal loans within the UK Access to electronic books, journals and databases. Information Skills support

Specialist SupportStudents who register with a disability or specific learning difficulty have access to a number ofadditional 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 Librar iesAcademic staff, researchers, part time students, distance learners, postgraduates on taughtcourses and students on placement may also use other University libraries participating in theSconul Access scheme. There are well developed regional networks which provide staff andstudents 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, andthrough Tyne & Wear Information Resources for Learning (TWIRL), to all the further educationcollege libraries in Tyne and Wear.

Inter-library LoansAll students may use the interlibrary loans service through which items not in the library stockare obtained from the British Library Document Supply Centre. J ournal articles are sent viaSecure Electronic Delivery, so students and staff can download the document via an encryptedemail. Undergraduate and postgraduate students are allowed 25 and 65 requests respectivelyin any academic year.

Assignment Services

University Library Services provides assignment services for students and staff at MurrayLibrary and St Peters Library. Both offer facilities for the submission and collection of studentwork and the sale of learning support materials. Each site has a blog that provides studentswith information on the status of assignments to be collected.


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Appendix 1

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 BA (Hons) Banking and Finance

If replacement for existing, specify title of old

University Academic subject area Business and Management

Academic SITS (subject) area Business and Management

Academic (SITS) code BBANFINT (FT) (PT)(Course Code)

Programme Studies Board Top-Up Undergraduate

UCAS code CID1047(if applicable). If other please statemethod.

J ACS code4 N300

Qualification Level / Qualification Aim Level 3 Top Up BA (Hons)

Modes of delivery & duration:Full time yes 1-3 yearsSandwich noPart time 1-3 yearsWork Based Learning noOn-campus yes

Off-campus yesFaculty: Business and Law

Programme Leader: Dr. Hamid Seddighi

Date of Approval Event April 2008

Date of next review (QAE to complete) 2010/11

Start date of Programme (QAE to complete)

Number of intakes per annum.(if more than one per year please state how manyand likely month(s) intake starts)

4 intakes per annum in October, J anuary, April andJ uly (off-campus) and 2 intakes per annum inSeptember and February (on-campus)

FUNDING DETAILS

Confirm funding arrangements for programme e.g.HEFCE/TTA/NHS/Other5

Other/HEFCE

If it is TTA, is it primary/secondary/F.E./Other (pleasestate)Is the programme Open or Closed6 Open:

1 To be allocated by AIS2 Programme Studies/Assessment Board that will have management responsibilities for the programme.3Please contact Admissions Manager for code

4

JACS code = e.g. (V1) History, (G5) Computing Science, etc.5Please 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.

QUICK REFERENCE

Panel: External Internal Programme: New Review Title Change

Replacement for existing


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ACCREDITING BODY

Detail of Accreditation: None

PROGRAMME SPECIFIC REGULATIONSAre there to be programme specific regulations?

Yes/NoIf yes will they affect assessment? Yes/No

Note Programme Specific Regulation:

COLLABORATIVE:

Please complete details

UK yes

Overseas yes

Institution Collaborative model7 Fundingarrangements8

See Collaborative Register D

DETAILS SUPPLIED BY: DATE:

7As per QAE guidelines8 Please contact Amanda Watson for confirmation of funding details

For QAE use only : Circulation list: Quality Assurance & Enhancement (files) Academic Information Section (JRuffell), 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 (LesleyScott) +for collaborative programmes: Recruitment and Business Partnerships Carole Green/Peter Elliott


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19 of 22BA Banking and Finance, 2008

Appendix 1Module List

Award,Route (ifapplicable)and Level

New/Existing/ModifiedModule(N/E/MM)

ModuleTitle

ModuleCode

ModuleCreditValue

Whethercore oroption

Mustchoose (i.e.designatedoption):

Assessmentweighting give %weight for eachassessment item

Pre-/co-requisites

Moduleleader

J ACS Code

E FinancialManagement

APC308 20 Core CW 100% Mr RobertHall

N400

E ManagingProjects

SIM335 20 Core CW 100% Mr MichaelCassop-

Thompson

N100

E ContemporaryDevelopmentsin BusinessandManagement

SIM337 20 Core EX100% Mr MathewTeale

N100

E InternationalBanking

UGB322 20 Core CW 100% Mr RobertHall

N120

E Money,Banking andFinance

APC312 20 Core CW 100% Mr RobertHall

N300

E FinancialMarkets

APC313 20 Core CW 100% Dr. HamidSeddighi

N100


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20 of 22BA Banking and Finance, 2008

Appendix 2Matrix of modes of teaching , learning and assessment

Module Code Core /optional

Modes ofT&L

Modes ofAssessment

ILO S1 ILO K1 ILO S2 ILO K2 ILO S3 ILO K3

FinancialManagement

APC308 Core Directed andundirectedreading,centre basedtutor support

Individualassignment(summativeassessment)

Taught,DevelopedAssessed



ManagementProjects SIM335 Core Directed andundirectedreading,centre basedtutor support







ContemporaryDevelopmentsin Business andManagement

SIM337 Core Directed andundirectedreading,centre basedtutor support

Individualexamination(summativeassessment)






InternationalBanking

UGB322 Core Directed andundirectedreading,centre basedtutor support





Money, Bankingand Finance

APC312 Core Directed andundirectedreading,centre basedtutor support





FinancialMarkets APC313 Core Directed andundirectedreading,centre basedtutor support







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Page 21 of 22BA Banking and Finance

Appendix 3

Assessment Cri ter ia at the level of the target award

Appendix 3 Generic Assessment Criteria UndergraduateThese should be in terpreted according to the level at which you are working and related to the assessment criteria for themodule

CategoriesGrade Relevance Knowledge Analysis Argument and

StructureCriticalEvaluation

Presentation

Reference toLiterature

Pass

86 100%

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 evidenceshowing that all the learning outcomes and responsibilities appropriate to that Level are fully satisfied. At this levelit is expected that the work will be exemplary in all the categories cited above. It will demonstrate a particularlycompelling evaluation, originality, and elegance of argument, interpretation or discourse.

76-85%

The work examined is outstanding and demonstrates comprehensive knowledge, understanding and skillsappropriate to the Level of the qualification. There is also excellent evidence showing that all the learningoutcomes and responsibilities appropriate to that level are fully satisfied. At this level it is expected that the workwill be outstanding in the majority of the categories cited above or by demonstrating particularly compellingevaluation and elegance of argument, interpretation or discourse.

70 75%

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 learningoutcomes and responsibilities appropriate to that level are satisfied At this level it is expected that the work will beexcellent in the majority of the categories cited above or by demonstrating particularly compelling evaluation andelegance of argument, interpretation or discourse.

60 69%

Directlyrelevant totherequirements of theassessment

A substantialknowledgeof relevantmaterial,showing aclear graspof themes,questionsand issuestherein

Goodanalysis,clear andorderly

Generallycoherent andlogicallystructured,using anappropriatemode ofargumentand/ortheoretical

mode(s)

May containsomedistinctive orindependentthinking; maybegin toformulate anindependentposition inrelation to

theory and/orpractice.

Well written,withstandardspelling andgrammar, ina readablestyle withacceptableformat

Critical appraisalof up-to-dateand/orappropriateliterature.Recognition ofdifferentperspectives.Very good use ofsource material.

Uses a range ofsources

50 59%

Someattempt toaddress therequirements of theassessment:may driftaway fromthis in lessfocusedpassages

Adequateknowledgeof a fairrange ofrelevantmaterial,withintermittentevidence ofanappreciationof its

significance

Someanalyticaltreatment,but maybe pronetodescription, or tonarrative,whichlacks clearanalytical

purpose

Some attemptto construct acoherentargument, butmay suffer lossof focus andconsistency,with issues atstake statedonly vaguely,or theoreticalmode(s)

couched insimplisticterms

Sound workwhichexpresses acoherentposition only inbroad termsand inuncriticalconformity toone or morestandard viewsof the topic

Competentlywritten, withonly minorlapses fromstandardgrammar,withacceptableformat

Uses a variety ofliterature whichincludes somerecent textsand/orappropriateliterature, thoughnot necessarilyincluding asubstantiveamount beyondlibrary texts.

Competent useof sourcematerial.

40 49%

Somecorrelationwith therequirements of theassessmentbut there is asignificantdegree ofirrelevance

Basicunderstanding of thesubject butaddressing alimited rangeof material

Largelydescriptiveornarrative,with littleevidenceof analysis

A basicargument isevident, butmainlysupported byassertion andthere may be alack of clarityand coherence

Someevidence of aview starting tobe formed butmainlyderivative.

A simplebasic stylebut withsignificantdeficienciesinexpressionor formatthat mayposeobstacles forthe reader

Some up-to-dateand/orappropriateliterature used.Goes beyond thematerial tutor hasprovided.Limited use ofsources tosupport a point.Weak use ofsource material.

Fail

35 39%

Relevanceto therequirements of the

A limitedunderstanding of anarrow

Heavydependence ondescriptio

Little evidenceof coherentargument:lacks

Almost whollyderivative: thewriterscontribution

Numerousdeficienciesinexpression

Barely adequateuse of literature.Over reliance onmaterial provided


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assessmentmay be veryintermittent,and may bereduced toits vaguestand leastchallengingterms

range ofmaterial

n, and/oronparaphrase, iscommon

developmentand may berepetitive orthin

rarely goesbeyondsimplifyingparaphrase

andpresentation;the writermay achieveclarity (if atall) only byusing asimplistic orrepetitiousstyle

by the tutor.

The evidence provided shows that the majority of the learning outcomes and responsibilities appropriate to thatLevel are satisfied.

30 34%

The work examined provides insufficient evidence of the knowledge, understanding and skills appropriate to theLevel of the qualification. The evidence provided shows that some of the learning outcomes and responsibilitiesappropriate to that Level are satisfied. The work will be weak in some of the indicators.

15-29%

The work examined is unacceptable and provides little evidence of the knowledge, understanding and skillsappropriate to the Level of the qualification. The evidence shows that few of the learning outcomes andresponsibilities 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 skillsappropriate to the Level of the qualification. The evidence fails to show that any of the learning outcomes andresponsibilities appropriate to that Level are satisfied. The work will be weak in the majority or all of the indicators.

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