Accounting and Finance programme handbook

Transcription

UNDERGRADUATE
PROGRAMME HANDBOOK
2014 – 2015
ACCOUNTING & FINANCE
BSc Accounting (N400)
BSc Accounting and Finance (N490)
BSc Accounting and French (N410)
BSc Accounting and German (N4R2)
BSc Accounting and Spanish (N4R4)
BSc (Econ) Accounting and Economics (Joint Honours)
(LN14)
BSc (Econ) Accounting and Management (Joint Honours)
(NN24)
BSc Finance and Management (NN23)
INTERCALARY YEAR
©2014 Cardiff Business School
Version control:
v1.0: Initial version published to students
CBS0422
Created by CARBS Quality and Accreditation Office
v0.1
Accounting and Finance related (including Joint Honours and Intercalary) Programmes
UNIVERSITY REGULATIONS AND DISCLAIMER
UNIVERSITY REGULATIONS
All students are required, as a condition of enrolment, to abide by University
Regulations and any specific Degree Programme Regulations. Full University
Regulations are published separately on the University’s Web Site:
http://learning.cf.ac.uk/quality/regs/
DISCLAIMER
Every effort has been made to ensure the accuracy of the information contained
within this handbook and the University will use all reasonable endeavours to deliver
Programmes of Study in accordance with the descriptions set out herein. However,
from time to time changes in human and/or physical resources or timetable
constraints (for example) mean that changes have to be made*. The University
therefore:
a) reserves the right to make variations to the contents or methods of delivery of
degree programmes, to discontinue programmes, and to merge or combine
programmes, if such action is reasonably considered to be necessary by the
University. If the University discontinues any programme, it will use its
reasonable endeavours to provide a suitable alternative programme.
b) gives notice that there may be occasions when certain combinations of option
courses/modules cannot be timetabled and such combinations will not
therefore be available.
(*This list is not exhaustive)
EXCLUSION CLAUSE
All students are notified that the modules advertised or referred to in this handbook
are liable to be changed or withdrawn both before or after selection, for any reason
including those set out below. Cardiff University accepts no responsibility for any
such changes or withdrawals of modules and students select modules at their own
risk.
Reasons which may cause the change or withdrawal of modules include the loss of
any key member of staff or insufficient take-up of modules by students; this list is not
exhaustive.
TIMETABLING CONSTRAINTS
Whilst every effort is made to ensure that the modules offered within a particular
degree programme are open to all students on that programme, there may be
occasions when certain combinations of optional modules cannot be timetabled and
such combinations will not therefore be available.
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Undergraduate Programme Handbook
CONTENTS
UNIVERSITY REGULATIONS AND DISCLAIMER ................................................... 3
INTRODUCTION ...................................................................................................... 10
UNDERGRADUATE STUDENT HUB - KEY CONTACTS ...................................... 12
SEMESTER DATES 2014 - 2015 ............................................................................ 13
YEAR ONE PROGRAMME STRUCTURES ........................................................... 14
N400
BSc Accounting........................................................................................ 15
N490
BSc Accounting and Finance ................................................................... 16
N410
BSc Accounting with French .................................................................... 17
N4R2
BSc Accounting with German .................................................................. 17
N4R4
BSc Accounting with Spanish .................................................................. 17
LN14
BSc (Econ) Accounting and Economics (Joint Honours) ........................ 19
NN24
BSc (Econ) Accounting and Management (Joint Honours) ..................... 20
NN23
BSc Finance and Management ................................................................ 21
YEAR ONE MODULE DESCRIPTIONS ................................................................. 22
BS1501 - Applied Stats & Maths in Econ & Business ........................................... 23
BS1505 - Legal Studies ........................................................................................ 25
BS1509 - Introduction to Financial and Management Accounting ........................ 28
BS1529 - People in Organisations ........................................................................ 32
BS1530 - Principles of Business Management ..................................................... 35
BS1531 - Statistical Analysis ................................................................................ 37
BS1547 - Introduction to Economics..................................................................... 39
BS1551 - Microeconomics .................................................................................... 42
BS1607 - Introduction to Legal Studies ................................................................ 46
BS1610 - Introduction to Finance ......................................................................... 49
BS1611 - Fundamentals of Financial Reporting ................................................... 52
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Cardiff University
BS1630 - Principles of Marketing and Strategy .................................................... 55
BS1652 - Macroeconomics ................................................................................... 58
ML1701 - Vocational Language Skills I (French) .................................................. 61
ML1702 - Vocational Language Skills I (Spanish) ................................................ 63
ML1703 - Vocational Language Skills I (German) ................................................ 65
YEAR TWO PROGRAMME STRUCTURES ......................................................... 67
N400
BSc Accounting........................................................................................ 68
N490
BSc Accounting and Finance ................................................................... 69
N410
BSc Accounting with French (Route 1) .................................................... 70
N4R4
BSc Accounting with Spanish (Route 2) .................................................. 70
N4R2
BSc Accounting with German (Route 3) .................................................. 70
LN14
BSc (Econ) Accounting and Economics................................................... 72
NN24
BSc (Econ) Accounting and Management ............................................... 73
NN23
BSc Finance and Management ................................................................ 74
YEAR TWO MODULE DESCRIPTIONS................................................................. 75
BS2502 - Business Finance ................................................................................. 76
BS2506 - Inferential Statistics, Statistical Modelling and Survey Methods ........... 80
BS2507 - Management Accounting ...................................................................... 83
BS2509 - Taxation ................................................................................................ 86
BS2511 - Law of Commerce, Banking and Investment ........................................ 89
BS2514 - Financial Markets & Institutions ............................................................ 91
BS2515 - Auditing and Assurance ........................................................................ 94
BS2516 - Corporate Reporting ............................................................................. 97
BS2518 - Business, Government and Society .................................................... 101
BS2530 - Organisational Behaviour.................................................................... 104
BS2537 - International Management .................................................................. 107
BS2540 - Marketing and Strategy ....................................................................... 110
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BS2542 - Managing People ................................................................................ 113
BS2543 - Business Information Systems............................................................ 116
BS2549 - Macroeconomic Theory ...................................................................... 122
BS2550 - Microeconomic Theory ....................................................................... 125
BS2551 - Money Banking & Finance .................................................................. 128
BS2560 - Managerial Economics........................................................................ 132
BS2570 - Introductory Econometrics .................................................................. 136
BS2582 - Operations Management .................................................................... 138
ML2701 - Vocational Skills II .............................................................................. 141
ML2702 - Business Language ............................................................................ 143
ML2703 - Oral Comprehension & Expression .................................................... 145
ML2704 - Business Correspondence.................................................................. 147
ML2711 - Vocational Language Skills II.............................................................. 149
ML2713 - Oral Comprehension and Expression ................................................. 153
ML2721 - Vocational Language Skills II.............................................................. 157
ML2723 - Oral Comprehension & Expression .................................................... 161
INTERCALARY YEAR MODULE DESCRIPTION ................................................ 165
BS4009 - Intercalary Study Programme in Europe ............................................. 166
BS4011 - ICAEW Placement .............................................................................. 168
YEAR THREE PROGRAMME STRUCTURES ..................................................... 171
N400
BSc Accounting...................................................................................... 172
N490
BSc Accounting and Finance ................................................................. 174
N410
BSc Accounting with French .................................................................. 176
Page 6 of 314
Cardiff University
N4R2
BSc Accounting with German ................................................................ 176
N4R4
BSc Accounting with Spanish ................................................................ 176
LN14
BSc (Econ) Accounting and Economics................................................. 178
NN24
BSc (Econ) Accounting and Management ............................................. 180
NN23
BSc Finance and Management .............................................................. 181
YEAR THREE MODULE DESCRIPTIONS ........................................................... 182
BS3502 - Business Finance ............................................................................... 183
BS3503 - Development of Accounting ................................................................ 186
BS3506 - International Accounting ..................................................................... 189
BS3514 - International Corporate Finance ......................................................... 192
BS3515 - Financial Derivatives ........................................................................... 196
BS3517 - Management Accounting and Control ................................................. 199
BS3519 - Exploratory Data Analysis ................................................................... 202
BS3520 - Analysis of Financial Reporting Information ........................................ 206
BS3521 - Advanced Corporate Reporting .......................................................... 209
BS3522 - Dissertation (Accounting) .................................................................... 212
BS3538 - Work and Employment........................................................................ 216
BS3543 - Strategic Management ........................................................................ 219
BS3547 - Business Applications ......................................................................... 222
BS3551 - Econometrics ...................................................................................... 226
BS3554 - Financial Economics ........................................................................... 228
BS3555 - International Finance .......................................................................... 231
BS3556 - International Economic History ........................................................... 234
BS3558 - Labour Economics .............................................................................. 238
BS3561 - Modern Business Enterprise ............................................................... 241
BS3565 - Macroeconomic Analysis .................................................................... 245
BS3566 - Microeconomic Analysis ..................................................................... 248
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BS3568 - International Trade .............................................................................. 251
BS3570 - Applied Macroeconomics and Finance ............................................... 254
BS3571 - Economics of Banking ........................................................................ 257
BS3572 - Industrial Economics ........................................................................... 260
BS3573 - The Economics of Development ......................................................... 263
BS3612 - Public Sector Accounting .................................................................... 267
BS3614 - Corporate Governance & Accountability ............................................. 270
BS3615 - Security Analysis & Portfolio Management ......................................... 273
BS3618 - The Accounting Profession ................................................................. 276
BS3619 - Modelling in Management Science ..................................................... 280
BS3725 - Advertising and Marketing Communications Management ................. 283
BS3728 - Ethics and Morality of Business .......................................................... 286
BS3735 - Organisational Analysis and Change .................................................. 289
BS3739 - Advanced Operations Management ................................................... 292
BS3740 - International Human Resource Management ..................................... 295
BS3741 - Marketing Decision Making ................................................................. 299
BS3742 - Services and Relationship Marketing .................................................. 302
BS3744 - International Business ........................................................................ 305
ML3701 - Language Skills For Professionals (Fren) ........................................... 308
ML3711 - Language Skills For Professionals (Span) .......................................... 310
ML3721 - Language Skills For Professionals (Germ) ......................................... 312
Page 8 of 314
Cardiff University
THIS PAGE HAS BEEN INTENTIONALLY LEFT BLANK
Page 9 of 314
INTRODUCTION
WELCOME
Thank you for choosing to study at Cardiff Business School (CARBS). For those of
you who are just joining us, welcome! We hope that you enjoy your time with us and
get as much out of your academic experience here as possible. Those of you who
are returning for the next stage of your degree: welcome back, we are really pleased
to see you return and continue your studies.
HOW TO USE THE PROGRAMME HANDBOOK
This Programme Handbook has primarily been designed to act as an aid for you
when making your choices for optional modules. It differs from the Student
Handbook in that this handbook contains much more factual information about the
programme that you have chosen to study. The start of the handbook also contains
information about key dates in the academic calendar.
If you are starting your first year at Cardiff Business School, the programme
structures follow the information pages, with the associated module descriptions on
the subsequent pages. Following these are the second year programme structures
and module descriptions, with the final year programme and module information near
the end of the handbook.
STUDY YOUR PROGRAMME STRUCTURE
Take some time to study the structure of your programme. Your programme is made
up of modules; the components that form the structure and subject matter of your
degree. Many of these modules will be ‘core’; this is where you have to study these
modules as part of your programme. However, your programme may also include
‘optional’ modules. This is where you have the option of choosing between several
different modules, depending on your chosen career direction, your personal
interests and modules that you may have chosen or have completed in the previous
year. Generally, there are fewer optional modules in the first year compared to the
second and final years.
If you are at all unsure about what module choices you are required to make when
studying your programme diet, please speak to a member of staff who will be more
than happy to assist you. The Undergraduate Student Hub (in E25 on the 4 th floor)
staff can help, or point you in the right direction. If you are unsure about which
module to choose, please feel free to contact the module leader for further
information about a particular module, or discuss it with your personal tutor or the
relevant Programme Director (see Undergraduate Key Contacts page).
Page 10 of 314
Cardiff University
PERSONAL TUTOR
You will be allocated a personal tutor at the start of your programme. Your personal
tutor will meet with you to discuss your progress and help with any issues you might
have. You have three scheduled meetings per academic year with your personal
tutor, but you do not have to wait for these specific meetings. (Most tutors will
advertise contact details and office hours on their door). Please ensure that you
attend the scheduled.
Above all, make the most of your time with us. If you need information or help with
anything, we are more than happy to assist where we can.
Page 11 of 314
UNDERGRADUATE STUDENT HUB - KEY CONTACTS
The Undergraduate Student Hub has been designed and created to be a one-stopshop for all your questions, including general queries about your timetable, personal
tutoring, your (SIMS) Student Record, Student Cases queries and the submission
and collection of your hard-copy assignments. Please visit us, or use the email or
phone number, if you have any queries that we can help with.
Location: E25 (4th Floor)
Phone: +44 (0)29 208 74693
Email:
[email protected]
Hub Manager:
Wendy Brown
Hub Team Leader:
Emily Parfitt-Croyden
Hub Staff:
Barry Hogan, Janet Richards, Mark Sweet and
Nick Reid
CARBS Student Cases
[email protected]
Use this email address for all
-
CARBS Student Support
Amy Close (Q09) [email protected]
Student Cases Queries
Extenuating Circumstances
Interruption of Study (IoS)
Extensions
Unfair Practice
Appeals
Specific Provision
Office of Independent Adjudication (OIA)
Housing/Accommodation, Student Finance, Immigration, Personal & Course Issues
CARBS Careers Centre
Jane McElroy (Q09) [email protected]
Careers advice, job application assistance, CV writing, mock interviews
Programme Director
Accounting and Finance Programmes
Mr Roydon Roberts
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Room D01
[email protected]
Cardiff University
SEMESTER DATES 2014 - 2015
Enrolment
Induction Week
22 September 2014
22-26 September 2014
First Teaching Period Starts
First Teaching Period Ends
29 September 2014
12 December 2014
Christmas Break
15 Dec 2014 – 5 Jan 2015
Revision/Reading Week (No Lectures)
5 – 9 January 2015
Examinations Start
Examinations End
12 January 2015
23 January 2015
Second Teaching Period Starts
Second Teaching Period ends
26 January 2015
1 May 2015
Easter Break
30 March to 17 April
Revision/Reading Week (No Lectures)
5 – 8 May 2015
(bank holiday on Mon 4th May 2015)
Examinations Start
Examinations End
11 May 2015
12 June 2015
Exam Resit Period
10 – 21 August 2015
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YEAR ONE
PROGRAMME
STRUCTURES
Page 14 of 314
Cardiff University
N400
BSc Accounting
AIMS OF THE PROGRAMME
This degree programme is aimed at providing a thorough understanding of the
discipline of accounting. The theory, concepts, principles and techniques of the core
subject areas of financial accounting, management accounting and business finance
and the closely related subject areas of auditing, taxation and other specialist topics
chosen from a range of permitted option modules, are covered in depth. The close
relationship between accounting and the disciplines of economics, law and
management is emphasised throughout the programme.
The degree programme is organised to develop students' academic and technical
skills and to provide the breadth of understanding that is an essential requisite for a
successful career in accounting and business.
YEAR 1- REQUIREMENTS
Three compulsory double modules
BS1501
Applied Statistics and Mathematics in Economics and Business
BS1505
Legal Studies
BS1547
Introduction to Economics
One compulsory single module in the Autumn semester
BS1530
Principles of Business Management
One compulsory double module in the Autumn semester
BS1509
Introduction to Financial and Management Accounting
Three compulsory single modules in the Spring semester
BS1610
Introduction to Finance
BS1611
Fundamentals of Financial Reporting
BS1630
Principles of Marketing and Strategy
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N490
BSc Accounting and Finance
The overall aim of the programme is to provide students with a thorough
understanding of the disciplines of accounting and finance. At the same time it
seeks to enable students to select for study particular aspects of these and cognate
disciplines that suit their own individual interests and requirements within a
framework of ensuring that the totality of modules followed represents a coherent
learning experience. The close relationship between accounting and finance and the
disciplines of economics, law and management is emphasised throughout the
programme. The degree programme is organised to develop students' academic
and technical skills and to provide the breadth of understanding that is an essential
requisite for successful careers in accounting, finance and business. Appropriate
skills training and use are both embedded within the modules taken and, where
necessary, provided as additional components. Within these aims, it is intended that
the programme of study meets, and exceeds, the requirements of the Accounting
Benchmark Statement issued by the QAA and fulfils the exemption requirements of
professional accounting bodies.
YEAR 1- REQUIREMENTS
BS1501
BS1505
Legal Studies
BS1547
BS1530
BS1509
BS1610
BS1611
BS1630
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Cardiff University
N410
BSc Accounting with French
N4R2
BSc Accounting with German
N4R4
BSc Accounting with Spanish
This degree programme is aimed at providing the student with a thorough
understanding of the discipline of accounting together with near native competence
in a specified European language and a sound knowledge of the society and
institutions of the country of the language.
The theory, concepts, principles and techniques of the core subject areas of financial
accounting, management accounting and business finance are covered in depth.
The close relationship between accounting and the discipline of economics, law and
management and the vocational and business context of the language are
emphasised throughout the programme.
The degree programme is organised to develop students’ academic and technical
successful career in accounting and business with particular reference to Europe.
YEAR 1 REQUIREMENTS
BS1509
And two compulsory single modules in the Autumn semester
BS1530
BS1531
Statistical Analysis
And four compulsory single modules in the Spring semester
BS1607
Introduction to Legal Studies
BS1610
BS1611
BS1630
*Continued on next page*
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And one compulsory double module
BS1547
And one of the following language modules
ML1701
Vocational Language Skills I (French)
ML1702
Vocational Language Skills I (Spanish)
ML1703
Vocational Language Skills I (German)
Page 18 of 314
Cardiff University
LN14
BSc (Econ) Accounting and Economics
(Joint Honours)
disciplines of accounting and economics. This will be achieved by covering in depth
the core accounting subject areas of financial accounting, management accounting
and business finance and the core economics subject areas of micro and macro
economics. Also, through the use of module groups in economics in the second and
third years, the programme has the aim of permitting students to choose the
additional subjects they would prefer to study and examine in depth.
YEAR 1 – REQUIREMENTS
One Compulsory double module
BS1501
Two compulsory double modules in the Autumn semester
BS1509
BS1551
Microeconomics
BS1530
One compulsory double module in the Spring semester
BS1652
Macroeconomics
Two compulsory single modules in the Spring semester
BS1610
BS1611
One single module in the Spring semester from
BS1607
BS1630
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NN24
BSc (Econ) Accounting and Management
(Joint Honours)
disciplines of accounting and management. This will be achieved by covering in
depth the core accounting subjects of financial accounting, management accounting
and business finance and the core management subject area of business policy.
Also, through the use of option modules in management in the second and third
years, the programme has the aim of permitting students to choose the additional
subjects that they would prefer to study and examine in depth.
YEAR 1 - REQUIREMENTS
Two compulsory double modules
BS1529
People in Organisations
BS1547
BS1509
Two compulsory single modules in the Autumn semester
BS1530
BS1531
Statistical Analysis
Four compulsory singe modules in the Spring semester
BS1607
BS1610
BS1611
BS1630
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Cardiff University
NN23
BSc Finance and Management
theoretical and applied aspects of the disciplines of Finance and Management. It
seeks to provide students with a knowledge and understanding of those areas of
business, management, finance and quantitative techniques, which are necessary
for a proper understanding of management and finance and to place management
and finance in their broader organisational and professional contexts. It provides a
combination of theoretical ideas and practical techniques which gives a thorough
grounding for a variety of careers in management and finance, in business generally,
and in other fields.
YEAR 1 REQUIREMENTS
BS1501
Applied Statistics and Mathematics in Economics & Business
BS1529
People in Organisations
BS1547
BS1509
BS1530
BS1610
BS1611
BS1630
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YEAR ONE
MODULE
DESCRIPTIONS
(in order of module code)
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Cardiff University
BS1501 - Applied Stats & Maths in Econ & Business
School
Cardiff Business School
Module Code
BS1501
Number of Credits 20
Level
L4
Module Leader
Dr Saeed Heravi
Semester
Double Semester
Outline Description of Module
The aim of the module is to provide non-specialist mathematicians with an
introduction and grounding on mathematical and statistical tools necessary for
quantitative analysis within business, economic and accounting environments.
On completion of the module a student should be able to
A
Knowledge and Understanding:



B
Intellectual Skills:

C
acquire the necessary grounding in the theory, concepts, assumptions and
techniques of the varying methods.
Discipline Specific Skills:

D
display a sound understanding of certain mathematical and statistical methods
to enable a broad range of data analysis approaches.
appreciate the value and completeness of these mathematical and statistical
methods in helping to understand varying business/economic activity.
display the progression of intellectual development beyond analysis to
synthesis and evaluation.
display the ability to appreciate and assess empirical work, and therefore
learn to employ the correct technique for specific problems.
Transferable Skills:


display transferable subject-specific and core skills.
understanding the progression from problem formulation to solution
identification.
How the module will be delivered
The formal timetabled components of the module comprise 34 hours of lectures and
8 hours of tutorials. The lecture programme is supported by detailed handouts, which
strive to challenge and empower students to attempt tutorial questions, which are
closely integrated to the lecture material. Students are supported throughout the
module through the provision of regular surgeries (18-20 hours per year), advertised
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weekly student-lecturer private consultation, revision sessions and e-mail studentlecturer contact.
Indicative study hours: 200
How the module will be assessed
The examinations contain a range of questions designed to cover the learning
outcomes for the module and to test skill development. Questions set are not only
designed to test students’ basic knowledge and comprehension of the syllabus, but
also to assess their ability to apply such knowledge in particular contexts. Questions
require a combination of numerical and written answers, which test students’
development of intellectual, communication, numeric and reasoning skills, as well as
subject-specific knowledge.
A varied range of tutorial, examination-standard, questions are designed to stimulate
independent learning and to provide an ongoing mechanism for assessing the extent
to which students are meeting the module’s learning outcomes. Students are
encouraged throughout the module to submit queries, etc., to the module coordinator for discussion and where appropriate, marking.
Assessment Breakdown
Type
% Title
Duration(hrs) Week
Examination - Autumn Semester 20 Autumn Exam 1 hrs
N/A
Examination - Spring Semester 80 Spring Exam 3 hrs
N/A
Syllabus content
Functions, first and second derivatives. Applications including elasticity of demand.
Partial differentiation, method of Lagrange multipliers. Series, including application
within Investment Appraisal. Matrices, including applications to solving simultaneous
equations and Lieontief input-output analysis. Linear programming, including shadow
prices and sensitivity of the solution. Summarising information, including percentage
frequency and cumulative frequency tables. Graphical presentation of data including
Bar chart, Histogram. Summary Statistics for raw and grouped data including
measures of central tendency. Probability, including binomial, Poisson and normal
distributions. Central Limit Theorem, including the sampling distribution of
percentages, point and confidence interval estimation. Hypothesis testing.
Correlation and Regression including significance of rank correlation.
Essential Reading and Resource List



Anderson, Sweeney, Williams, Freeman, and Shoesmith (2007) Statistics for
Business and Economics, West, Saint Paul, MN.
Curwin, J. and Slater, R. (2001) Quantitative Methods for Business
Decisions, Thomson Learning.
Waters, D. (2001) Quantitative Methods for Business, Financial
Times/Prentice Hall.
Page 24 of 314
Cardiff University
BS1505 - Legal Studies
School
Module Code
BS1505
Level
L4
Module Leader
Dr Simon Norton
Semester
Double Semester
The Legal Studies module is designed to provide students with a comprehensive
understanding of the court structure, procedures and personnel of the legal systems
of the United Kingdom and the European Union. The law relating to contractual and
tortious liability is also considered in detail.
A







B


C
understand the fundamental principles of the unwritten constitution of the
United Kingdom.
understand, compare and contrast the remedies available to a claimant in a
civil action in respect of tortious liability or breach of contract
understand, compare and contrast the defences which may be available to a
defendant in a civil action
understand the legal rights and responsibilities arising in the workplace as
derived from both common law and statutory sources
understand the legal protection of ideas, concepts and data with particular
application to information technology
understand and contrast the legal philosophies guiding legal reform in the UK
to have synthesised a practical repetoire of knowledge which will help them,
and which they will apply, in their future careers in business or in general
management
the ability to differentiate between different sources of law.
the ability to critically assess options available to participants in civil and
criminal actions.


to gain an indepth knowledge of issues relating to parliamentary sovereignty
in the United Kingdom.
to understand the nature of the participation of the United Kingdom within the
European Union.
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D


critical analysis
writing coherently on legal issues impacting across all aspects of professional
and personal life.
The formal time tabled elements consist of 34 lectures and 8 hours of tutorials. The
students are encouraged to read widely, understand and critically appraise the
material. The lectures provide the students with a baseline, benchmark
knowledge. These are supported by detailed handouts, and structured
reading. Extensive use is made of internet-based resources which students are
required to find for themselves, and utilise in their tutorials and written work.
Formal assessment is by means of a three hour examination at the end of the Spring
semester, and one 1,500 word essay, to be submitted at the end of the Autumn
semester. The examination contains a range of questions designed to test students
knowledge, comprehension and analytical skills. Students are particularly
encouraged to demonstrate their reading and critical appraisal skills. The eight
questions set are designed to fully assess the students skills and knowledge, as well
as their appreciation of international issues and developments.
Type
% Title
Duration(hrs) Week
Examination - Spring Semester 70 legal studies 3 hrs
N/A
Written Assessment
10
30 coursework N/A
Syllabus content
Definitions of law; differences between criminal and civil actions; the Common Law
and doctrine of Precedent; legislation and the supremacy of Parliament; legislative
process, and pressure groups; powers, duties, composition of the institutions of the
European Union, personnel within the legal profession, including training and
functions; criminal courses structure, including magistrates and juries; development
of equity and equitable remedies and procedures including trusts; tortious liability,
including the concept of duty of care; defence to a tortious action; contract law –
components of a contract, comprising offer, acceptance, consideration, intention to
create legal relations, vitiating factors in contract formation, limitation of liability in
contracts, application of UCTA 1977 and subsequent legislation; assessment of
damages for breach of contract, practical application of contractual principles;
employment law – common law and statutory rights and duties including health and
safety legislation; agency – rights and duties arising in the principal agent
relationship; information technology and its legal environment.
Page 26 of 314
Cardiff University
Background Reading and Resource List
Bradley, A.W. and K.D. Ewing, 2003, Constitutional and Administrative Law,
13th Edition, Longman.
Douglas-Scott, Sionaidh, 2002, Constitutional Law of the European Union, First
Edition, Longman.
Walkerand Walker, English Legal System, Butterworths.
Darbyshire, Penny, 1996, Eddey on the English Legal System, Sixth Edition, Sweet
and Maxwell.
Smith and Keenan’s English Law, 1995, Eleventh Edition, Pitman Publishing.
Page 27 of 314
BS1509 - Introduction to Financial and Management
Accounting
School
Module Code
BS1509
Level
L4
Module Leader
Dr Susan Bartlett
Semester
Autumn Semester
The aims of the module are to develop fundamental accounting and information
management skills.
A








B



C
show a knowledge of the double-entry book-keeping process.
outline the accounting concepts and conventions governing the preparation of
accounts and understand the nature of profit in the context of the business
entity.
recognise the need for control in the accounting system of a simple business
organisation.
outline the nature and role of management accounting in simple business
organisations.
identify basic cost types and understand their behaviour and relevance in the
decision making process of a simple business organisation.
differentiate management accounting concepts regarding information for
control, profit measurement and decision making for a simple business
organisation.
outline appropriate information systems for accounting and managerial needs.
recognise the need for an efficient system of storing, retrieving and
interrogating business information.
synthesise and evaluate accounting data.
solve problems, including the ability to manipulate financial and other
numerical data.
exercise powers of inquiry and logic.

demonstrate the application of the double-entry book-keeping process through
the preparation of a set of accounts for simple business organisations, clubs
and societies, from complete and incomplete accounting records.
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Cardiff University








D
apply the accounting concepts and conventions governing the preparation of
accounts.
identify and correct book-keeping errors through the application of the bookkeeping process.
prepare reconciliation statements and control accounts for simple business
organisations through the application of the book-keeping process.
allocate costs for product costing purposes.
apply a range of accounting techniques to assist an organisation’s planning,
decision-making and control.
model accounting data based upon various business scenarios, and analyse
sensitivity, through spreadsheet utilisation.
set up and interrogate a database of business information.
present business accounting and management information suitable for its
intended audience.










communicate ideas and principles effectively by written means.
present work in a formal, oral presentation.
work effectively within a group.
exercise initiative, self reliance and time management skills and work
independently.
appreciate alternative viewpoints.
exercise numeracy, problem solving and IT skills.
store, retrieve and interrogate information using a database management
system
model data using a spreadsheet.
access and utilise information in traditional (e.g. library) and IT (e.g. the
Internet, databases) form.
reflect on the skills gathered from the learning process.
14 hours of small-group feedback sessions. However, as students need to
assimilate a basic body of accounting knowledge and demonstrate a proficiency in
the application of this knowledge to a range of contexts, an effective teaching
strategy and learning support structure is imperative. A detailed workbook and a
structured reading list are given to students in order to encourage the completion of
feedback session questions, which build upon the material covered in
lectures. Additional questions and answers are distributed in the twice-weekly
feedback sessions, thus offering students adequate essential practice at answering
accounting questions. Moreover, past exam questions (and answers) for the
Autumn and Spring examinations are available on Learning Central. Student
support is given through the high formal contact of 5 hours per week, informally
through private consultation with any of the staff members on the teaching team,
through revision sessions and e-mail student – lecturer/tutor contact.
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The purposes of the coursework are to test accounting knowledge, to assess ability
to use a spreadsheet, to develop oral presentation skills, to test how well the
students can work in a group environment without direct supervision, and also to
assess self-awareness and the ability to articulate the skills learned from the
coursework overall. The Autumn examination tests knowledge and understanding of
double-entry book-keeping principles. The Spring examination contains a range of
questions designed to cover the learning outcomes for the module and to test skills
development. It aims to test knowledge and comprehension of the syllabus as well
as testing students’ ability to apply such knowledge in particular contexts. Questions
require a combination of both written and numerical answers, which test students’
Informal assessment is provided through feedback session questions, marked by
students themselves. A varied range of examination-standard questions are
designed to stimulate independent learning and to provide an ongoing mechanism
for assessing the extent to which students are meeting the module’s learning
outcomes. Similarly, some questions in the workbook are self-assessed. Feedback
sessions are designed to answer any queries regarding previously distributed
questions, but additional exercises are given to students in each class, in order to
increase students’ exposure to the topic under consideration. Student problems are
dealt with by the tutor on a one-to one basis and all students are encouraged to
submit queries either in the class or afterwards with any member of the module
team.
Type
% Title
Duration(hrs) Week
Examination Spring Semester
80
Written
Assessment
introduction to financial and
20 management accounting - written and
group assignment
introduction to financial and
management accounting
3 hrs
N/A
N/A
11
Syllabus content
Double-entry book-keeping. The accounts of sole traders (income statement and
statement of financial position). Accruals and prepayments. Provisions for doubtful
debts. Depreciation and the disposal of fixed assets. The accounts of clubs and
societies. Stock valuation and the manufacturing account. Control accounts. Bank
reconciliation statements. Incomplete records. The nature and significance of
management accounting. Characteristics of costs. The role of management
accounting concepts in providing accounting information for short term decisionmaking, planning and control: Contribution and break-even analysis; standard
costing and variance analysis; budgeting; overhead allocation. Business modelling
and design using spreadsheets. Group work and the development of presentation
skills.
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Cardiff University
Marriott, Edwards
Publications
and
Mellett, Introduction
to
Accounting,
2002,
Sage
Thomas, An Introduction to Financial Accounting, 1999, McGraw Hill
Gillespie, Lewis and Hamilton, Principles of Financial Accounting, 2000, Prentice
Hall
Weetman, Management Accounting: An Introduction, 1999, Pearson Education
Berry and Jarvis, Accounting In A Business Context, 1997, Thompson
Atrill and McLaney, Management Accounting For Non-Specialists, 1999, Prentice
Hall
Page 31 of 314
BS1529 - People in Organisations
School
Module Code
BS1529
Level
L4
Module Leader
Dr Claire Evans
Semester
Double Semester
The module provides students with an introduction to the key themes, concepts and
theories relating to the study of the management of people in organisations.
Particular attention is paid to organisations as the nodal points of human interaction
within the business world, focusing on both the social and the psychological aspects
of these relations. Students will be introduced to central ideas of the social and
behavioural sciences.
A



B

C
encourage the development of intellectual skills, such as the ability critically to
evaluate evidence and the ability to compare and contrast theoretical
explanations.

D
develop a preliminary understanding of the main sociological and
psychological theories of organisation.
develop an understanding of central themes in social and psychological
analysis of work organisations, including individuals in organizations, groups
and teams, the management of human resources, the changing work
environment, fairness at work and the changing organisation of work.
demonstrate a capacity to apply theories to the analysis of current
developments in work organisations.
apply theoretical and conceptual information to cases in tutorial sessions.


develop listening and reading skills in lectures, tutorials and through private
study.
develop communications skills through group discussion and presentations in
tutorials.
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Cardiff University


through participation in tutorials gain experience of working in small groups,
exchanging information, solving problems, relating case material to theoretical
models and making short oral presentations.
learn how to gather information and conduct desk research by the
requirement for additional reading for both lectures and tutorials.
This module provides 44 hours of classes comprising a combination of lectures and
tutorials. The lectures provide an introduction to a range of theoretical perspectives
and key issues relating to the analysis of people in organisations. The tutorials
provide a range of practical case studies that form the basis for student-centred
learning based on small group discussion and presentation.
Students are required to attend all tutorials and actively participate in the discussion
of their tutorial groups. The lecture programme is supported by a module handbook
containing details of the syllabus, teaching methods, assessment procedures, a
synopsis of lecture materials, assigned readings, tutorial information, as well as in
class OHP or PowerPoint presentations and notes handouts. In addition the module
is supported by e-learning material.
Assessment is by means of a written assignment of 1500 words to be submitted
before the end of the first semester, and a three-hour written examination at the end
of the second semester.
The assessed essay relates to key elements in the first semester. Students are
expected to analyse a specific topic in some depth and are encouraged to use the
critical and analytical skills they will have developed in the course of the semester in
preparing their assignment.
The examination is designed to test the students’ knowledge of material from the first
and second semesters and to allow them to show their ability in understanding the
various themes, concepts and theories relating to the way people interact in
organisations and the role played by organisations in structuring the business
environment.
Type
% Title
Duration(hrs) Week
Examination - Spring Semester 80 people in organisations 3 hrs
N/A
Written Assessment
11
20 coursework
N/A
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Syllabus content
The module presents a combination of social and behavioural sciences, and seeks
to address a number of issues relevant to the study of people in organisations from
the perspective of these distinct disciplines. On the one hand, it includes the study of
the nature of the individual at work, including different perspectives in the study of
personality, group behaviour, perception and motivation, and the movement from
rationalistic and scientific approaches towards managing the social, subjective and
emotional aspects of the workplace. On the other hand, it includes sociological
theories of organisation, theories of rationality and bureaucracy, alienation and
exploitation, and the nature of the employment relationship.
The module will be supported by a reading pack comprising selected sections from a
number of textbooks (and other relevant readings). Advanced readings will also be
made available on Learning Central.
The module will be supported by a reading pack comprising selected sections from a
number of textbooks (and other relevant readings). Advanced readings will also be
made available on Learning Central.
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Cardiff University
BS1530 - Principles of Business Management
School
Module Code
BS1530
Level
L4
Module Leader
Dr Thomas Entwistle
Semester
Autumn Semester
The aim of this module is to familiarise students with the concepts and methods
through which management and business operate.
A

B


C
Apply theories to appropriate business examples.
Appreciate multiple theories of business and management

D
Display knowledge and understanding of the main functions of business
management and the theoretical principles that inform management action.
Demonstrate the ability to develop and present coherent and discursive
arguments on business and management issues.



Develop and apply a range of academic skills, including the study, analysis,
discussion and presentation of material.
Develop a structured approach to recording and presenting the topics and
debates covered by the module.
Develop initial analysis of theoretical models and interpret empirical evidence.
The module comprises 22 hours of lectures over one semester. This is supported by
‘surgery’ hours with the Module Coordinator and student-centred work including
library and internet research.
Two hours of lectures are interactive based on simulated business activities for
manager and director roles and operations and supply management.
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Assessment consists of a single, two-hour examination. A range of examination
questions will be set which offer the student the opportunity to demonstrate
achievement of learning outcomes and skills. The questions are designed to provide
assessment of the students’ ability to comprehend the syllabus through the
application of acquired knowledge in specific contexts combined with use of reading
material in references to explain and synthesise ideas and conclusions.
Individual contact between student and lecturer provides feedback and discussion
for the student on general queries on material read for the module and essay
outlines, produced as part of examination preparation. With essay outlines an
indicative mark is provided.
Type
%
Title
Duration(hrs) Week
Examination - Autumn
Semester
100
principles of business
management
2 hrs
N/A
Syllabus content
National context and firms; Business Ownership; Control and legal forms of
firms; Business objectives; Director and Manager roles and work; Public sector
enterprise; Small businesses; Multinational firms and international business;
Personnel management and current issues in Employment Relations; Operations
and supply management; Management of technology and innovation.
David Needle (2000) Business in Context
Ian Worthington and Chris Britton (2003) Business Environment
Page 36 of 314
Cardiff University
BS1531 - Statistical Analysis
School
Module Code
BS1531
Level
L4
Module Leader
To be confirmed
Semester
Autumn Semester
The aim of this module is to provide students with an understanding of the use of the
different statistical techniques for solving problems in a business and management
environment. It seeks to demonstrate the importance of applying appropriate
methods of analysis according to the nature of the research being undertaken. The
module will help prepare students for the reading, comprehension and interpretation
of original business-related research articles which will be required in subsequent
levels of the programme of study.
A

B

C
demonstrate technical, analytical and communication skills in a written
examination.
Discipline-specific Skills:




D
understand the context and assumptions behind the applications of various
statistical techniques.
demonstrate an ability to solve problems using statistical techniques.
demonstrate an ability to interpret the results of statistical analysis.
demonstrate an ability to administer different statistical techniques.
judge the effectiveness of different types of statistical analyses in business
and management research.

develop and apply a range of academic skills including an application of
statistical analysis and statistical interpretation.
The module comprises 15 hours of lectures, during one semester. The seminar
programme includes 5 hours of contact time plus weekly surgeries. A variety of
Page 37 of 314
teaching techniques may be used in seminars including workshops, group work and
student presentations.
This examination will require students to carry out mathematical and statistical
calculations and interpretation - thus testing both their technical skills and their
understanding of statistical principles.
Type
%
Title
Duration(hrs) Week
Examination - Autumn Semester 100 statistical analysis 2 hrs
N/A
Syllabus content
This module is divided into four major sections:
Summarising Numerical Information
The construction of frequency tables, charts including histograms, measures of
central tendency, dispersion and skewness and their use to understand data. Scales
of measurement and choice between summary measures.
Measures and Models of Relationships
Principles and interpretation of simple linear bivariate correlation and regression as
the use and estimation of the intercept and slope terms in a linear relationship
between two variables.
Probability
The concepts, usage and rules of probability. Probability distributions - including the
normal and binomial as examples - with the assumptions and situations of use
behind each distribution.
A Brief Introduction to Inference
Estimation - the central limit theorem and confidence intervals. Decision-making
from sampleddata including statistical tools such as hypotheses tests or confidence
intervals.
Quantitative Approaches in Business Studies, Clare Morris, 6th Edition 2002 FT
Prentice Hall
Page 38 of 314
Cardiff University
BS1547 - Introduction to Economics
School
Module Code
BS1547
Level
L4
Module Leader
Dr David Meenagh
Semester
Double Semester
This module aims to equip students of business management and accounting with a
basic toolkit of economic concepts and analytical techniques which should be of use
to them in their further study of business and accounting.
This module aims to introduce students, many of whom will never have studied
economics before, to the fundamentals of the subject. It will give a basic grounding
firstly in microeconomics, then in aggregative macroeconomics, and show students
how an understanding of the basics both of micro and of macroeconomics can be of
considerable relevance to businesses and to business decision making.
A










grasp the essence and the pervasive character of the economic choice
problem in the face of scarcity.
have a precise understanding of the basic definitions, analytical constructs
and theorems of basic microeconomics.
apply the concepts of economic supply and demand to a variety of practical
issues and situations.
understand and be able to apply the concept of elasticity of demand to
marketing and strategy problems.
show an awareness of the issues surrounding private sector firms’
motivation).
Understand, and be able to identify in practice, the various forms of market
structure (perfect competition, oligopoly, monopoly etc).
grasp the distinction between macroeconomics and microeconomics.
understand the macroeconomic concepts of aggregate output, consumption,
investment, savings and unemployment and how these are linked in a basic
Keynesian model of macroeconomics.
understand the notions of money demand and supply, inflation and the role of
interest rates in a macroeconomic setting.
understand the essentials of macroeconomic policy debates.
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B
demonstrate the ability to make good use of theoretical concepts and formal
hypothesis development as part of the lecture programme and through tutorial
work.
develop analytical skills through the use of economic models throughout the
syllabus.


C




D
develop problem solving and explanatory skills through tutorial work,
coursework and examination questions.
be able to apply the economic notion of opportunity cost to practical business
decisions.
appreciate how economic analysis might usefully contribute to reducing
inefficiencies within firms and markets.
demonstrate an understanding of why and how governments might intervene
in the economy to improve economic performance.




learn to work independently on module material as part of the normal learning
process.
acquire the intellectual technique and work ethic necessary to master new
ideas and alternative intellectual approaches.
develop the ability and confidence to communicate with staff and students
through the work in tutorials.
demonstrate clear, precise writing skills within module assessments.
The formal core timetable consists of 36 lectures and eight hours of tutorials per
year. This module is taught to a very large number of students, a number of which
have no prior knowledge of economics, whilst others have studied to secondary
school level. Taking account of this disparity, the module offers both an initial
schooling on basic economic concepts and theories, and new material, insights and
developments that will interest those who have studied economics previously. The
assessment and tutorial programme is the same for all students.
Students will be provided with detailed readings from a selection of introductory
texts. This material, together with the lecture handouts will provide the context for the
tutorials, which concentrate on exploring the importance of the studied concepts and
theories in the ‘real world’, and upon readying the students for their eventual tests
and examinations by problem solving and in depth discussions of the course
materials.
Assessment consists of three components:
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Cardiff University
1. Coursework of one short essay in the Autumn semester (1000 words) which
enables students to display understanding of basic microeconomic concepts
and theories; given the quite rigorous character of much of micro theory this is
a particularly effective way of testing the basic information and understanding
of microeconomics by students.
1. Coursework of one short essay (1000 words) in the Spring semester on a
topic in macroeconomics designed to help the students’ ability to deal in a
balanced, fair-minded and academic manner with those areas of
macroeconomics which remain controversial, in particular certain policy
issues.
2. The end of year examination (80%) which consists of both essay questions
and short-response answers and covers both the micro and macro parts of
the module.
Type
% Title
Duration(hrs) Week
Examination - Spring Semester 80 introduction to economics 3 hrs
N/A
Written Assessment
10 coursework (autumn)
N/A
8
Written Assessment
10 coursework (spring)
N/A
8
Thirlwall 'Economics of Development: Theory and Evidence' 9th edition. Palgrave
Macmillan,
ISBN 9780230222298
Powell, Parkin & Matthews 'Economics' 7th Edition, Addison Wesley/Pearson, ISBN
1-408-26868-X
ALTERNATIVES:
Sloman & Jones 'Economics and the Business Environment' 3rd Edition. FT Prentice
Hall, ISBN 0-273-73486-5
Lipsey & Chrystal 'Economics' 11th Edition, Oxford University Press, ISBN 978-0-19928641-6
NOTE: Most introductory texts will be adequate in combination with the module
materials supplied
Page 41 of 314
BS1551 - Microeconomics
School
Module Code
BS1551
Level
L4
Module Leader
To be confirmed
Semester
Autumn Semester
This module introduces students to the concepts underpinning all economic analysis
– those of microeconomics. Microeconomics studies how individuals respond to
incentives. Starting from this point, the module builds an explanation for why society
might choose to organise itself into competitive markets, before evaluating whether
alternative approaches could yield better outcomes. This provides a rationale for
certain forms of government intervention. Whilst the emphasis is on developing an
understanding of theoretical issues, the module also deals with the application of
mathematics to microeconomics.
A. Knowledge and Understanding:




Describe the issues with which microeconomics is concerned;
discuss the tools employed by microeconomists and their uses;
describe the conditions under which markets generate optimal and suboptimal levels of welfare;
explain the behaviour of individual optimising firms and households.
B. Intellectual Skills:



Analyse a range of social phenomena using the tools of microeconomics;
propose appropriate government intervention in response to well-defined
economic problems;
evaluate the validity of an economic analysis with particular reference to its
underlying assumptions.
C. Discipline-Specific Skills:


Explain the results of an economic analysis by combining intuitive argument,
graphical representation and mathematics;
apply simple optimisation techniques graphically and mathematically.
D. Transferable Skills:


Use structured argument to derive a conclusion from a set of assumptions;
find the solutions of a simple problem under different assumptions.
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Cardiff University
The core material will be presented during three weekly lectures by Dr. Iain Long
(approximately 33 hours in total). Prof. Boyns will present supplementary material on
quantitative microeconomics. These lectures will take place fortnightly.
Each week (starting week two), students will be required to complete a brief quiz on
Learning Central. These quizzes will consist of both multiple choice and numerical
questions, based upon the lecture and reading materials. The quiz will also present a
short discussion question. Students should write a solution (usually not longer than
one side of A4), and bring it to class.
Classes start in week three, and will begin by discussing the solutions to the
previous week’s quiz. The answer to the discussion question will then be presented,
and students will peer-mark their discussion question essays. Classes are unlikely to
cover every question from the quiz, but will instead focus on the ones that most
students in each group struggled with.
Quantitative microeconomics classes will begin in either week two or three. They will
take place fortnightly.
Notional learning hours: 200
The class tests provide an incentive for students to become familiar with the
module’s content and the importance of self-study. (For example, they give the
students a chance to develop their examination technique in the new environment of
a university). The tests cover both the economics and mathematics components of
the module.
The main examination has two sections explicitly relating to the economics lectures
and one to the application of mathematics. (Mathematical argument is encouraged
on all parts of the module so the distinction lies in the origin of the questions rather
than the style of the answers). One section requires the student to answer a number
of short questions. There is some choice but the student will have to answer
questions drawn from several areas of the module. Another section invites the
student to answer longer questions on a particular topic. The student is expected to
show some detailed knowledge of the topic chosen. The final section will require the
student to answer a question on the use of mathematics in microeconomics.
The knowledge presented in this module is vital for all students studying economics
so the student is tested on a broad range of topics. Students should be able to use
the knowledge acquired rather than write vaguely about it. Hence, the emphasis
throughout is on being able (i) to explain the concepts taught on the module clearly
and (ii) to apply them to a particular problem.
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Type
% Title
Duration(hrs) Week
Examination - Autumn Semester 80 microeconomics 3 hrs
N/A
Class Test
10 test 1
N/A
4
Class Test
10 test 2
N/A
8
Syllabus content
Part I: Thinking Like an Economist
The module initially presents the basic concepts that underpin all economic analysis.
These concepts are then applied to several situations, notably supply and demand in
markets.
Specific content: Introduction to microeconomics; scarcity; cost/benefit analysis;
economic cost; marginalist analysis; supply and demand; price controls; taxes and
subsidies.
Part II: Individual Response to Incentives
This part of the module discusses how individuals make decisions in much more
detail. Initially considering how consumers choose what to buy, given their income
and market prices, it then applies similar ideas to ‘irrational’ behaviour such as
altruism.
Specific content: Budget constraints; consumer preferences; indifference curves;
optimal consumption bundles; individual demand; income and substitution effects;
elasticity of demand; how policy affects consumer choice; measuring consumer
welfare; individual labour supply; altruism; game theory; information.
Part III: Firm Response to Incentives
The module then turns to consider the production side of the economy. Starting from
a discussion of why firms exist, it develops a framework in which to assess firm’s
production decisions, given input and output prices. Perfect competition is then
defined and shown to maximise societal welfare.
Specific content: Why firms exist; production; the short- and long-run; costs; cost
minimisation; profit maximisation; perfect competition; market efficiency.
Part IV: Efficient Markets?
The final part of the module further critiques the competitive market, by analysing
several situations in which it fails to maximise welfare.
Specific content: Monopoly; externalities; public goods.
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Cardiff University
Frank, R. H. and E. Cartwright (2013): Microeconomics and Behaviour, London:
McGraw-Hill Education (UK) Limited.
Parkin, M., M. Powell and K. Matthews (2014): Economics (9th Edition), Edinburgh:
Pearson Education Limited.
Page 45 of 314
BS1607 - Introduction to Legal Studies
School
Module Code
BS1607
Level
L4
Module Leader
Mrs Helen Hourihan
Semester
Spring Semester
The Introduction to Legal Studies module is designed to provide students with a
comprehensive understanding of the court structure, procedures and personnel of
the legal system of the United Kingdom and the European Union. Issues in tortious
and contractual liability are also considered in detail.
A







B


C
understand the fundamental principles of the unwritten constitution of the
United Kingdom.
understand, compare and contrast the remedies available to a claimant in a
civil action in respect of tortious liability or breach of contract
understand, compare and contrast the defences which may be available to a
defendant in a civil action
understand the legal rights and responsibilities arising in the workplace as
derived from both common law and statutory sources
understand the legal protection of ideas, concepts and data with particular
application to information technology
understand and contrast the legal philosophies guiding legal reform in the UK
have synthesised a practical repetoire of knowledge which will help them, and
which they will apply, in their future careers in business or in general
management.
the ability to differentiate between different sources of law.
the ability to critically assess options available to participants in civil and
criminal actions.


to gain an indepth knowledge of issues relating to parliamentary sovereignty
in the United Kingdom.
to understand the nature of the participation of the United Kingdom within the
European Union.
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Cardiff University
D


critical analysis
writing coherently on legal issues impacting across all aspects of professional
and personal life.
The formal time-tabled elements consist of 22 lectures and 4 hours of tutorials. The
students are encouraged to read widely, understand and critically appraise the
knowledge. These are supported by detailed handouts, and structured
In the examination paper there will be 10 questions and students have to answer two
of these questions.
Formal assessment is by means of a two hour examination at the end of the Spring
semester, and a 1500 word essay, submitted in week 10 of the Spring
semester. The examination contains a range of questions designed to test students’
encouraged to demonstrate their reading and critical appraisal skills. The ten
questions set are designed to fully assess the students skills and knowledge, as well
Type
% Title
Duration(hrs) Week
Examination - Spring Semester 70 introduction to legal studies 2 hrs
N/A
Written Assessment
10
30 coursework
N/A
Syllabus content
The Constitutional framework of the United Kingdom; the legislative process;
Institutions of the European Union; structure of the legal profession of the United
Kingdom; criminal court structure; differences between criminal and civil actions;
Common Law and the doctrine of Precedent; origins and functions of equitable
remedies including truss; issues in tortuous liability; issues in contract law including
components of a valid contract terms limited into contracts at common law and
statute, common law and statutory remedies; introduction to agency; introduction to
employment law, information technology and its legal environment.
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Bradley, A.W. and K.D. Ewing, 2003, Constitutional and Administrative Law,
13th Edition, Longman.
Douglas-Scott, Sionaidh, 2002, Constitutional Law of the European Union, First
Edition, Longman.
Walkerand Walker, English Legal System, Butterworths.
Darbyshire, Penny, 1996, Eddey on the English Legal System, Sixth Edition, Sweet
and Maxwell.
Smith and Keenan’s English Law, 1995, Eleventh Edition, Pitman Publishing.
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Cardiff University
BS1610 - Introduction to Finance
School
Module Code
BS1610
Level
L4
Module Leader
Dr Louise Macniven
Semester
Spring Semester
The aim of the module is to introduce students to the basic concepts of finance,
including the evaluation of investment projects, and the different sources of finance
available to UK businesses.
A





B



C
show a knowledge of the basic concepts in finance e.g. risk, return, value and
market efficiency.
show a knowledge of the traditional and discounted cash flow models of
investment appraisal.
understand the importance of relevant costs in investment appraisal
decisions.
understand the implications of inflation and taxation in investment appraisal
decisions.
show a knowledge of the main sources of finance available to UK
businesses.
synthesise and evaluate finance data.
numerical data.





use and critically evaluate the traditional and discounted cash flow models of
investment appraisal.
identify and incorporate relevant costs in investment appraisal decisions.
incorporate the effects of inflation and taxation in investment appraisal
decisions.
identify and evaluate the main sources of finance available to businesses in
the UK.
calculate and evaluate simple market measures for shares and bonds.
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D





communicate ideas and principles effectively by written and oral means.
exercise initiative, self-reliance and time management skills and work
independently.
exercise numeracy and problem solving skills.
internet, databases) form.
4 hours of tutorials. However, as students need to assimilate a basic of body of
finance knowledge and demonstrate a proficiency in the application of this
knowledge to a range of contexts, an effective teaching strategy and learning
support structure is imperative. Detailed handouts and a structured reading list are
given to students in order to encourage the completion of tutorial questions, which
build upon material covered in lectures. Tutorials will run weekly.
Student support is given formally, through lectures and tutorials, and informally
through private consultation with any member of the module’s team of tutors, and email student – lecturer/tutor contact.
The examination contains a range of questions designed to cover the learning
outcomes for the module and to test skills development. It aims to test knowledge
and comprehension of the syllabus as well as testing students’ ability to apply such
knowledge in particular contexts. Questions require a combination of both written
and numerical answers, which test students’ development of intellectual,
communication, numeric and reasoning skills, as well as subject-specific knowledge.
Informal assessment is provided through tutorial questions that are distributed in
advance. The classes are designed to answer any queries regarding the tutorial
questions. A varied range of tutorial, examination-standard questions are designed
to stimulate independent learning, increase students’ exposure to the topic under
consideration, and to provide an ongoing mechanism for assessing the extent to
which students are meeting the module’s learning outcomes.
Student problems are dealt with by the lecturer or tutor and all students are
encouraged to submit queries either in the tutorial or afterwards with any member of
the module team.
Page 50 of 314
Cardiff University
Type
%
Title
Duration(hrs) Week
Examination - Spring Semester 100 introduction to finance 2 hrs
N/A
Syllabus content
Basic concepts in finance: the objectives of the firm, risk, return, the time value of
money, share pricing issues and market efficiency. Project/investment appraisal:
compound interest, annuities, traditional models, DCF models, project cash flows,
relevant costs for decision-making and the impact of taxation and inflation. Internal
sources of finance and shareholder issues. External short and medium term sources
of finance - bank sources, trade credit, factoring, hire purchase, leasing, and sale
and leaseback. Long term sources of finance - ordinary shares, preference shares
and debt. The choice between sources of finance. Market measures for the financial
evaluation of shares and debt. Issue methods for ordinary shares. Financial
intermediation – deposit and non deposit taking institutions. Financial markets and
the London Stock Exchange.
Arnold, Glen (2013), “Corporate Financial Management, 5th ed.”, Pearson.
Page 51 of 314
BS1611 - Fundamentals of Financial Reporting
School
Module Code
BS1611
Level
L4
Module Leader
Mrs Gwen Thomas
Semester
Spring Semester
The aims of the module are to further develop fundamental accounting and
information management skills and to introduce the information system requirements
for the financial accounting needs of an organisation.
On completion of the module a student should be a ble to






understand the differences in the preparation of accounts for partnerships and
companies from those of sole traders.
show an awareness of the limitations of historical cost accounting.
understand the role of the statements of cash flow.
show an awareness of the advantages and limitations of ratio analysis.
discuss the need for an audit report in business organisations.
appreciate the importance of professional ethics in public practice and
business.



synthesise and evaluate accounting data.
numerical data.
C. Discipline Specific Skills:



demonstrate the application of the double entry book-keeping process through
the preparation of a set of accounts for partnerships and companies from
accounting records.
analyse a set of accounts, through the use of ratios and statements of cash
flow.
utilise accounting software by inputting accounting data, producing a range of
outputs in the form of financial statements.

communicate ideas and principles effectively by written means.
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Cardiff University




independently.
Internet, databases) form.
7 hours of classes during the Spring Semester. The lectures are designed to identify
the structure of each topic; to cover the theoretical aspects and to explain the more
difficult technical material, and to work through practical examples where
appropriate. Students are provided with details of relevant additional reading material
to consolidate and extend the knowledge gained from these sessions. A number of
classes are designated to provide students with the opportunity to gain hands on
experience of a computerized accounting package. The classes are held in the
computer laboratories and students are given individual access to the accounting
package, and are expected to work their way through a Case Study requiring them to
input accounting transactions and preview the resultant outputs. The remainder of
the classes involve working through practical examples of the theoretical subjects
covered in the lectures, some of which the students are expected to prepare in
advance. An opportunity is provided here for the discussion of any difficult
areas. Additional exercises relating to the topics covered are provided at these
sessions. Further support is provided by a revision session and the distribution of a
revision pack containing exam style questions (and answers) and other practice
material. Informal private consultation and/or e-mail contact support is available
from any one of the staff members on the teaching team.
outcomes of the module and to test students’ basic knowledge and comprehension
of the syllabus but also their ability to apply such knowledge in particular
contexts.
Questions require a combination of numerical and written
answers. Students’ intellectual and written communication skills are then tested
along with their numerical application skills.
Informal assessment is provided through class questions, marked by students
themselves. A varied range of examination-standard questions are designed to
stimulate independent learning and to provide an ongoing mechanism for assessing
the extent to which students are meeting the module’s learning outcomes. Similarly,
revision pack questions are self-assessed. Classes are designed to answer any
queries regarding previously distributed questions, but additional exercises are given
to students in each class , in order to increase students’ exposure to the topic under
consideration. Student problems are dealt with by the tutor on a one to one basis
and all students are encouraged to submit queries either during the class or
afterwards to any member of the module team.
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Type
%
Title
Duration(hrs) Week
Examination - Spring
Semester
100
fundamentals of financial
reporting
2 hrs
N/A
Syllabus content
Computers and accounting; use of an accounting package to input transactions and
to produce financial statements used in business organisations; financial accounting
and book-keeping including the accounts of partnerships and companies, statements
of cash flow ; interpretation of financial statements using ratio analysis; limitations
of historical cost accounting; introduction to auditing and assurance and professional
ethics.
Frank Wood & Alan Sansgster, Frank Wood’s Business Accounting 1 and 2,12 th
editions, FT Prentice Hall.
Marriott, Edwards
Publications.
and
Mellett, Introduction
to
Accounting,
2002,
Sage
Jones, Accounting For Non-Specialists, 2007, John Wiley & Sons Ltd.
Thomas, An Introduction to Financial Accounting, McGraw Hill, 2005.
Gillespie, Lewis and Hamilton, Principles of Financial Accounting, 2004, FT
Prentice Hall.
Page 54 of 314
Cardiff University
BS1630 - Principles of Marketing and Strategy
School
Module Code
BS1630
Level
L4
Module Leader
Dr John Follett
Semester
Spring Semester
The Principles of Marketing and Strategy module is designed to provide students
with an understanding of the fundamental concepts of marketing and strategic
management, and to introduce students to the philosophy of market-led strategic
change. It provides an overview to the key elements of marketing and strategy in
order to furnish students with a clear understanding of the topic before moving to
more detailed analysis in the second year.
A





B


C
comprehend the marketing concept and explain basic marketing theory and
principles, principles of corporate strategy and the relationship between the
marketing and strategy disciplines.
describe the process of strategic planning and identify the stakeholders
involved within it.
understand the strategic audit process and relate it to simple business
scenarios.
understand and explain the outside-in process, and formulate and justify
arguments and conclusions about specific marketing issues facing companies
today.
generalise the merits of a marketing led approach and compare and contrast it
to alternative business philosophies and practice.
encourage the development of the ability to critically evaluate key theories and
the ability to compare and contrast theoretical explanations.
appreciate multiple theories of marketing and strategy.

demonstrate the ability to develop and present coherent and discursive
arguments on marketing and strategy issues.
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D


develop listening and reading skills in lectures and through private study.
learn how to gather information and conduct desk research by the
requirement for additional reading for lectures.
The formal timetabled components of the module comprise 22 hours of lectures, split
equally between the disciplines of marketing and strategy. The lecture programme is
supported by handouts, however students are encouraged to add to these during the
lectures and therefore develop skills in note taking. To extend and consolidate their
learning, students are directed to readings in the core texts for the module.
The examination contains a range of questions split equally between the two
sections of the module. Section A covers questions to test learning outcomes for the
marketing element of the module and Section B covers questions to test learning
outcomes on the strategy element of the module. Although the questions are
designed to test students’ understanding of the basic concepts and theory of
marketing and strategy, students are also required to demonstrate application of
these to a variety of contexts. In addition to testing subject specific skills, the
questions require answers that demonstrate students’ development of intellectual,
communication and reasoning skills.
Type
%
Title
Duration(hrs) Week
Semester
100
principles of marketing and
strategy
2 hrs
N/A
Syllabus content
The marketing concept; the marketing environment; marketing objectives and
strategies; the marketing planning process; managing the marketing mix; marketing
information; implementation and control of marketing strategies.
The concept of corporate strategy; the corporate and marketing strategy interface;
the strategic planning process; strategic audits; tools for strategic analysis; strategy
implementation
and
control.
The following books have been selected for the appropriate nature of their content in
line with the objective for the course. They will be useful for you for making additional
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Cardiff University
notes and during revision for the module exam. There will copies of the text put in
the library and the bookshop has been made aware of the key recommendation
should you wish to purchase your own copy. It is strongly advised that you purchase
the key text as examples and questions will be used from it.
1. Foundations of Marketing 3rd Edition by: Jobber and Fahy
2. Marketing by Baines, Fill & Page 2nd Edition
Principles of Marketing 4th European Edition by Kotler, Wong, Saunders and
Armstrong
Principles and Practice of Marketing 6th Edition by Jobber
Principles and Practice of Marketing 2nd Edition by Blythe
Principles of Marketing 4th Edition by Brassington and Pettitt
Marketing real people, real decisions 1st European Edition by Solomon, Marshal,
Stuart, Barnes and Mitchell
Marketing and Introduction by Armstrong, Kotler, Harker and Brennan
Page 57 of 314
BS1652 - Macroeconomics
School
Module Code
BS1652
Level
L4
Module Leader
Professor Anthony Minford
Semester
Spring Semester
The role of this module is to equip students with a good grounding in the principles of
macroeconomic analysis. This will enable students, if they wish, to continue their
studies of macroeconomics in the second and third years.
The Macroeconomics module aims to provide students with a thorough introduction
to the method, content and theory of macroeconomics and the effects of monetary
and fiscal policy on the economy.
A




B

C
understand the determination of inflation, output fluctuations over the business
cycle, and unemployment
be able to identify and differentiate between the various theories and models
of the economy, for example Keynes versus the Classical, and to comment on
the strengths and weaknesses of each
be familiar with the theories of interest rate and exchange rate determination
and be able to identify their role in the formulation of current economic policy
be aware of some of the recent history of macroeconomic behaviour and
policy in the UK and the rest of the world
be aware of the role of fiscal and monetary policy in stabilising the economy
and determining the rate of inflation

be able to respond to questions about the effects of changing key policy
variables on the economy. These questions may take the form of essays or of
short true/false ‘puzzles’. They should know the different approaches taken by
Keynesian and Classical economists so as to understand the evolution of
modern macroeconomic analysis. They will comprehend this analysis as well
as its predecessor models through the medium of diagrammatic analysis and
simple algebraic representations. They should apply these in class (for
example when asked questions by tutors, usually involving demonstration at
the white board), in home revision, and in assessment.
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Cardiff University
D

be conversant with the basic concepts of macroeconomics and be able to
undertake basic macroeconomic analysis of, for example, the effects of a
monetary expansion
3 lectures per week, 1 tutorial per week. Total contact hours 40 approx study
requirement per week in addition estimated at 10 hours per week for an average
student.
This course requires mastery of diagrammatic and simple algebraic techniques. For
this reason the students must spend a great deal of time practising these techniques
both before and in class. During lectures they have to assimilate the methods as well
as absorbing general information about the subject.
There are two assessments, each a 50-minute session. One half is devoted to
testing mathematical skills - the solution of simple algebraic problems involving
macroeconomic models. The other half consists of ‘puzzle’ questions requiring
true/false answers with brief notes of explanation. This tests the student’s ability to
analyse shocks to the economy using the methods described above.
There is also a final exam, of three hours. For this there are four essay questions,
designed to set out the appropriate analysis for particular macroeconomic policy
issues - such as unemployment and inflation.
Type
% Title
Duration(hrs) Week
Examination - Spring Semester 80 macroeconomics 3 hrs
N/A
Class Test
10 test 1
N/A
4
Class Test
10 test 2
N/A
8
Syllabus content
Aggregate supply and demand
Introduce the ideas of aggregate supply and demand as the organising principle of
macroeconomics.
The Classical Model
The model of the economy in which markets clear and prices are flexible, except in
the very short run.
Page 59 of 314
The Keynesian Model
The alterations made by Keynes to the Classical Model in order to generate
involuntary unemployment and the multiplier. The IS and LM curves.
The Neo-Classical Synthesis
Adding the Phillips Curve, augmented by adaptive expectations, to the Keynesian
Model, thus creating a synthesis of the Classical Model in the long-term and the
Keynesian in the short term.
Rational Expectations and the New Classical and New Keynesian Models
The RE Hypothesis, explained diagrammatically, and the basis of modern models
with flexible prices and contracts.
The Open economy
Extending the model to trade and capital flows- the Mundell-Fleming model.
Supply-side issues
Productivity, growth and unemployment.Optimal government intervention in tax,
spending and benefits.
Money and banking
Money supply, the money multiplier and the effect on the demand for money of
competitive banking.
National accounts and balance sheets
The basics of national accounting conventions.
Modern Macroeconomics, Parkin and Bade
Page 60 of 314
Cardiff University
ML1701 - Vocational Language Skills I (French)
School
Module Code
ML1701
Level
L4
Module Leader
Ms Helene Jallat-hurley
Semester
Double Semester
The aim of this module is to reinforce and expand students' French language skills in
a vocational context. Main grammar points will be revised and reinforced.
On completion of the module a student should b e able to
A




B


C
demonstrate an ability to assemble data.
show a critical awareness of written and spoken sources and present ideas
and arguments effectively and coherently in written and spoken form.



D
demonstrate knowledge of advanced grammar and syntax by producing
written work in French in a vocational context with reference to selected
topics.
to translate written documents from English into French and vice versa.
demonstrate aptitude to express oneself orally by participating in class
discussions on authentic documents in French in a vocational context with
reference to selected topics.
show ability to comprehend and comment intelligently on communications in
French.
show an ability to manipulate language (French) to present complex topics
with reasonable effectiveness and precision.
understand with relative ease, French texts in specialised register, with
recourse to reference materials for vocational topics.
comment upon and re-organise information from authentic French sources.

show an ability to work creatively and demonstrate intercultural competence.
Page 61 of 314
Each topic will be supported by authentic French video/audio recordings and
magazines on current affairs. Grammatical issues will be revised as appropriate.
Type
% Title
Semester
40
Written Assessment
vocational language skills i
(french)
Duration(hrs) Week
1.5 hrs
N/A
20 coursework
N/A
N/A
Written Assessment
20 oral
N/A
N/A
Written Assessment
20 aural
N/A
N/A
Syllabus content
The course has a strong emphasis on strengthening grammar. The subjects covered
will include: French society and the growth of the French language; education and
work, economical issues of the French speaking world; geography and transport; the
market (setting up businesses, company tours, presenting companies and products).
La Recherche d’un Emploi: Business French in a Communicative Context, Amy
Hubbell, Focus Publishing/R Pullins & Co, 2010.
Schaum's Outline of French Grammar (Schaum's Foreign Language), Mary Crocker,
McGraw-Hill Professional, 6th edition, 2013.
Access to a selection of French newspapers and magazines:
www.cardiff.ac.uk/learn/languages/french/frenchlinks.php
Page 62 of 314
Cardiff University
ML1702 - Vocational Language Skills I (Spanish)
School
Module Code
ML1702
Level
L4
Module Leader
Mrs Cristina Fatmi
Semester
Double Semester
The aim of this module is to reinforce and expand students' Spanish language skills
in a vocational context.
A




B


C
and arguments effectively and coherently in written and spoken form.



D
written work in Spanish in a vocational context with reference to selected
topics.
to translate written documents from English into Spanish and vice versa.
discussions on authentic documents in Spanish in a vocational context with
Spanish.
show an ability to manipulate language (Spanish) to present complex topics
understand with relative ease, Spanish texts in specialised register, with
comment upon and re-organise information from authentic Spanish sources.

show an ability to work creatively and demonstrate intercultural competence
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Each topic will be supported by authentic Spanish video/audio tapes and magazines
on current affairs. Grammatical issues will be revised as appropriate.
Type
% Title
Semester
40
Written Assessment
(spanish)
Duration(hrs) Week
1.5 hrs
N/A
20 coursework
N/A
N/A
Written Assessment
20 aural
N/A
N/A
Written Assessment
20 oral
N/A
N/A
Syllabus content
The subjects covered will include: aspects of Spanish society and the growth of the
Spanish language; education and work, economical issues of the Spanish speaking
world.
Coronado Gonzáles M, 1996, Gramática y Ejercicios, nivel medio y superior, SGEL
Gómez Torrego L, 1997, Gramática didáctica del espa?ol, Ediciones SM Madrid
Access to a selection of Spanish newspapers and magazines:
www.cardiff.ac.uk/learn/languages/spanish
Page 64 of 314
Cardiff University
ML1703 - Vocational Language Skills I (German)
School
Module Code
ML1703
Level
L4
Module Leader
Ms Bettina Kantelhardt
Semester
Double Semester
The aim of this module is to reinforce and expand students' German language skills
in a vocational context.
A




B


C
and arguments
effectively and coherently in written and spoken form.



D
written work in German in a vocational context with reference to selected
topics.
show ability to translate written documents from English into German and vice
versa.
discussions on authentic documents in German in a vocational context with
German.
show an ability to manipulate language (German) to present complex topics
understand with relative ease, German texts in specialised register, with
comment upon and re-organise information from authentic German sources.

show an ability to work creatively and demonstrate intercultural competence.
Page 65 of 314
Each topic will be supported by authentic German video/audio tapes and magazines
on current affairs. Grammatical issues will be revised as appropriate.
Type
% Title
Semester
40
Written Assessment
(german)
Duration(hrs) Week
1.5 hrs
N/A
20 coursework
N/A
N/A
Written Assessment
20 aural
N/A
N/A
Written Assessment
20 oral
N/A
N/A
Syllabus content
The subjects covered will include: aspects of German society, politics and the
German language; education and work, economical issues of the German speaking
world.
Jung L, 1993, Betriebswirtschaft – Lese-und Arbeitsbuch, Hueber
Hegyes K, 1997, Hörfelder, Verlag für Deutsch
Höffgen A, 1996, Deutsch lernen für den Beruf; Kommunikation am Arbeitsplatz,
Verlag für Deutsch
Pantis B et al, 1995, Wortwörtlich, Diesterweg
Kirchmeyer S, 1997, Blick auf Deutschland, Klett
Häussermann U et al, 1994, Sprachkurs Deutsch 6, Neufassung, Diesterweg
Dreyer Schmitt, 1985, Lehr und Übungsbuch der deutschen Grammatik, Verlag für
Deutsch
Access to a selection of German newspapers and magazines:
www.cardiff.ac.uk/learn/languages/german
Page 66 of 314
Cardiff University
YEAR TWO
PROGRAMME
STRUCTURES
Page 67 of 314
N400
BSc Accounting
Five compulsory double modules
BS2502
Business Finance
BS2507
Management Accounting
BS2509
Taxation
BS2515
Auditing and Assurance
BS2516
Corporate Reporting
and one double module from
BS2506
Inferential Statistics and Statistical Modelling
BS2511
Law of Commerce, Banking and Investment
BS2518
Business, Government and Society
BS2540
Marketing & Strategy
Page 68 of 314
Cardiff University
N490
understanding of the disciplines of accounting and finance. At the same time it
seeks to enable students to select for study particular aspects of these and cognate
programme. The degree programme is organised to develop students' academic
necessary, provided as additional components. Within these aims, it is intended that
Four compulsory double modules
BS2502
Business Finance
BS2507
BS2514
Financial Markets & Institutions
BS2516
Corporate Reporting
And two double modules from:
BS2506
Inferential Statistics, Statistical Modelling and Survey Methods
BS2509
Taxation
BS2511
Law of Commerce, Banking and Investment
BS2515
Auditing and Assurance
Page 69 of 314
N410
(Route 1)
N4R4
(Route 2)
N4R2
(Route 3)
in a specified European language and a sound knowledge of the culture and
The close relationship between accounting and the disciplines of economics, law and
(Three compulsory double modules)
BS2502
Business Finance
BS2507
BS2516
Corporate Reporting
Plus one of the following routes ROUTE 1 – FRENCH
(Two compulsory double modules)
ML2701
Vocational Language Skills II
ML2702
Business Language (French)
And two compulsory single modules
Autumn
Spring
ML2704
Business Correspondence ML2703
(French)
Oral Comprehension and
Expression (French)
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Cardiff University
ROUTE 2 – SPANISH
ML2711
ML2712
Business Language
Autumn
Spring
ML2714
ROUTE 3 - GERMAN
ML2721
ML2722
Business Language
Autumn
Spring
ML2724
Expression
Expression
Page 71 of 314
LN14
and business finance and the core economic subjects of micro economics and
introductory econometrics, and a further choice of one economics module.* Also,
through the use of module groups in economics in the third year, the programme
allows students to choose from a range of optional subjects.
FIVE compulsory double modules
BS2502
Business Finance
BS2507
BS2516
Corporate Reporting
BS2550
Microeconomic Theory
BS2570
Introductory Econometrics
PLUS ONE further module*
BS2549
Macroeconomic Theory
BS2551
Money, Banking and Finance
BS2560
Managerial Economics
* YOUR CHOICE OF OPTIONAL ECONOMICS MODULE DURING THE SECOND
YEAR HAS IMPLICATIONS FOR THE MODULES WHICH WILL BE AVAILABLE
TO YOU DURING THE THIRD YEAR.
Page 72 of 314
Cardiff University
NN24
Also, through the use of option modules in management in the second and third
subjects that they would prefer to study and examine in depth.
BS2502
Business Finance
BS2507
BS2516
Corporate Reporting
BS2540
And two double modules from
BS2530
Organisational Behaviour
BS2537
International Management
BS2542
Managing People
BS2582
Operations Management
Page 73 of 314
NN23
theoretical and applied aspects of the disciplines of business management and
finance. It seeks to provide students with a knowledge and understanding of those
areas of business, management, finance and quantitative techniques, which are
necessary for a proper understanding of management and finance and to place
management and finance in their broader organisational and professional contexts.
It provides a combination of theoretical ideas and practical techniques which gives a
thorough grounding for a variety of careers in management and finance, in business
generally, and in other fields.
YEAR 2 REQUIREMENTS
BS2502
Business Finance
BS2506
Inferential Statistics, Statistical Modelling and Survey Methods
BS2514
Financial Markets & Institutions
BS2540
BS2530
Organisational Behaviour
BS2537
International Management
BS2542
Managing People
BS2582
Operations Management
Page 74 of 314
Cardiff University
YEAR TWO
MODULE
DESCRIPTIONS
Page 75 of 314
BS2502 - Business Finance
School
Module Code
BS2502
Level
L5
Module Leader
Dr Alpa Dhanani
Semester
Double Semester
The aim of this module is to provide students with a thorough understanding,
practical application and critical appreciation of a variety of methods of investment
appraisal and financing decisions and of the theories, concepts and principles
underlying these methods.
A












show a knowledge and understanding of, and critically evaluate, the objective
of the firm;
show a systematic knowledge and understanding of, and critically evaluate
the discounted models of investment appraisal;
show a systematic knowledge and understanding of relevant costs in
investment appraisal decisions;
show a systematic knowledge and understanding of the incorporation and
implications of taxation in investment appraisal decisions;
show a systematic knowledge and understanding of optimal replacement
cycles in investment appraisal decisions;
methods of investment appraisal that incorporate risk and uncertainty;
the weighted average cost of capital;
show a systematic knowledge and understanding of, and critically evaluate,
the portfolio theory and its implications;
the capital asset pricing model and its implications;
show a familiarity with the different theories of the determination of exchange
rates
show a systematic knowledge and understanding of the incorporation of
foreign currency cash flows in investment appraisal decisions;
show a systematic knowledge and understanding of the different types of
exchange rate risks encountered by multinational companies and the different
methods with which companies may manage these risks;
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Cardiff University

B



C
solve problems by evaluating and synthesising relevant data in an appropriate
fashion, based on the concept of time value of money or otherwise
exercise powers of inquiry, logic, and critical analysis and interpretation and
evaluation of argument and evidence
sustain a logical structure and critical argument in writing.




D
the incorporation and implications of capital rationing in investment appraisal
decisions.
appraise investment projects under a variety of different conditions;
apply the principles of portfolio theory to measure the returns on and risks of
corporate securities and individual projects and for market based decisiontaking;
apply the principles of the capital asset pricing model for investment appraisal
and financing decisions;
assess the level of exchange rate risk for multinational companies and
determine the different ways in which the risk may be managed.





communicate ideas, concepts, principles and theories effectively through oral
and written means;
develop and exercise numeracy, problem solving and IT skills;
appreciate alternative viewpoints;
develop report writing and referencing skills and conduct independent
research using both traditional library based resources and internet based
resources;
independently.
The formal timetabled components of the module comprise thirty two hours of
lectures and twelve classes. The lecture programme, which is supported by detailed
handouts, is used to provide students with an introduction of the material and to
direct them to the relevant sources which will enable them to further their knowledge
and understanding of the material (references in which are categorised as essential,
alternative and additional) and empower them to attempt the problems set for
classes. Classes are closely integrated to the lecture programme; the problems are
designed to provoke independent thought and seek to encourage students to apply
their knowledge of material covered in lectures. Students are also provided with a
revision pack which contains a set of past examination questions and solutions,
arranged by topics covered. This pack can be used to supplement lecture notes in
the event that the students find the course challenging and difficult to follow, and/or
as revision questions to test their understanding and application of the subject matter
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and in turn assist them to achieve their learning outcomes for the module. Lecture
hand-outs also include short questions (at regular intervals) to test and ensure
student understanding of the concepts covered in the previous section. Students are
supported throughout the module by the module co-ordinator (and lecturer), either
through consultation during office hours or by correspondence via electronic mail.
Formal assessment is by means of a one 1 ½ hour examination at the end of the
Autumn semester and a one 3 hour examination at the end of the Spring semester.
The examination papers cover a range of questions designed to test the students’
knowledge and comprehension of the subject matter and also their ability to apply
and evaluate this knowledge to a range of possible business situations. As a result
both papers include questions of two types: problem questions requiring students to
use the theoretical and technical material from their module to solve the problems
and to evaluate their solutions and essay type questions designed to enable the
students to demonstrate their understanding of the theoretical and technical material
covered in the module.
Informal assessment is provided through the class problems (for which solutions are
provided) and the set of additional questions (see above), which enable students to
self-assess the extent to which they are meeting the module learning outcomes. In
addition, students have the opportunity to submit class solutions and essay plans
and raise queries and concerns to the module co-ordinator during lectures, classes,
or otherwise.
Type
% Title
Duration(hrs) Week
Examination - Autumn Semester 30 business finance 1.5 hrs
N/A
Examination - Spring Semester 70 business finance 3 hrs
N/A
Syllabus content
Choice and decision taking; objectives in finance. Investment Appraisal Models;
Project appraisal cash flows; rationale for cash flow analysis; relevant costs,
treatment of working capital, taxation and replacement cycles. Cost of capital; costs
of specific types of capital; calculation and use of the weighted average cost of
capital (WACC); investment decisions under uncertainty; use of probabilities, utility
theory and techniques such as sensitivity analysis to analyse investment projects;
portfolio theory and the capital asset pricing model (CAPM); portfolio theory and an
extension of risk and uncertainty, use of portfolio models to appraise securities and
investment projects; derivation, use and problems of the CAPM; comparison of the
WACC and the CAPM; overseas investment; cash flow appraisal of overseas
investments; theories of the determinants of exchange rates; exchange rate risk and
the management of exchange rate risk; investment appraisal under capital rationing.
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Cardiff University
Lumby, S., Jones, C., (2011) Corporate Finance: Theory and Practice, 8th Edition,
South-Western Cengage Learning
Pike, R., Neale, B., (2012) Corporate Finance and Investment: Decisions and
Strategies, 7th edition, Prentice Hall Europe
Page 79 of 314
BS2506 - Inferential Statistics, Statistical Modelling and
Survey Methods
School
Module Code
BS2506
Level
L5
Module Leader
Dr Saeed Heravi
Semester
Double Semester
The aim of this module is to provide students with a range of statistical approaches
to sample data analysis, which are useful in applications related to management in
social, economic and business related activity.
A. Knowledge and Understanding




B.
Understand the context and assumptions behind the application of various
statistical techniques;
Understand the concept of probability theory, confidence interval estimation
and hypothesis testing.
Understand the principles of multivariate modelling and forecasting methods.
Understand and critically evaluate the survey process as a method of data
collection including its assumptions and limitations



C.
Develop the ability to appreciate and assess empirical work, and therefore
learn to apply the relevant statistical technique in the correct situation.
Model problems quantitatively and understand and evaluate the evidence.
Interpret quantitative solutions in their applied context.




D.
Solve problems using statistical techniques based on probability theory,
including population inference from sample data and hypothesis testing;
Demonstrate the practice of multivariate modelling and the basic techniques
of business forecasting;
Evaluate the survey process, questionnaire design, specify aims and
objectives, sampling frames, and sample size;
Utilise statistical software as an aid to problem solving.

Work individually and independently on lecture and reference materials.
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Cardiff University


Use statistical techniques and a software tool to record, display and analyse
information
Interpret statistical results and draw conclusion from them.
computer workshops and 10 hours of classes.
Teaching is mainly carried out by formal teaching methods. However, these are
supplemented by ten compulsory classes in which students are able to work
individually or in small groups on set problems which are closely related to the
lecture material. The lecture programme is supported by detailed handouts, formula
sheets and a list of useful references/recommended textbooks.
To enable module learning outcomes to be attained:



Class questions are given out with the lecture material, allowing students the
opportunity to look at the questions prior to their workshop.
In the computer workshop, students are introduced to the SPSS-for-Windows
statistical package on the network and utilise this software as an aid to
problem solving.
Throughout the module students are also supported through students-lecturer
private consultation sessions, revision sessions and email student-lecturer
contact and surgeries if required
Formal, summative assessment consists of two elements: one 2 hour examination at
the end of Semester 1 (30%) and a 3 hour examination completed at the end of
Semester 2 (70%).
outcomes for the modules and to test skill development. Questions set are not only
designed to test students’ basic knowledge and comprehension of the syllabus, but
also to assess their ability to apply such knowledge in particular contexts. They
require a combination of numerical and written answers, which test students’
Formative assessment is provided through class questions, occasionally marked by
students themselves. Students are also encouraged to submit queries and answers
to past examination papers for discussion and marking.
Type
% Title
Duration(hrs) Week
N/A
Examination - Spring Semester 70 Spring Exam 3 hrs
N/A
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Syllabus content
Probability and sampling distributions; Point and confidence interval estimation;
Hypothesis testing and analysis of variance; Non-Parametric methods; Correlation
analysis and regression; Multiple regression; Model building; Residual analysis;
Forecasting methods and choice governing use of particular methods; Survey
methods including specifying aims and objectives, sampling frames, sample design
and size, questionnaire design, collection and analysis of data.
Anderson, D.R.,Sweeny, D.J. and Williams,T.A., Statistics for business and
economics, West
Brenson, M.L. and Levin, D.M., Basic Business Statistics, Prentice-Hall
Terry Sincich, Business Statistics by Example, Prentice-Hall
Mick Silver, Business Statistics, McGraw-Hill
Alan Bryman and Duncan Cramer, Quantitative Data analysis with SPSS for Window
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Cardiff University
BS2507 - Management Accounting
School
Module Code
BS2507
Level
L5
Module Leader
Dr Nina Sharma
Semester
Double Semester
The aim of this module is to achieve an understanding of the use of accounting
information in the internal management of business organisations.
A




B

C
differentiate between the accounting information required for short and longterm decision-making.


D
display an understanding of the role of management accounting information in
costing, including the different treatment of costs that occur under marginal
and absorption costing;
explain the role of management accounting information in short-term decisionmaking;
demonstrate an understanding of the role of management accounting
information in planning and control, including the operation and behavioural
aspects of budgetary control systems;
understand the techniques involved in standard costing and variance analysis.
demonstrate the use of cost allocation and behaviour determination
techniques and the impact of learning effects on organisations;
use the techniques involved in standard costing and variance analysis.



analytical skills (application, analysis, evaluation and synthesis);
effective decision-making and writing;
problem solving.
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Teaching takes place during the Autumn and Spring semesters. The formal timetabled components of the module include approximately 34 hours of lectures and 10
hours of classes.
The major topics are covered in lectures, during which relevant handouts are
distributed to students. Lectures are designed to introduce each topic and to
illustrate the techniques required to perform numerical calculations. On occasion,
students are expected to work through example questions, and can discuss this with
fellow students or the course lecturer, and are then shown the correct method. The
handouts contain references to additional reading, which students are expected to
do in their own time, and in preparation for the relevant classes.
Classes are held once a fortnight. At the start of each semester students are
provided with a set of questions to be covered in each class. These are typically
designed to give the students practice in examination style questions. Classes are
designed to elicit any problems and to provide a deeper understanding of the topics
discussed. They are an opportunity for students to air any queries and consolidate
the knowledge gained through the lectures and private study.
The continuous assessment draws on a range of skills, and focuses on a particular
element of management accounting. Students are expected to show evidence of
reading in addition to the core text, to integrate this into their assignment, and to
reference the material in a suitable manner.
The examination paper is in four parts, each containing two questions. The student
is required to answer one question from each section viz. four questions in
total. Parts 1 to 3 contain numerically-based questions, with additional sub-sections
requiring some explanation or narrative. Part 4 contains two essay questions,
requiring discussion of a core theme of the module.
Type
% Title
Duration(hrs) Week
Examination - Spring Semester 70 management accounting 3 hrs
N/A
Written Assessment
6
30 assignment
N/A
Syllabus content
Introduction to management accounting; Marginal and absorption costing; Cost
allocation; Cost estimation; Budgetary control systems; Costing systems; Relevant
costing.
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Cardiff University
Drury, C (2004) Management and Cost Accounting (6th edn), Thomson International
Horngren, CT, A Bhmiani, SM Datar and G Foster (2008) Management and Cost
Accounting (4th edn), Prentice Hall.
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BS2509 - Taxation
School
Module Code
BS2509
Level
L5
Module Leader
Mrs Gwen Thomas
Semester
Double Semester
The aim of the module is to provide students with an understanding of the theoretical
and practical aspects of the taxation of income and capital in the United Kingdom.
A











B
describe why an effective taxation system is necessary.
discuss the various factors that need to be considered when assessing the
effectiveness of individual taxes.
identify the basic features of the benefit system and discuss the relationship of
that system with the taxation system as a means of relieving poverty.
discuss methods of introducing progression into the tax system and their
impact upon taxpayers' behaviour and government revenues.
describe the principal rules relating to the assessment of income tax, including
different categories of income, adjustment of profits, allowable and
disallowable expenditure and capital allowances.
distinguish between the taxation of individuals and corporate entities.
discuss the justification for the taxation of capital gains and the principal CGT
rules including available reliefs and exemptions.
show a thorough knowledge of available reliefs and allowances for inheritance
tax and display an understanding of the distinction between lifetime gifts and
transfers upon death, and the significance of potentially exempt transfers.
discuss the merits and disadvantages of indirect taxation generally with
particular reference to Value Added Tax (VAT).
understand the principal rules applying to the administration of VAT in the UK.
discuss the importance of tax planning and demonstrate an understanding of
the distinction between tax evasion and tax avoidance.




synthesise and evaluate secondary financial data.
numerical data .
exercise powers of inquiry, logic, and critical analysis, interpretation and
evaluation of arguments and evidence.
sustain a critical argument in writing.
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Cardiff University
C






D
apply the principal rules relating to the assessment of income tax, including
different categories of income, adjustment of profits, allowable and
disallowable expenditure and capital allowances by calculating total income
for income tax purposes, together with the liability to taxation after applying
available reliefs and allowances.
calculate a company's corporation tax liability by reference to chargeable
accounting periods and corporation tax financial years.
prepare a basic capital gains tax computation
undertake basic inheritance tax computations for individuals.
undertake a simple calculation of VAT liability.
identify some simple tax planning opportunities to demonstrate the distinction
between tax evasion and tax avoidance.




communicate ideas, principles and theories effectively by oral and written
means.
independently.
exercise numeracy, and problem solving skills.
Formal teaching is by means of approximately thirty-six hours of lectures and ten
hours of classes across the Autumn and Spring semesters.
The lectures, supported by detailed handouts, are designed to identify the structure
of each topic, to cover the theoretical aspects and explain the more difficult technical
material, and to work through practical examples where appropriate. Students are
also provided with details of relevant additional reading and reference material to
enable them to consolidate and extend the knowledge gained from these
sessions. Armed with this information and understanding, students are encouraged
to prepare for the class assignments which are closely integrated to the lecture
material. The assignments are designed to assist the students to achieve the
learning outcomes by encouraging them to apply to practical situations the rules and
principles introduced in lectures. Classes provide an opportunity to consolidate the
underlying theory by means of discussion and thorough consideration of the class
questions distributed. Further revision questions are circulated before examinations
to provide additional learning resources, and students are also supported by
personal and/or e-mail student-lecturer contact as appropriate.
outcomes for the module and to test skill development. Questions are set not only to
Page 87 of 314
test students’ knowledge and comprehension of the material covered but also to test
their ability to apply that knowledge in particular contexts. The two examination
papers taken together contain a balance between written and numerical
questions. The former test the ability to provide a reasoned, coherent and logical
response to the question posed. The latter test the understanding and application of
theories and rules introduced by the module. Thus students’ intellectual, written
communication and reasoning skills are thus tested along with their numerical
application skills in conjunction with the essential subject specific knowledge.
Type
% Title
Duration(hrs) Week
Examination - Autumn Semester 30 taxation 1.5 hrs
N/A
Examination - Spring Semester 70 taxation 3 hrs
N/A
Syllabus content
Income tax; corporation tax; tax planning; effective taxation; taxation of capital gains;
national insurance contributions; the benefit system; low income relief and work
incentives; commodity taxation; progressive taxation of income; taxation of capital
transfers.
Simon James
Publications
&
Christopher
Nobes, The
Economics
of
Taxation, Fiscal
Alan Melville Taxation. Finance Act 2014, Pearson
Andy Lymer & Lynne Oats, Taxation. Policy and Practice, 2014/2015, Fiscal
Publications
Page 88 of 314
Cardiff University
BS2511 - Law of Commerce, Banking and Investment
School
Module Code
BS2511
Level
L5
Module Leader
Dr Simon Norton
Semester
Double Semester
The aims of this module are to widen students’ knowledge of the law relating to
banking and finance in the U.K., and of the influence of international institutions and
developments upon the U.K. banking and financial sectors.
A



B



C
the ability to read and apply international and national legislative instruments.
the ability to understand and predict bank failures.
the ability to critically evaluate the rights and obligations of banks and their
customers.



D
critically evaluate the activities of regulatory agencies active in the UK and EU
banking environment.
understand, compare and contrast philosophical approaches to bank and
financial services regulation.
develop a critical understanding of legal rights and obligations of customers
and institutions which interact in the domestic and international banking and
financial services environment.
to gain an in depth knowledge of borrowing options and capital market
instruments available to corporate borrowers and financial institutions.
to understand selected case studies arising in the financial services industry.
to critically appraise the functions and strategies of supranational regulatory
agencies.



critical analysis.
technology skills including accessing internet-based resources.
ability to prepare reports on practical current issues.
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The formal time tabled elements consist of 34 lectures and 8 hours of classes. The
students are encouraged to read widely and to understand and critically appraise the
knowledge. These are supported by detailed handouts and structured
required to find for themselves, and utilise in their classes and written work.
The examination contains a range of questions designed to test student’s
encouraged to demonstrate their reading and critical appraisal skills. The nine
questions set are designed to fully assess the student’s skills and knowledge, as well
Type
% Title
Duration(hrs) Week
Semester
70
Written Assessment
30 coursework
law of commerce banking and
investment
3 hrs
N/A
N/A
10
Syllabus content
Financial Services and Markets Act 2000; role and recommendations of the Basel
Committee; European Union Directives and the process of regulatory harmonisation;
regulation of the investment markets; philosophical issues in bank regulation; bank
failures; money laundering, the financing of terrorism, and responses by regulatory
agencies; the capital markets, including swaps, securitisation, syndication; green
finance, including the Equator Principles, debt-for-nature swaps; the UK/EU financial
services industries; role of the FSA; practical issues and legal principles relating
to bankers’ security.
Valdez, Stephen, 2000, An Introduction to Global Financial Markets, Third Edition,
Macmillan Business.
Das, Satyajit, 1989, Swap Financing, The Law Book Company Limited.
Chew, Stern, 1988, New Developments in International Finance, Blackwell.
Lissakers, Karin, 1991, Banks, Borrowers, and the Establishment, Harper Collins.
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Cardiff University
BS2514 - Financial Markets & Institutions
School
Module Code
BS2514
Level
L5
Module Leader
Dr Kevin Evans
Semester
Double Semester
The aim of the module is to introduce students to the financial markets and
institutions operating in the UK.
A







B




C
discuss the nature and significance of the financial system.
show a knowledge and understanding of financial instruments.
show a knowledge and understanding of the operations of the financial
markets in the UK.
show a knowledge and understanding of the objectives and operations of
financial institutions.
show a knowledge and understanding of the regulation of the financial system
and investment business in the UK.
place the UK regulatory system within the international context.
discuss current issues in ethical investment and corporate governance.
synthesise and evaluate primary and secondary data.
solve problems, including the ability to manipulate financial data.
sustain a logical structure and critical argument in writing.
exercise powers of inquiry, logic, and critical analysis and interpretation and
evaluation of argument and evidence.







describe and evaluate the operations of the financial markets and institutions
in the UK.
critically assess London’s role as an international financial centre.
apply appropriate techniques to price money market instruments.
assess the relationship between spot and forward foreign exchange rates.
apply appropriate techniques to calculate payoffs for futures and options
positions.
critically appraise the relationships between financial markets and institutions.
critically assess the statutory powers of financial services regulators.
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

D
critically evaluate current approaches to corporate governance and ethics
within the financial services sector.
show an appreciation of trends towards harmonization of regulatory rules in
the context of the EU, and the wider international capital and financial services
environments.





communicate ideas, concepts, principles and theories effectively through oral
and written means.
develop and exercise numeric, problem solving and IT skills.
develop report writing and reference skills and conduct independent research
using both traditional library based resources and internet based resources.
exercise initiative, self-motivation and time management skills and work
independently.
synthesise relevant information from a wide range of sources and utilise in
specific problem solving.
The time tabled elements consist of approximately 34 hours of lectures and 8 hours
of tutorials. In addition, students will have the opportunity to attend sessions in the
Trading Room covering trading simulations, and introductions to Bloomberg and
Reuters Eikon. The students are encouraged to read widely, understand and
critically appraise the material. The lectures provide the students with a baseline,
benchmark knowledge. These are supported by detailed handouts, and structured
Students are supported throughout the module by the module leader, either through
consultation during office hours or by correspondence via electronic mail.
outcomes for the module and to test skill development. Questions are designed to
test students’ basic knowledge and comprehension of the syllabus, to assess their
ability to apply such knowledge in particular contexts and to enable them to
demonstrate the development of their intellectual, communication, numeric and
reasoning skills as well as their subject-specific knowledge.
The assignment is designed to further test the students’ knowledge and
comprehension of the subject matter, to encourage them to be more critical and
creative in their work and to undertake further research. It will enable students to
demonstrate their intellectual skills of analysis, synthesis and evaluation as well as
key skills of written communication, IT skills, and referencing.
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Cardiff University
provided), which enable students to assess the extent to which they are meeting the
module learning outcomes.
Type
% Title
Semester
70
Written Assessment
30 essay
financial markets &
institutions
Duration(hrs) Week
3 hrs
N/A
N/A
11
Syllabus content
Introduction: the nature and role of the financial system.
Financial Markets: Money Markets, Foreign Exchange Markets, Long Term Debt
Markets, Equities Markets and Derivatives Markets – products, operation, application
and significance.
Financial Institutions: Deposit Institutions, Portfolio Institutions, Insurance &
Provident Institutions, Other Financial Institutions – their role and significance.
Regulation of the financial system and Investment Business: Applicable Statutory
Framework, Supervisory Bodies.
Corporate Governance and Ethical Issues.
International Regulatory Issues and Supervisory Bodies.
Finance and Financial Markets, Keith Pilbeam, Palgrave Macmillan, 2nd edition,
2005.
Financial Markets and Institutions, Peter Howells and Keith Bain, FT Prentice Hall,
4th edition, 2004.
The UK Financial System, Mike Buckle and John Thompson, Manchester University
Press, 4th edition, 2004.
Financial Market Analysis, David Blake, John Wiley & Sons, 2nd edition, 2000.
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BS2515 - Auditing and Assurance
School
Module Code
BS2515
Level
L5
Module Leader
Professor Roy Chandler
Semester
Double Semester
This module aims to provide a critical review of the role of audit and other assurance
services in the context of modern society and studies the development of major
assurance concepts, demonstrating how these concepts are applied in practice.
A




B
Intellectual skills:




C
demonstrate an understanding of the principal components of auditing and
assurance services viz., auditor independence and objectivity, auditor
responsibility, truth and fairness, and audit evidence in various assurance
situations.
demonstrate an understanding of the underlying principles and techniques of
current practices in the areas of: risk assessment; planning an audit and
assurance engagement; factors determining levels of assurance; internal
control systems; tests of transactions and balances; evaluating computer
systems and sampling techniques.
compare and contrast different types of assurance engagements in terms of
the position and performance of assurance providers.
understand the controls over the accounting profession in the context of its
regulatory environment.
synthesise and evaluate secondary data.
solve problems.
exercise powers of inquiry and logic, and critical analysis, interpretation and


evaluate the principal components of auditing and assurance services viz.,
independence and objectivity, responsibility, truth and fairness, and audit
evidence in various assurance situations
identify and evaluate the underlying principles and techniques of current
practices in the areas of; risk assessment; planning an audit and assurance
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Cardiff University


D
engagement; factors determining levels of assurance; internal control
systems; tests of transactions and balances; auditing computer systems and
sampling techniques.
compare and contrast different types of assurance engagement in terms of
the position and performance of assurance providers.
critically evaluate developments in assurance engagements in an international
context.






communicate effectively ideas, principles and theories by oral and written
means.
independently.
apply analytical procedures to financial and non-financial data
exercise problem-solving skills.
access and utilise information in a variety of research resources both
traditional (e.g. library) and IT (e.g. the Internet, databases).
10 hours of classes. As students need to assimilate a basic body of knowledge and
demonstrate a proficiency in the application of this knowledge to a range of
scenarios, an effective teaching strategy and learning support structure is
imperative. Detailed handouts and a structured reading list are given to students in
order to encourage the completion of case-study based class questions, which build
upon the material covered in lectures and offer a real-life angle to the theoretical
material presented in the lectures. Student support is given through revision
sessions, lecturer and tutor office hours and e-mail student-lecturer contact.
Formal – coursework at the start of the Spring semester comprising analysis,
evaluation and report on a hypothetical case study– 30% of overall module mark.
The purpose of the coursework is to test understanding of key concepts and
practices. The assignment must be word-processed, and therefore tests CIT
skills. The examination contains a range of questions designed to cover the learning
outcomes for the module and to test skill development. It aims to test knowledge
and comprehension of the syllabus as well as testing students’ ability to apply such
knowledge in particular contexts. Questions require written answers, which test
students’ development of intellectual, communication and reasoning skills, as well as
Informal assessment is provided through case study based class questions which
stimulate independent learning, develop students’ analytical skills and provide an
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ongoing mechanism for assessing the extent to which students are meeting the
module’s learning outcomes. Student problems are dealt with by the lecturer/tutor in
classes or on a one-to-one basis and all students are encouraged to submit queries
either in the class or afterwards.
Type
% Title
Duration(hrs) Week
Examination - Spring Semester 70 auditing and assurance 3 hrs
N/A
Written Assessment
3
30 assignment
N/A
Syllabus content
The role of assurance services. The regulation of the profession and criticisms of its
constitution. Practices and problems involved in assurance services. Independence
and objectivity: theory vs. practice; legal and professional rules; future
development. The responsibilities and liabilities of providers of assurance
services. Truth & Fairness and other aspects of reporting on an assurance
engagement. Types of evidence, methods of collection and levels required for
different
assurance
engagements.
Auditing
and
assurance
services
internationally. Future developments in the role and regulation of the
profession. Planning the assurance engagement. Assessing risk. Factors affecting
the desired level of assurance. Assessing internal controls. Materiality. Assurance
procedures.
Evaluating
computer
systems.
Fraud.
Small
company
assurance. Internal Audit. Assurance engagements other than financial audit,
including Social and Environmental reporting. Special classes of audit and
assurance services. Assurance services in the public sector.
Gray & Manson – The Audit Process, 4th Edition
B. Porter, Simon, J., Hatherly, D., Principles of External Auditing 3rd Edition
M. Sherer & S. Turley - Current Issues in Auditing, 3rd Edition
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Cardiff University
BS2516 - Corporate Reporting
School
Module Code
BS2516
Level
L5
Module Leader
Miss Natalie Forde
Semester
Double Semester
The aim of this 20 credit module is to focus on the law and regulations that underpin
the operation of limited companies and their published accounts. It provides the link
between the first year studies (BS1509 and BS1611) where the practical techniques
of the accounting process are learned and the third year (BS3521) where more
advanced and theoretical aspects are studied.
It aims to teach specialist accounting students why the published accounts of
registered companies, especially quoted ones, have their observed form and content
and to enable students to assess the role of published accounts in the process of
corporate governance and appreciate the laws and regulations that affect the
operation of limited companies.
A




B
describe the nature and function of registered companies and the regulatory
structure within which they operate;
identify the main user groups of financial reports;
know the contents of selected accounting standards and specify alternative
accounting policies for the items covered
know how to perform advanced analysis of financial statements and
understand the limitations of such analysis.



assess the role of directors, the company secretary and auditors in financial
reporting and the governance of companies;
explain the role of accounting concepts and policies in the preparation of
published accounts and their relationship to the underlying conceptual
framework;
explain why the required accounting policy is considered preferable to the
others and compare and contrast the alternative accounting policies.
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C




D
prepare accounts conforming to broad statutory requirements and accounting
standards;
be able to assess the extent to which the needs of the users of accounts are
met by the published accounts of companies;
compare and contrast alternative accounting policies, including the use of
numerical examples and the preparation of accounting statements
be able to interpret accounting reports.


appreciate the role of information in the process of decision making and be
able to identify and apply appropriate information;
know and apply the criteria by which it is possible to judge information in the
decision making context.
METHODS OF TEACHING AND LEARNING:
Teaching takes place in the first and second semesters. Teaching is by means of
approximately thirty four lectures and ten feedback sessions.
The study of accounting at an intermediate level requires students to assimilate a
body of knowledge, become proficient in its application in a range of contexts and
explain its usage. The necessary teaching strategy and support structure involves
covering the theoretical and developmental aspects of topics in lectures together
with their application using numerical examples and illustrations taken from
published corporate accounts. Feedback sessions are designed to cover the
practical aspects by means of class exercises and to consolidate the underlying
theory by means of discussion. Questions dealing with the application aspects are
closely integrated with the lecture material and are provided for students to work
prior to attendance at classes. These questions are reviewed in feedback sessions
and then supplemented with extension exercises that involve alternative applications
and theoretical considerations. Packages of additional questions, together with
solutions, are provided to allow students to self-test their understanding and
application of key areas of the syllabus and help achieve the stated learning
outcomes.
The autumn semester examination paper consists of six essay type questions taken
from the Legal Aspects section of the module.
The spring semester examination paper covers all of the syllabus apart from Legal
Aspects.
The paper consists of two sections:
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Cardiff University


Section A has four questions with a numerical bias of which three must be
answered
Section B has three essay style questions.Students must answer three
questions from section A and one additional question from either Section A or
Section B to make a total of four.
The examinations contain a range of questions that cover the learning outcomes of
the module and test skill development. The questions are designed to test the ability
of students to apply the knowledge that they have gained as well as demonstrate
that they have achieved a minimum outcome in terms of basic knowledge. Questions
require a combination of numerical and written answers to test the students’
development of intellectual, communication, numeric and reasoning skills as well as
subject specific knowledge.
Informal assessment is provided through class questions that the students are free
to mark themselves using the solutions provided at classes. A varied range of class,
examination standard, questions are designed to stimulate independent learning and
to provide an ongoing mechanism for assessing the extent to which students are
meeting the module’s learning outcomes. Similarly, study package questions are
self-assessed.
Type
% Title
Duration(hrs) Week
Examination - Autumn Semester 30 corporate reporting 1.5 hrs
N/A
Examination - Spring Semester 70 corporate reporting 3 hrs
N/A
Syllabus content
Legal aspects: modes of organisation; legal background; sources of funding:
management and control; corporate governance; capital maintenance; Users of
accounts: user groups; user needs; Form and content of published accounts:
statutory requirements; accounting standards; The Conceptual Framework;
definitions; recognition; measurement and derecognition; Selected Accounting
Standards: The module will cover the authoritative requirements of a number of
accounting standards current at the time of teaching; Methods of interpretation and
financial statement analysis.
Francis Rose, Nutshell’s Company law (6th ed)


Picker, R., Alfredson, K, Leo, K., Loftus, J., Clark, K. and Wise, V., (2013).
Applying International Financial Reporting Standards (3rd ed.) Milton, Qld.
John Wiley and Sons Australia
Alexander, D., Britton, A. and Jorissen, A. (2011). International Financial
Reporting and Analysis (5th ed.) Cengage Learning.
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ACCA F7 (2014) Financial Reporting (International and UK) study text London; BPP
Learning Media Ltd
ACCA F7 (2014) Financial Reporting (International and UK) study text London;
Kaplan Publishing
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Cardiff University
BS2518 - Business, Government and Society
School
Module Code
BS2518
Level
L5
Module Leader
Dr Thomas Entwistle
Semester
Double Semester
The aim of this module is to explore the interrelationships between private, public
and voluntary sector organisations within the contemporary business environment.
The first semester will explore the landscape of organisations differentiated by their
publicness. In the second semester, we will explore the relationships between
government, business and society in more depth, with a particular emphasis on
public-private partnership, regulation and social innovation.




Consider the composition of the public sector and determine the extent to
which the sector has experienced constitutional, administrative and external
change over the last twenty-five years
Determine the characteristics and theoretical underpinnings of Old Public
Administration and New Public Management
Evaluate the role of markets and competition in the public sector
Identify the key features of Labour’s modernisation agenda and assess its
early impact on public services



Apply theories of bureaucracy to the public sector
Consider the conceptualisation and measurement of organisational
performance in public services
Demonstrate analytical and written communication skills in the form of logical
structured argument for presentation in an assessed essay and in response to
examination questions.

Demonstrate the ability to evaluate the impact of recent public sector reforms,
based on a critical interpretation of the literature.
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

Develop and apply a range of academic skills including: the evaluation of
theoretical models; operationalisation of concepts; and the interpretation of
empirical evidence.
Develop analytical, communication and learning skills through workshops and
seminars.
The module comprises 34 hours of lectures, spread over the two semesters, with two
members of academic staff teaching one semester each. The seminar programme
includes 10 hours of contact time. A variety of teaching techniques are used in
seminars including 2 hour sessions in which students prepare and present group
presentations. These core classes are supplemented throughout the year with a
number of sessions with guest speakers, managers from public service
organisations, such as the Welsh Assembly and the National Health
Service. Podcasts will also be included to reinforce learning in lectures.
The formal assessment consists of two main elements: An examination at the end of
Spring Semester and one essay to be submitted in the Autumn Semester and one
group presentation to take place in Spring Semester.
The essay topics relate to key aspects of the syllabus and are often drawn from
previous examination questions. The examination paper is divided into two halves
with questions relating to both the first and second semesters. It is the intention that
the questions cover the various aspects of the syllabus and encompass the various
learning outcomes. Answers are expected to be in the form of coherent essays, thus
testing the student’s analytical and written communication skills.
Type
% Title
Duration(hrs) Week
Written Assessment
25
business, government and society N/A
essay
11
Presentation
25
business, government and society N/A
group presentation
10
Semester
50 business, government and society
3 hrs
N/A
Syllabus content
Semester one: distinctions and relationships between sectors; the businessgovernment relationship; the government-voluntary sector relationship; the functions
of the public sector; policy making, including the contribution of pressure groups and
social movements; Semester two: globalisation; regulation and markets, corporate
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Cardiff University
social responsibility; public-private partnerships; social
entrepreneurship; sustainable development; social marketing.
innovation
and
Greener, I. (2009) Public Management: A Critical Text, Palgrave.
Hoppe, R. (2010) The Governance
Participation, Policy Press.
of
Problems:
Puzzling
Powering
and
Hughes, O. E. (2012) Public Management and Administration: An Introduction,
Palgrave.
Osborne, D. and Gaebler, T. (1993) Reinventing Government:
Entrepeneurial Spirit is Transforming the Public Sector, Plume
How
the
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BS2530 - Organisational Behaviour
School
Module Code
BS2530
Level
L5
Module Leader
Professor Mike Wallace
Semester
Double Semester
The aim of this second-level module in Organisational Behaviour (OB) is to develop
a critical understanding of the activities and interactions of people within work
organisations. This will be achieved through an explanation and discussion of key
concepts, theories and ideas in the OB literature. The relevance and usefulness of
these concepts and theories for management and other groups within organisations
will also be considered.



Demonstrate a critical understanding of the complex inter-relationships
between individual behaviour, group behaviour, organisational structure and
organisational processes.
Demonstrate a detailed knowledge of the key theories used in the
management literature to understand individual and group behaviour and the
relationships between this behaviour and organisational structure and
processes.
Critically understand the nature of Organisational Behaviour and the
relevance of the discipline in understanding and managing organisations.



Identify the strengths and weaknesses of alternative theoretical perspectives,
including those advanced to understand motivation, leadership, decisionmaking, control, power and resistance, and the gendering or organisations.
Appreciate the implications of different perspectives for both understanding
and managing organisations.
Critically evaluate recent developments in organisations, including diversity
management and team-work.

Demonstrate the ability to draw on a range of perspectives and to use this
knowledge to critically examine organisations and to manage the behaviour
that occurs within them.
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Cardiff University
D. Employability Skills:


Develop a range of employability skills that can be utilized in the critical
analysis of management and of organizations
Develop skills in critical reflection, teamworking, effective communications,
time management, and creative thinking through a range of individual and
group based exercises.
The module is delivered through a series of lectures and tutorials over two
semesters. There is an emphasis on student-directed learning, and you are expected
to prepare thoroughly for classes via reading and reflection. Tutorials will involve a
combination of group-work, individual and group presentations, discussion and
debate. A handout will be provided for each tutorial. The main contact points will be:


One lecture (1hr 50mins each, including a 10 minute break) per week in both
semesters.
Three fortnightly tutorials (1hr 40mins each) in each semester.
These small group sessions have been designed to ensure the active participation of
students in the learning process. Here there will be extensive use of experiential
exercises, discussion groups, quizzes and text analyses. These sessions will focus
on the development of employability skills, especially critical thinking, and on
developing the understanding of key concepts and theories in organizational
behaviour.
This module will be formally assessed by one 3000 word essay and an examination.
In the examination students will be required to answer three questions, one from the
first semester and two from the second semester. A pass mark of 40% is required on
this module.
Other, more informal methods are used in the assessment of transferable skills.
These will regularly be used in small group sessions where specific feedback and
advice will be given to students on the development of practical skills relating to
working in groups, making oral presentations and improving their own ability to learn
and to reflect on their learning process.
Type
% Title
Duration(hrs) Week
Semester
60 organisational behaviour
3 hrs
N/A
Written Assessment
40
N/A
1
coursework (spring
semester)
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Syllabus content
Understanding and investigating teamwork, the management of change, leadership,
and organizational politics. Decision-making; happiness; control; resistance; conflict.
Knights, D & Willmott, H. (2007) Introducing Organisational Behaviour &
Management, London: Thomson.
Palmer, I. and Hardy, C. (2000) Thinking about Management, London, Sage
Linstead, S. Fulop, L. and Lilley, S. (2009) Management and Organisation: A Critical
Text., London, Macmillan.
Thompson, P. and McHugh,
Introduction, London: Macmillan.
D.
(2009) Work
Organizations:
A
Critical
Grey, C (2008) A Very Short, Fairly Interesting and Reasonably Cheap Book About
Studying Organizations, London: Sage.
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Cardiff University
BS2537 - International Management
School
Module Code
BS2537
Level
L5
Module Leader
Dr Thomas Prosser
Semester
Double Semester
The module is designed to provide business students with key ideas in international
management, within the context of a rapidly developing international business
environment. The material presented will allow students to understand the
challenges faced by international managers in a variety of different international
settings. On completion of the module, students should be able to analyse a range
of processes involved in enabling organizations to manage effectively in a global
economy, addressing issues including cross-cultural management and comparative
management and business systems.
A. Knowledge and Understanding;







Address competing theories of the nature of globalisation including developing
a critical understanding of the causes of stability and instability in the global
business environment
Demonstrate an in-depth understanding of the role of multinationals in the
world economy
Show an awareness of how multinationals have evolved in different economic
environments, and of the growing importance of multinationals based in
emerging economies
Understand the diversity of international organizations including the growing
role of international non governmental organizations
Understand the changing organization of international business processes,
including outsourcing and offshoring
Demonstrate an understanding of the framework within which international
business activity occurs, including the role of transnational institutions
Show an awareness of business ethics changes and dilemmas raised by
internationalisation Demonstrate an understanding of the core challenges
faced by international managers, and strategies managers can employ to
enable organizations to perform effectively in diverse environments


Critically assess and understand the changing international context in which
organizations operate
Critically evaluate the functioning of organisations operating internationally
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

Analyse and highlight the complexities of managing organisations in the
international context
Demonstrate an understanding of the role of the international manager in the
management of human resources


Read, interpret and critically assess academic research conducted by
management scholars in the field of international management.
Integrate emerging information and data from various sources into theoretical
understandings drawn from academic research in international management,
and draw conclusions applicable to management practice






Work individually and independently on lecture and class reference materials
Communicate orally within classes on specified topics
Make individual presentations within classes on specified topics
Write effectively in producing coherent and succinct assignments
Where appropriate, analyse numerical data
Manage time with regard to class preparation, the writing and handing in of
assignments and the preparation for examinations
This module is taught using a lecture and tutorial system, with the lectures covering
the core content of the module topics and the tutorials enabling the students to
analyse, discuss and debate the module content. Lectures and tutorial topics will be
research-led, based on the extensive experience in international and comparative
management of the module Co-ordinator and the module team. The module will be
delivered through 34 lectures, over two semesters, and 10 hours of tutorials.
The examination paper contains eight questions of which student are required to
answer three. Both the essay assignment and the examination questions are
intended to assess the extent to which students have achieved the module’s learning
outcomes. Principally, the assessments are designed to determine whether students
can critically evaluate the theoretical models and identify the key empirical issues
facing
managers
and
policy
makers
involved
in
International
Management. Students’ ability to develop a coherent argument based on empirical
evidence is also assessed through the written essay assignment. Verbal
presentation skills are evaluated during the class sessions when individual and
collective presentations are prepared and delivered before class members. During
these sessions the tutorial leader provides students with constructive feedback on
their delivery style and presentation structure. Informal feedback is provided through
Blackboard and in lectures and tutorials to all students requesting advice with
regards to essay structure and revision programme
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Cardiff University
Type
% Title
Duration(hrs) Week
Examination - Spring Semester 60 international management 3 hrs
N/A
Written Assessment
8
40 coursework
N/A
Syllabus content
The main module topics include:
1. Globalization: what is it, how does it affect us, and is it a good thing?
2. Multinational corporations, theory and practices.
3. Global business strategy.
4. Transnational business process organization.
5. Transnational organizational coordination and learning.
6. Cross cultural management and ethics in the international environment.
7. Managing in China, India, and Malaysia.
8. Europe and the Eurozone.
9. International NGO management.
10. International financial architecture.
The module contents are updated as the academic year progresses to take into
account emerging developments in international management and business.
Bartlett, C., Ghoshal, S., Beamish, P. (2007), Transnational Management: Text and
Cases, London, McGraw Hill.
Bird, F. and Velasquez, M., eds, (2006), Just Business Practices in a Diverse and
Developing World: Essays on International Business and Global Responsibilities,
London, Palgrave Macmillan.
Dicken, P. (2007), Global Shift, London, Sage.
Gereffi, G. (2006), The New Offshoring of Jobs and Global Development, Geneva,
ILO.
Lasserre, P. (2007), Global Strategic Management, London, Palgrave.
Mathews, J. (2002), Dragon Multinational: A New Model for Global Growth, Oxford,
OUP.
Schneider, S. and Barsoux, J. (2002), Managing Across Cultures, London, Prentice
Hall.
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BS2540 - Marketing and Strategy
School
Module Code
BS2540
Level
L5
Module Leader
Dr Eleri Rosier
Semester
Double Semester
This module provides students with an understanding of the role and major elements
of marketing and strategic management. The aims of this module are to: furnish
students with a broad-based understanding of the factors, mechanisms and
processes relevant to establishing and maintaining effective marketing and strategic
management activities, and provide them with the ability to critically evaluate and
apply marketing and strategy issues in contemporary business settings




Appreciate the evolution of the marketing concept.
Understand further approaches to marketing such as digital marketing,
retailing, business-to-business and international marketing.
Demonstrate knowledge of fundamental marketing and strategy models,
processes and concepts and their practical application.
Understand key strategic influences from the environment. Outline the central
issues in strategy evaluation, choice and implementation.



Apply and evaluate key theoretical and analytical perspectives found in the
marketing and strategic management literatures.
Evaluate the importance for strategic decision making of key strategic
influences from the environment.
Enhanced employability skills such as peer-to-peer interaction and learning,
self-directed study, conceptualisation and reflection skills and sense making
by applying theory to practical examples.


Application of applied knowledge; practical application of theories and models;
develop problem solving skills.
Explain and evaluate the conceptual and practical virtues of relationalorientated conceptions of marketing.
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Cardiff University


Demonstrate understanding and ability to construct an argument within exam
essays and in a written assignment.
Further develop both reflective log and critical writing skills.
There are a minimum of 44 hours of direct contact with students. These are
supported by detailed handouts and both pre- and post- structured reading
(recommended reading is detailed in the handouts) and a range of in-class
exercises, in order to empower students to critically assess and evaluate the subject
matter. Additional exercises (including learning logs) are set for students to
complete during self-study time. Students are further supported throughout the
module via electronic communication facilities.
Formal assessment: one three-hour examination at the end of the Spring Semester
(60%); and one 2000 word assignment and 8 learning logs to be submitted in the
Autumn Semester (40%).
The examination, assignment and learning logs contain questions designed to cover
all the learning outcomes for the module and to test skill development. Questions
set are not only designed to test students’ basic knowledge and understanding of the
comprehensive syllabus, but also to appraise their ability to apply such knowledge to
business situations; through analysing practical situations using appropriate
techniques and developing relevant arguments.
Informal assessment: classroom exercises, where students will be encouraged to
analyse contemporary case examples. The discussions surrounding these exercises
are designed to provide an indicator of knowledge assimilation and skill development
and provide a stimulus for independent study.
Type
% Title
Duration(hrs) Week
Examination - Spring Semester 60 marketing and strategy 3 hrs
N/A
Written Assessment
10 learning logs
N/A
9
Written Assessment
30 assignment
N/A
9
Syllabus content
The module is structured around two themes:

Marketing Management -covers issues relating to the management of
marketing activities in modern organisations—incorporating insights into the
marketing management process, customer insight, market positioning and
targeting.
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
Strategic Management- features the strategic fundamentals of business
policy-including the strategy process, organisational vision, mission and
objectives, strategic analysis of the internal and external environments, the
resource-based view of the firm, strategic alternatives for growth and
achieving competitive advantage, strategy evaluation, choice and
implementation and measuring success.
Rosier E (2014) Marketing and Strategy Custom Pearson Text
Jobber and Ellis-Chadwick (2013) Principles and Practice of Marketing, 7th Ed,
McGraw Hill.
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Cardiff University
BS2542 - Managing People
School
Module Code
BS2542
Level
L5
Module Leader
Dr Aoife Mcdermott
Semester
Double Semester
The aim of this module is to provide students with the knowledge and skills needed
to manage people in contemporary organisations. The programme of study will
develop knowledge of (1) how people management can support organisational
performance; (2) the core HR models and practices that form the ‘toolkit’ used in
managing people and; (3) how these HR models and practices can be applied to
address contemporary issues in people management.





Discuss and apply the principal models and practices used in dealing with
people-related issues.
Demonstrate an understanding of key contemporary issues involved in
managing people.
Undertake evidence based choices when applying theory and practice to
address these issues.
Describe and evaluate the principal debates in the field of human resource
management.
Assess the impact of new approaches to human resource management on
workers.






Analyse and synthesise information.
Sustain a logical argument and defend conclusions.
Compare, contrast and evaluate theoretical explanations.
Use empirical evidence to debate how certain approaches to management
practice can be applied.
Discuss the relevance of theory on the basis of empirical research.
Identify formal and informal structures and cultures within organisations and
analyse the effects of these on management and the efficiency of
organisations.
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



Consider a broad range of views in dealing with specific people-related
issues.
Analyse organisational context and work-place settings in making informed
decisions.
Anticipate the impact of decisions on employee relations and performance.
Recognise the potential implementation issues facing managers when
addressing people-related issues.





Find, manage, appraise and utilise information and data.
Work individually and as part of a team.
Negotiate with others.
Write effectively for a management audience.
Make presentations as part of a group.
The formal timetable comprises 32 hours of lectures and 12 hours of tutorials. The
lecture programme is supported by the tutorials, which provide students with an
opportunity to apply theory to real-life workplace settings.
In addition to tutorials, students are supported throughout the module programme via
the course handbook and the module Learning Central webpage. Copies of
PowerPoint lecture slides, handouts and recommended readings are made available
in class and online. Students may also avail of further support through advertised
weekly consultation sessions with the programme lecturers, via email and via the
discussion board.
The module assessment will comprise of two components. The first is a 2,000 word
case study report, to be submitted early in Spring Semester. This case study will
require students to write a written response to a contemporary people management
issue, faced by a designated organisation. The case study will account for 30% of
the module marks.
The second assessment component is a three hour examination, which will take
place at the end of the Spring Semester. This will account for 70% of the module
marks. The examination paper will comprise two sections. The first section will
contain four essay questions, of which students are required to answer two. The
second section will consist of two questions based on a short case study. Students
must answer one of these questions.
The case study and exam are designed to assess the extent to which students have
achieved the module learning outcomes. The assessments will therefore require
students to (1) identify and discuss key contemporary people-management issues
facing managers in organisations; (2) describe and evaluate appropriate theoretical
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Cardiff University
models for addressing these issues and; (3) identify and discuss the HR practices
required to support appropriate interventions. Students must develop coherent and
appropriate arguments, based on theory and empirical evidence.
Analytic and verbal presentation skills are applied and evaluated during the tutorial
sessions, through individual and group presentations. Students will receive
constructive feedback on their content, delivery style and presentation structure
during these sessions. The tutorial programme is designed to support and assist
students with their assignment and exam preparation.
Type
% Title
Duration(hrs) Week
Written Assessment
30 case study
N/A
Examination - Spring Semester 70 spring exam 3 hrs
2
N/A
Syllabus content
The themes covered in the programme are as follows:
(1) The origins and development of people management, including the relationship
between HR and organisational performance, and strategic human resource
management; (2) HR practices including recruitment and selection; training and
development; performance management and; reward management and; (3)
Contemporary people management issues including organisational culture;
managing contemporary work; diversity management and managing workers in an
international environment.
Redman and Wilkinson (2013), Contemporary Human Resource Management (4th
Edition), Prentice Hall.
Gilmore and Williams (2009) Human Resource Management, Oxford University
Press.
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BS2543 - Business Information Systems
School
Module Code
BS2543
Level
L5
Module Leader
Professor Paul Beynon-davies
Semester
Double Semester
This module introduces the aspiring business professional to three topic areas that
are likely to be critical to his or her future working life.
Information is so-important to the modern world that some have even referred to it as
the global information society. In this module we help the student unravel the ways in
which information underpins business activity of many forms. We demonstrate the
ways in which information underlies the work of not only the business manager but
also the shop-floor worker.
Second, organisations establish information systems in order to control their
current activities and also as the basis for changing and improving their ways of
doing things. In this module we study a number of typical information systems within
business which drive their operation. We also discuss the ways in which information
systems are now critically important for managing activities and relationships with
external stakeholders such as customers, suppliers and partners.
Third, information and communication technology (ICT) has been used to
increase the efficiency and effectiveness of both information systems and business
practice. Much of the way modern business works is embedded or encoded in its
ICT. Without ICT systems many organisations would cease to function. The module
therefore examines at a high-level and in business terms the ICT infrastructure of the
typical company.
Information, information systems and ICT are not isolated areas of concern for the
modern business. For instance, the modern business organisation may have the aim
of improving its performance through the collection and use of better information. But
in order to do this the business must develop an efficient information system, which
is likely to require extensive use of ICT. Hence, the module aims to impart an
integrated and rounded account of the domain of business informatics.


Understand the central place of the concepts of system and information to
modern organisations
Distinguish between and understand the interdependence of activity systems,
information systems and ICT systems within modern business
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Cardiff University

Describe the critical activities involved in the planning, management,
operation and development of ICT infrastructure in organisations





Critically evaluate the role of information, information systems and ICT in the
provision of business value
Explore the effective planning and management of information systems for
organisations
Assess business and management concepts and their relevance to
information systems
Debate the role of electronic business and electronic commerce in the context
of the national and international economy
Analyse the impact of ICT upon the transformation of organisations
Discipline Specific (including practical) Skills:




Relate features of organisations that impact upon the shape of information
systems
Identify the importance of information systems development for organisations
and the effects of different approaches
Analyse and document simple examples of key business systems
Design elements of key business systems




Analytical skills (particularly abstraction and synthesis)
Design skills (particularly modelling)
Communication skills (particularly written and graphic)
Critical skills (particularly evaluation)
Indicative study hours for the module will be of the order of 200 hours, of which the
formal timetabled component will consist of 34 hours of lectures and 6 hours of
tutorial support.
Learning will be supported by provision of on-line materials and resources available
through the university’s managed learning environment (MLE) and other online
resources. The university MLE will also be used for on-line tutorial support through
discussion boards, podcasts and blogs.
Students will be directed to consolidate and expand their learning through structured
reading, which will be detailed in the syllabus for each key topic of the module.
Journal articles may be used to highlight recent developments in each of the key
topic areas. The opportunity will also available to apply a number of business
analysis techniques to selected elements from a large range of case material that will
be provided as part of the module.
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One in-course assignment, consisting of a report containing diagrams and text
(equivalent to 30 hours preparation and presentation work), will give the student the
opportunity to apply one or more business analysis techniques they have learnt
within the module to a practical context. It is expected that the assessment will be
based on a case study of the application of an ICT system within a particular
business.
The examination includes a range of questions designed to cover all the learning
outcomes for the module and to test skill development. Emphasis is placed on
testing students’ application of knowledge in particular contexts and their ability to
critically assess and synthesise the knowledge obtained from the module as a whole.
Type
% Title
Duration(hrs) Week
Written Assessment
40
business analysis
assignment
N/A
9
Semester
60
business information
systems
3 hrs
N/A
Syllabus content
The module consists of a number of module elements:
Informatics Domain. The opening module element considers the importance of an
understanding of information systems to effective performance of organisations of
various kinds. A model of the domain is introduced and used to emphasise the
necessary multi-faceted and inter-connected nature of information systems in
business.
Organisations and Systems.The purpose of ICT can only be considered in terms of
human activity conducted within organisations. This module element examines what
organisation constitutes as a basis for considering the relevance of information,
information systems and ICT to organisations. It uses the concept of system to relate
many of the issues seen as critical to the modern organisation including strategy,
management and performance. The element will also cover the key skills of process
modelling and design.
Data, Information and Knowledge. The concept of information is much taken for
granted. This chapter module element argues that an understanding of the multifaceted nature of information is critical to successful endeavour in this domain. We
utilise the concept of a sign to help us explain the crucial relationship between data,
information, decision and action. The element also considers the practical
importance of modelling data, information and knowledge in organisations.
Information Systems.This module element defines the concept of an information
system as a communication system used to support a given activity system. We
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argue for its place as a socio-technical system in that it spans between activities on
the one hand and ICT on the other. The module element concludes with an
examination of a typical information systems infrastructure for the modern business.
Communication infrastructure. The adoption of ICT is promoted within both the public
and private sector as a means of improving the efficacy, efficiency and effectiveness
of the delivery of services and goods to internal and external stakeholders. Modern
organisations therefore rely on effective ICT infrastructure. In this module element
we examine key elements making up the communication infrastructure supporting
such changes to organisational activity. This includes a consideration of the
concepts of access devices and channels, communication networks, the Internet and
the World-Wide Web upon business activity. We also consider the importance of
such networks for carrying business transactions and the ongoing attempts to
develop various standards in this area.
ICT Systems Infrastructure. This module element begins by considering the
component elements of an ICT system and how the processing of such systems is
now distributed across communication networks. This leads to a discussion of frontend ICT systems and the critical place of Web sites and Web content in such
systems. We then consider the place of the business tier and the concept of
business rules. This is followed by a consideration of back-end ICT systems and the
critical place of data management in the modern ICT infrastructure. The module
element concludes with a discussion of the integration of front-end and back-end
infrastructure and securing data both within ICT systems and across communication
infrastructure.
The Business Environment.The primary viewpoint on the organisation adopted in this
module is as an activity system (or more accurately a collection of interacting activity
systems) that is affected by forces found within its environment. Organisations are
not isolated entities, they are open systems. This means that the success of any
organisation will depend on how well it integrates with aspects of its environment. In
this chapter we focus on the economic environment of the organisation and describe
ways in which organisations can be considered as systems producing value that
travels within and between organisations. Hence, activity systems provide supportive
mechanisms for the customer, supply and internal value-chains of organisations. We
outline key elements of such value-chains and describe them as conduits within a
wider value network which coordinates the flow of goods, services and transactions
both within and between organisations.
Electronic Business and Electronic Commerce. Much of the economic environment
globally now relies on ICT infrastructure for effective operation. Hence many modern
businesses are ‘electronic’ businesses to a greater or lesser extent. In this module
element we consider the use of ICT in terms of the concept of the value-network,
which helps us distinguish between various forms of electronic business. Intrabusiness eBusiness involves the use of ICT to support the internal value-chain.
Since we use the term eBusiness to incorporate the area of eCommerce, Business
to consumer (B2C) eCommerce involves consideration of the place of ICT in the
customer-chain. Business to Business (B2B) eCommerce particularly focuses on the
place of ICT in the supply-chain. Consumer to consumer (C2C) eCommerce covers
that area concerned with the application of ICT in the community-chain. Lastly,
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Partner to Partner (P2P) eBusiness concerns the use of ICT in support of
collaboration networks between businesses.
Assessing the Use and Impact of Information Systems. After an information system
is introduced into an organisation, the system begins to have effects on that
organisation. We may distinguish between first-order effects and second-order
effects. First-order effects concern issues of use. Second-order effects concern the
impact of the system on individuals, groups and the organisation as a whole. Both
use and impact are critical to the assessment of the success or failure of some
information system. This module element considers all three issues of use, impact
and success and concludes with a consideration of a number of different ways in
which the worth of information systems can be established.
Planning, Strategy and Management. In this module element we consider two of the
critical processes impacting upon what we shall refer to as the informatics
infrastructure of some organisation: management and planning. We consider the
importance of informatics planning to the effective coupling of informatics strategy
with general business strategy. This leads us to consider the management activities
associated both with current and future informatics infrastructure.
Service, Projects and Operations. In this module element we consider the structure
of the informatics industry and that of the informatics service tasked with conducting
such activity. The informatics service is either part of the organisation in question or
some vendor organisation which services the needs of the client organisation. Two
critical activities of such a service are also considered in this chapter. First, we
consider the essentials of project management as a key skill. Second, we consider
the neglected topic of operating the ICT infrastructure for organisations – something
which is now typically described as ICT services management.
Development.In this module element we consider information systems development
as one of the key organisational processes for organisations. Since it is a process it
can be considered as a system in itself. The key inputs into the process are ICT
resources and developer resources. A critical part of developer resources are the
toolkit of methods, techniques and tools available to the developer. The development
process is normally organised in terms of projects and is managed typically in terms
of defined phases of activity. Each of these phases is discussed within this module
element.
Successful Practice in Business Informatics
In this final module element we attempt two things. First, synthesise the material
from previous elements in terms of the domain model covered in the opening module
element. Second, we apply this model to a consideration of one of the most
prominent cases in the literature. This helps us to summarise some of the key
elements of the body of knowledge for the discipline and area of practice.
Beynon-Davies P. (2009). Business Information Systems. Palgrave/Macmillan,
Houndmills, Basingstoke.
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Beynon-Davies P. (2010). Significance: exploring the nature of information, systems
and technology. Palgrave/Macmillan, Houndmills, Basingstoke.
Checkland, P. (1999). Soft Systems Methodology: a thirty year retrospective.
Chichester, John Wiley.
Chaffey, D. (2006). E-Business and E-Commerce Management. Pearson Education,
Harlow, Essex.
Senge, P. M. (2006). The Fifth Discipline: the art and practice of the learning
organisation. New York, Doubleday.
Tapscott, D. and A. D. Williams (2006). Wikinomics: how mass collaboration
changes everything. London, Atlantic Books.
Avison, D. E. and B. Fitzgerald (2006). Information Systems Development:
Methodologies, Techniques and Tools, Mcgraw-Hill.
Galliers, B. and D. Leidner (2002). Strategic Information Management: Challenges
and Strategies in Managing Information Systems. New York, ButterworthHeinemann.
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BS2549 - Macroeconomic Theory
School
Module Code
BS2549
Level
L5
Module Leader
Dr Akos Valentinyi
Semester
Double Semester
The function of this module is to provide students with a firm foundation in the
workings of the macroeconomy. The module equips students with an understanding
of the theory, concepts, principles and techniques of macroeconomics, building upon
the material introduced in year one Macroeconomics. Its role is to provide the
intermediate step towards the advanced Macroeconomic Analysis and provides the
foundation for specialist optional modules in year 3.
The Macroeconomic Theory module aims to provide students with a sound
understanding of the method, content and scope of macroeconomic analysis,
focusing in particular on models of the business cycle, economic growth and the
components of aggregate demand.
On completion of the module a student should be able t o
A




B



C
comprehend the key determinants of saving and investment, output and
employment in both a closed and an open economy.
appreciate the main differences between Classical and Keynesian theories of
the business cycle.
understand the determinants of long-term economic growth.
be familiar with recent developments in the analysis of consumption,
investment and asset demand.
analyse and evaluate competing theories of the business cycle.
critically evaluate models of economic growth.
apply and evaluate theories of the determinants of aggregate demand.


apply competing theories of the business cycle to the cyclical behaviour of key
macroeconomic variables.
illustrate and compare the potential effects of specific macroeconomic policies
using different theories of the business cycle.
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

D
apply neoclassical and endogenous growth models to the analysis of saving,
investment and population growth.
compare the operation of the open economy under different exchange rate
regimes, including the effects of fiscal and monetary policy.




demonstrate the ability to undertake both diagrammatic and mathematical
analyses of macroeconomic issues.
development analytical, communication and learning skills through class work
and web-based exercises.
develop problem-solving skills.
interpret real world macroeconomic data.
Teaching will take place in the Autumn and Spring semesters. There will be
approximately 34 hours of lectures and 10 hours of classes. The module covers 10
topics, with each topic consisting of approximately 3 hours of lectures plus a one
hour class.
Lectures are used to identify the main principles and issues that are covered under
each topic, building upon and developing the material covered in year 1
Macroeconomics. Details of specific reading material associated with each topic are
presented in the course outline.
The purpose of lectures is to cover the main points and structure of the topic,
introduce new material, aid in improving student learning and provide guidance to
further research on the topic.
The classes are undertaken in parallel with the lectures and are structured so as to
develop student’s quantitative skills and their ability to apply the principles of
macroeconomics outside the context in which they are introduced in the
lectures. Each class involves a set of review questions that either require students
to consider material covered in lectures in a more mathematical way that in lectures
or to apply a particular theory or model to a set of real-world events.
The two class tests first require student to use material from the module to analyse a
particular set of events and to solve problems, of a theoretical or practical kind,
developing from the material covered in classes. The Final examination (end of
Spring semester) also has two parts. The first part develops material covered in the
classes and requires students to solve problems of a theoretical or practical
kind. The second part is essay based and requires students to demonstrate an
understanding of macroeconomic theory and the ability to apply macroeconomic
principles in comparative static analysis.
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Type
% Title
Duration(hrs) Week
Examination - Spring Semester 70 macroeconomic theory 3 hrs
N/A
Examination - Autumn Semester 30 macroeconomic theory 1.5 hrs
N/A
Syllabus content
Productivity, Output and Employment; Consumption, Saving and Investment; Saving
and Investment in the Open Economy; Business Cycles; Business Cycles in the
Classical Model; The Real Business Cycle Model; New Keynesian Economics: The
Macroeconomics of Wage and Price Rigidity; Business Cycles and Macroeconomic
Policy; Long-Run Economic Growth; The Asset market, Money and Prices
Household Decisions to Consume and Save: A More Formal Treatment; Monetary
Policy and the Supply of Money Government Spending and its Financing; The
Government Budget; Exchange Rates and the Open Economy.
Williamson S. (2014) Macroeconomics. 5th ed. Pearson
Jones and Vollrath (2013) Introduction to Economic Growth. 3rd ed. W. W. Norton
and Company.
More detailed reading lists will be provided in the module.
Blanchard: Macroeconomics (Pearson)
The Economist (2008 to 2013)
Journal of Political Economy
Weintraub (1992)
Journal of Monetary Economics
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BS2550 - Microeconomic Theory
School
Module Code
BS2550
Level
L5
Module Leader
Professor Trevor Boyns
Semester
Double Semester
The module Microeconomic Theory is a compulsory module for all Economics
students on the single and joint honours degree programmes. Its role is to build
upon the analysis developed in the year 1 module Microeconomics and to provide
the theoretical basis upon which the option modules in years 2 and 3 can
develop. The function of the module in terms of progression varies across the
degree programmes. For Economics it provides the intermediate step towards the
advanced Microeconomic Analysis module of year 3. For Business Economics and
Banking & Finance it provides the foundations for the specialist core modules of
those programmes.
The aim of the module is to provide second year undergraduates studying
economics as a single or a joint honours degree with an understanding of key
intermediate microeconomic concepts and their application.
A

B


C
demonstrate an understanding of the key areas of microeconomics: consumer
theory, theories of the firm and market structure, general equilibrium analysis,
basic welfare economics and various forms of market failure.
analyse the operations of market economies.
evaluate alternative theoretical models.
Discipline Specific Skills
Demonstrate an ability to:


identify appropriate theoretical models and associated analytical techniques to
answer specific problems in microeconomics.
use certain mathematical techniques to address specific problems in
microeconomics.
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D
Demonstrate an ability to:

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manipulate mathematical equations and solve numerical problems.
understand both theoretical and real-world examples.
develop presentational skills in classes.
apply logic and reason in addressing problems and issues.
The formal timetabled components of the module comprise of approximately 33
hours of lectures and 10 hours of seminars. The lecture programme is supported by
a module outline which details the reading to be completed by students for each
section of the module. Students receive lecture handouts from time to time and a
regular series of fortnightly seminar worksheets which are integrated with the
lectures, and which encourage students to utilise the knowledge gained, both from
lectures and from their associated reading. The questions on the seminar
worksheets test student understanding of key theoretical microeconomic concepts
and their ability to apply those concepts in addressing specific problems. In this way
students develop their analytical and decision-making skills in order to help them
attain the learning outcomes for this module. Students are supported throughout the
module through the provision of fortnightly seminars, the posting of worksheet
answers on the electronic noticeboard and have access to the lecturers through
advertised weekly ‘office hours’ and student-lecturer e-mail contact.
The Autumn Semester assessment contains a range of questions relating to the
material taught in the section of the module dealing with household/consumer
choice. The paper is divided into two sections. The first section assesses the ability
of students to judge whether statements made are true or false and their ability to
explain why, using appropriate microeconomic concepts. Questions require a
combination of written answers accompanied by appropriate diagrammatic or
mathematical reasoning. These true/false questions test students’ development of
intellectual, communication, numeric and reasoning skills, as well as subject-specific
knowledge. The second section of the assessment does likewise but, through a
compulsory question, more specifically assesses their ability to understand a key
mathematical technique, namely that of Lagrangean functions.
The Spring Semester examination follows a similar format to that of the Autumn
Semester examination, but is longer since it deals with the section of the module,
that on firms, markets and efficiency, which comprises approximately two-thirds of
the module teaching allocation. The examination has three sections: a true/false
section; a mathematical section; and a longer answer section. The addition of the
third section enables a formal assessment to be made of the students to write longer
answers and/or to show an understanding of linked analytical topics.
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Informal and semi-informal assessment is provided through seminar worksheet
questions which are taken in by tutors for scrutiny. A variety of class, examinationstandard, questions are designed to stimulate independent learning and to provide
an ongoing mechanism for assessing the extent to which students are meeting the
module’s learning outcomes. Students are encouraged throughout the module to
consult those members of staff who conduct the lectures and the module leader, with
any queries they may have about any aspects of the module.
Type
% Title
Duration(hrs) Week
Examination - Autumn Semester 30 microeconomic theory 1.5 hrs
N/A
Examination - Spring Semester 70 microeconomic theory 3 hrs
N/A
Syllabus content
The syllabus is divided into two sections: (i) Household/consumer choice
(approximately one-third of the module teaching allocation): basic consumer theory –
indifference curve analysis; compensating and equivalent variations; extensions of
the basic consumer model – income/leisure trade-off and the borrowing/lending
decision; (ii) Firms, markets and efficiency (approximately two-thirds of the module
teaching allocation) – production and cost theory; the competitive model; general
equilibrium analysis; market power; market failure and missing markets.
W Morgan, M L Katz and H S Rosen Microeconomics 2nd European ed (2009)
H R Varian Intermediate Microeconomics 9th ed (Norton, 2014)
H Gravelle and R Rees Microeconomics 3rd ed (FT Prentice-Hall, 2004)
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BS2551 - Money Banking & Finance
School
Module Code
BS2551
Level
L5
Module Leader
Mr Zhirong Ou
Semester
Double Semester
The role of this module is to provide students with a comprehensive introduction to
the economics of money, banking and finance. It builds upon the theoretical
analyses introduced in the year 1 macroeconomic and microeconomic modules and
applies them within a monetary and financial context. The module provides an
essential grounding for the final year modules on the Banking & Finance degree
programme, Domestic and International Banking, International Finance and Financial
Economics.
This module aims to provide an understanding of the workings of monetary and
financial systems and uses this understanding to assess and evaluate policy options
and problems in economics, banking and finance. The module surveys basic
monetary theory and provides insight into current debates in banking and finance.
A Knowledge and Understanding:






identify the role of financial institutions and financial markets and be able to
demonstrate the ways in which they allocate savings and investment within
the economy.
be conversant with basic concepts of finance theory.
Understand the mechanism of trading financial securities in capital markets
identify competing theories of demand for money and money supply
determination.
outline the various theories of interest rate and exchange rate determination.
be aware of developments in UK banking and financial markets.
B Intellectual Skills:




evaluate the functions and performance of banks and other financial
intermediaries by examination of their involvement in such things as deposit
creation, risk reduction and portfolio management.
undertake financial analysis of, for example, various asset prices, and portfolio
risk and return.
Evaluate the use of information in trading securities in capital markets
differentiate between competing theories of demand for money and to
interpret the empirical evidence relating to these theories.
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

synthesis of competing theories of money supply determination and to outline
and assess the problems involved in monetary control.
compare and contrast divergent theories of how interest rates are determined.
C Discipline Specific Skills:






Understand the implications of limit order and market order driven trades in
securities trading.
Use understanding of the workings and theories of monetary and financial
systems to assess and evaluate various policy options.
Apply competing theories of money demand and money supply determination
to economic and financial data and information.
Identify the role of interest rate theory in the formulation of current economic
policy.
Evaluate the theories of market efficiency in light of current empirical
evidence.
Summarise information on banks and other financial intermediaries in light of
theories on capital and money markets.
D Transferable Skills:

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


communicate ideas and principles by written and oral means.
develop numerical and problem solving skills
exercise information gathering and handling skills
show reasoning with empirical evaluation and logical reasoning.
Ability to conduct securities trading as a day trader.
approximately 34 hours of lectures and 10 hours of classes including 4 hours trading
practice in the trading room. The module covers 10 topics, with each topic
consisting of approximately 3 hours of lectures plus a one hour class.
For each topic, students are provided with detailed lecture plans which include the
aim of the relevant lectures, a structured outline of what will be covered along with a
detailed reading list for each topic. The purpose of lectures is to cover the main
points and structure of the topic, cover new material, aid in improving student
learning and provide guidance to further research on the topic. For each class,
students will be given specific questions, which must be prepared and brought along
for discussion.
Formal Assessment:

Autumn Semester Examination
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This consists of a short question exam relating to financial markets, portfolio theory
and investment. This assessment focuses on subject specific skills and problem
solving skills.

Assignment
The assignment will be a written report based on a securities trading exercise
conducted in the autumn semester.

Summer examination
The summer examination will be will be based on the lectures in the second half of
the first semester and all of the second semester. The topics will be about the
structure of financial markets, banking and credit markets, interest rates, the demand
for money and monetary policy.
Informal assessment:


Informal assessment is provided through class exercises. Classes consist of
a wide variety of questions/problems, based on lecture material, but requiring
further research and reading. They may consist of numerical questions,
written definitions, short essays, data response, and data collection in order to
mirror the diversity of the final examination.
In order to provide an indicator of knowledge and comprehension, students
are informally assessed by use of short ‘quizzes’ at the start of a number of
lectures.
Type
% Title
Examination - Autumn Semester 25 exam (autumn)
Duration(hrs) Week
1 hrs
N/A
Examination - Spring Semester 50 assignment (spring) 2 hrs
N/A
Written Assessment
11
25 assignment (autumn) N/A
Syllabus content
Introduction to Finance and Portfolio Theory; CAPM; Market Efficiency; Rational
expectations and the role of information in securities markets. Securities markets
trading. The characteristics and functions of Money; The role and functions of
Financial Intermediaries; Capital Markets & Valuation of Assets; Money Markets &
the role of banks; Banks’ balance sheets and the risks and risk management of
banks; The Demand for Money and Implications for Macro Models; Theory of
Monetary Exchange and the Supply of Money; Theory of Monetary Policy;
Determination of Interest Rates;
The core text for this module is:
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Frederic S. Mishkin (2004), “The Economics of Money, Banking and Financial
Markets”, 7th Edition, Addison Wesley.
Howells and Bains (2008), The economics of money, banking and finance a
European text, 4th ed., Prentice Hall/Financial Times.
Detailed reading lists are given out with each topic.
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BS2560 - Managerial Economics
School
Module Code
BS2560
Level
L5
Module Leader
Dr Annette Roberts
Semester
Double Semester
The Managerial Economics module examines a series of specific decision problems
facing managers in modern firms and other institutions. These problems include the
appropriate use of economic information to inform strategic and policy decisions,
decision-making under conditions of uncertainty, the management of risk, and then
the use of price and non-price decisions as strategic options.
The module aims to enhance some of the skills and materials obtained in the year 2
Microeconomic Theory module and will provide support for year 3 modules in
Industrial Economics, Modern Business Enterprise, and Business Applications.
The module develops scientific decision frameworks and evaluation techniques to
help solve a range of managerial problems, and explores the practical limitations of
applying economic logic to business decision-making.
The module aims to develop, through teaching and learning, subject-specific and
transferable skills, including technical, analytical and research skills.


students will understand the key strategic economic problems facing modern
business firms and institutions and be able to apply economic principles to a
range of long term and short term decision problems.
recognise the potential and limits of economic principles as an aid to
managerial decision-making and in analysis of strategic decisions.


analytical skills: Students are expected to apply logical analysis to economic
problems.
evaluative skills: Be able to accurately classify decision problems, and apply
appropriate methods in seeking solutions to problems facing managers.

appreciate the usefulness and limitations of economic theory to decisionmaking.
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

recognise the significance of limitations and constraints on decision-makers in
the firm, and to develop methods to deal with these problems in decisionmaking.
accurately report solutions to decision-making problems, highlighting key data,
assumptions and environmental contexts.






work individually, setting goals and developing ideas.
problem solve using a range of quantitative methodologies.
develop logical and concise solutions to specific decision-type problems.
respond accurately to questioning on researched topic areas.
organise and analyse data on defined topics.
use a variety of information and technology resources, including electronic
data sources and the internet.
Teaching occurs in the Autumn and Spring semesters. There are approximately 44
hours of contact comprising 34 hours of lectures and 10 hours of classes. Lectures
provide students with an outline of the course material. Students are encouraged to
read around the module topics through a series of key reading from core texts, and
with supporting information from satellite texts. Classes concentrate on set
numerical and essay style problems allied to the core lecture material. Students
prepare answers to problems, deliver brief presentations of solutions, and participate
in class discussions.
Classes explore particular decision situations in more detail. Class questions
typically require a mix of qualitative and qualitative solutions.
The essay-style assignment will examine students understanding of key concepts
and theories in Managerial Economics and will test their ability to relate these to a
relevant example or case. The assignment will be submitted during the early part of
the Spring Semester and should be no longer than 2,000 words.
The examination at the end of the Spring Semester is based on material covered in
both Semesters. Students will have to answer four questions from a possible eight.
There are a range of question types, including essay questions and multi-part
quantitative/discussion mix questions. Students will demonstrate that they
understand the theoretical foundations of the module, provide critiques of ideas and
methodologies where necessary, and be able to apply logical, scientific approaches
to decision-making in a range of decision situations.
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Type
% Title
Duration(hrs) Week
Examination - Spring Semester 80 managerial economics 3 hrs
N/A
Written Assessment
3
20 essay
N/A
Syllabus content










An introduction to Managerial Economics. This includes an outline of
the nature of business decisions and the contribution of economic methods,
the Decision-Analytic Approach and its limitations, and strategies to cope with
an unknown future using decision theory.
How do businesses use economic information? This includes business
forecasting, methods and analytical cases, use of economic models and inputoutput analysis.
Pricing techniques and analysis.Topics include pricing and the competitive
environment, pricing in practice, strategies in pricing and entry and exit
decisions.
How do firms make investment decisions in the presence of
uncertainty? This includes cost of capital estimation, Modigliani and Miller
ideas, financing of investments and capital structure optimisation.
Estimating and using cost information in a competitive
environment. Included are topics such as relevant costs for decision-making,
cost estimation techniques, including statistical analysis, survivor analysis,
engineering cost techniques and learning curves.
Industry analysis. Using industry data to support business decisions; key
sector analysis, strategic analysis of firms.
Location decisions as strategic economic choices. Topics include spatial
competition, agglomeration economies, increasing returns, central place
theory, industrial districts, and analysis of competition through geographical
space.
Contracting, governance and organisational form. Included are
introductory issues in determining the scope of firm operations, and decisions
to outsource activity.
Government regulation. This includes an introduction to regulatory issues
and examples and cases of firms’ responses to regulation.
Bidding and auction design. This topic explores various types of auctions,
optimal bidding strategies for buyers, the winner’s curse, and optimal auction
design.
J. R. McGuigan, R. Moyer, and F. H. Harris, Economics for Managers, 12th Edition
(South-Western, Cengage Learning 2012)
H.C. Petersen and W.C. Lewis, Managerial Economics, 4th Edition (Prentice-Hall
International 1999)
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D. Besanko, D. Dranove, M. Shanley, S. Schaefer, Economics of Strategy, 6th
Edition, (Wiley, 2013)
J. A. Brinkley, C. W. Smith and J. L. Zimmerman, Managerial Economics and
Organizational Architecture, 5TH Edition, (McGraw-Hill, 2009)
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BS2570 - Introductory Econometrics
School
Module Code
BS2570
Level
L5
Module Leader
Mr Zhirong Ou
Semester
Double Semester
The Introductory Econometrics module introduces students to the main empirical
techniques used by economists.
A Knowledge and Understanding:



understand the relationship between economic theory and econometrics.
understand the basic techniques of statistical inference as used in empirical
investigation.
understand the issues which arise in applying these techniques in an
economic context.
B Intellectual Skills:


be able to express theoretical propositions in a testable form.
be able to assess competing theories on the basis of empirical evidence.
C Discipline Specific Skills:


be able to formulate, estimate and test a regression equation.
be able to use econometric software to carry out estimation and testing.
D Transferable Skills:

be able to collect, record, display and analyse numerical data
There are about 40 hours of lectures and 16 hours of classes.
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Type
% Title
Examination - Spring Semester 60 spring exam
Duration(hrs) Week
3 hrs
N/A
Examination - Autumn Semester 20 autumn exam 1 hrs
N/A
Written Assessment
8
20 coursework
N/A
Syllabus content
Descriptive Statistics. Probability and Random Variables. Discrete and Continuous
Probability Distributions, Principles of Estimation and Hypothesis Testing. The
Simple Regression Model, The Multiple Regression Model. Prediction, Dummy
Variables, Test of Specification and Misspecification, Heteroscedasticity,
Autocorrelation.
R Carter Hill, W E Griffiths, G G Judge, “Principles of Econometrics” (3rd edition),
Wiley 2008
Page 137 of 314
BS2582 - Operations Management
School
Module Code
BS2582
Level
L5
Module Leader
Mr Wessam Abouarghoub
Semester
Double Semester
The module aims to provide students with a number of operational management
techniques that can be applied to real world problems and stimulate an appreciation
of the use of different types of operations management approaches to solving
problems. The module gives students a broad foundation in operations
management and will enable students to apply the relevant operations management
technique to appropriate situations. It will also enable students to understand
operational management performance and draw conclusions from them.


operational management techniques.
Demonstrate their ability to solve problems using Operations Management
techniques.

Develop and present a balanced, considered, professional argument of the
strengths and weaknesses of operations management techniques.



Relate the strategic aspects of operations management to actual “how it is
done” activities
techniques.
Recognise common barriers to operational improvement activities and how
they can be overcome.

Develop skills to aid problem solving.
A series of 18 two-hour lectures is given in the Autumn and Spring semesters.
Page 138 of 314
Cardiff University
Students attend 8 hours of tutorials across the two semesters where carefully
selected worked examples, case studies, exercises and management activities are
used to reinforce some of the lecture topics.
The topics on which students are assessed relate to key aspects of the syllabus and
are intended to be problem-solving in nature. The examination is in two sections with
questions related to both semesters. Answers will be in the form of essays,
numerical solutions and diagrammatical representations.
Type
% Title
Duration(hrs) Week
Examination - Spring Semester 60 operations management 3 hrs
N/A
Written Assessment
4
40 coursework - project work N/A
Syllabus content











A Historical Perspective of Operations Management. As an introduction to
the module the major contributions to OM are outlined and the role of
operations managers is considered.
Strategy development. Linkage of operations with corporate and marketing
strategies. Performance objectives and order winners & market qualifiers.
The Production Function. Types of Business Operation. ‘Job’ shops, batch
production, continuous production. Location and layout design.
Quality and Reliability. Major contributions from quality gurus are outlined. .
Process Improvement. Approaches to Business Process Improvement are
introduced; E.g. Lean and Six Sigma. Visual management and mapping
techniques are considered.
Managing Inventory Some aspects of inventory control. Costs of inventory;
ordering, holding and stock-outs. Dependent and independent demand.
Production Planning Techniques. A review of basic planning methods is
taken.
Forecasting. The major elements of simple forecasting techniques are
covered with both statistical and judgmental approaches.
Project Management. The use of activity networks is considered for project
management.
New product introduction. The development and introduction of new
products and services. Issues in the research and development process.
Service Industry Considerations. Consider the role of service operations,
Why are services different? Specifying the service package. Complexity and
standardisation of services. Degree of contact with the customer. Managing
demand for services.
Jones, P. & Robinson, P. (2012) Operations Management, Oxford University Press.
Page 139 of 314
Slack et al., (2010) Operations Management, 6th Edition, Pearson
Further lists will be provided
Page 140 of 314
Cardiff University
ML2701 - Vocational Skills II
School
Module Code
ML2701
Level
L5
Module Leader
Mrs Sylvie Beresford
Semester
Double Semester
The aim of this module is to further develop students’ language skills in French in the
context of current affairs of the French-speaking countries.
A


B


C
extract and synthesise key information from written and spoken sources,
engage in constructive and critical assessment of ideas and arguments.




D
demonstrate knowledge of higher level grammar and syntax by producing
written work in French which is centred around current affairs from French
speaking countries,
demonstrate capacity to express oneself orally with accuracy and
appropriateness when discussing and analysing current affairs issues from
French speaking countries.
demonstrate their ability to express themselves creatively and fluently on a
wide range of topics linked to current affairs in French speaking countries
giving a structured and reasoned argument,
demonstrate their ability to communicate in written French by effectively
applying analytical and problem solving skills,
demonstrate their ability to extract and analyse detailed information from
authentic French sources.
make effective use of Frenchreference materials, to refine knowledge and
understanding of register, nuances of meaning and language use.



to be responsive to the discipline of working with others as part of a group,
to understand and reflect upon different cultures and societies,
to communicate ideas and arguments effectively.
Page 141 of 314
There will be 48 hours of language workshops. Topics will be supported by French
video/audio tapes and readings from magazines on current affairs.
Examination component - 30%
One 1-hour examination at the end of the Spring semester
Continuous assessment - 70%



Aural test (30 minutes) 20%
Oral test (20 minutes) 30%
Coursework – 2 pieces 20%
Submission dates:
Week 8 of the Autumn semester
Week 8 of the Spring semester
Type
% Title
Semester
30
Written Assessment
vocational skills ii
(french)
Duration(hrs) Period Week
1 hrs
1
N/A
20 coursework
N/A
1
8
Written Assessment
20 aural
N/A
1
N/A
Written Assessment
30 oral
N/A
1
N/A
Syllabus content
France and the world (politics, history); the French Press (to include analysis and
discussion of authentic reports/TV programmes from France); environmental issues;
tourism and the French at work. Grammatical issues will be revised as appropriate.
French for Business, 5th edition, M Bower & L Barbarin, Hodder & Stoughton, 2002
(units 10-13)
Access to a selection of French newspapers and magazines
Page 142 of 314
Cardiff University
ML2702 - Business Language
School
Module Code
ML2702
Level
L5
Module Leader
Mrs Genevieve Kinnafick
Semester
Double Semester
The aim of this module is to equip students with a sound knowledge of French
business systems together with a range of advanced business language skills. This
module will prepare for the Diplôme de français professional affaires B2 from Paris
Chamber of Commerce and Industry.
A



B


C




D
demonstrate an ability, both in written and oral forms, to communicate at an
advanced level on a range of business topics and situations by completing
oral and written assignments,
show knowledge/understanding of French business systems by completing
take (optionally) the Paris Chamber of Commerce and Industry examination
(DFP B2).
wide range of topics business related within the framework of a structured and
reasoned argument,
demonstrate their ability to communicate in writing by effectively applying
analytical and problem solving skills,
spoken sources,
make effective use of language reference materials, to refine knowledge and

show an ability to work creatively and flexibly with others as part of a team,
Page 143 of 314

show effective use of mediating skills and qualities of empathy.
There will be 48 hours of language workshops during which students will broaden
their vocabulary and knowledge of Business language.
Type
% Title
Duration(hrs) Week
Examination - Spring Semester 50 business language (french) 2 hrs
N/A
Written Assessment
25 coursework
N/A
9
Written Assessment
25 oral
N/A
N/A
Syllabus content
The subjects covered will be Banking, business organisations, sales and
negotiations, accountancy, transports, insurance, marketing, import-export, taxes,
general economy.
Le Nouveau French for Business, 4th edition, Le Goff C., Paris:Didier, 2000.
Le français de l’entreprise, M. Danilo, B. Tauzin, CLE International, 1990.
Le français de la communication, M. Danilo, JL Penfornis, CLE International, 1993.
Manual of business French, S. Williams, N. McAndrew-Cazorla, Routledge, 1996.
French for marketing, RE. Batchelor, M. Chebli-Saadi, Cambridge University Press,
1997.
L’Express (weekly magazine)
Le Monde, Le Figaro (daily newspapers)
Access to a selection of French newspapers and magazines:
Page 144 of 314
Cardiff University
ML2703 - Oral Comprehension & Expression
School
Module Code
ML2703
Level
L5
Module Leader
Mrs Nadia Swanwick
Semester
Spring Semester
The aim of this module is to equip students with the necessary oral and aural study
skills for their year abroad.
A


B


C
integrate information provided in taught sessions and private study,



D
understand the nature, purpose and content of authentic recorded documents
from television channels or other media communications from the French
speaking countries by participating in various forms of listening
comprehension tasks including note-taking techniques,
demonstrate their ability to discuss competently selected topics in a vocational
context with advanced accuracy in grammar and syntax.
demonstrate their ability to express themselves fluently and maintain a lengthy
conversation in French on a wide range of topics,
apply idiomatic and colloquial phrases appropriately,
demonstrate their aptitude to understand spoken French to near native speed.



to communicate ideas and arguments effectively in oral form,
to understand and reflect upon different cultures and societies.
There will be 24 hours of language workshops. This module focuses on oral
comprehension and expression and various forms of oral participation will be used to
Page 145 of 314
encourage students to speak French. A variety of authentic supports will be used to
develop their understanding of spoken French.
Continuous assessment
100%
Oral test (20 minutes)
50%
Aural test (45 minutes)
50%
Type
% Title
Duration(hrs) Week
Written
Assessment
50
oral comprehension & expression
(french)
N/A
N/A
Written
Assessment
50
aural comprehension & expression
(french)
N/A
N/A
Syllabus content
Multimedia materials selected from the following will be used to stimulate discussion:
TF1, France 2, France 3, Arte, TV5, Internet, France-Inter, Europe 1.
Students are advised to regularly listen to French radio and watch French television
if possible. Additionally, it is suggested that they listen to and work with various
supports such as some of the recordings in the following periodicals:- Authentik,
Champs Elysées and Outre-Manche.
Students are advised to regularly listen to French radio and watch French television
if possible. Additionally, it is suggested that they listen to and work with various
supports such as some of the recordings in the following periodicals:- Authentik,
Champs Elysées and Outre-Manche.
Page 146 of 314
Cardiff University
ML2704 - Business Correspondence
School
Module Code
ML2704
Level
L5
Module Leader
Semester
Autumn Semester
The aim of this module is to refine students’ accuracy and flexibility in written
expression in a business context.
A


B

C
read and comprehend business correspondence and respond accordingly
solve problems by developing appropriate responses in certain business
situations.


D
demonstrate knowledge of various forms of business correspondence by
writing appropriate documents in given business situations,
demonstrate written skills in writing business correspondence in a given
business situation with accuracy and appropriateness.
apply business vocabulary and idioms appropriately when dealing with French
business correspondence,
apply correct grammatical structures when writing French business letters
understand written and oral information communicated via the phone and act
accordingly.


understand various aspects of the French business world,
apply effectively for jobs in French speaking countries.
There will be 24 hours of language workshops during which students will acquire
different techniques of written communication.
Page 147 of 314
Examination component
70%
One 1 hour examination at the end of the Autumn semester
30%
One written assignment to be submitted in week 7 of the Autumn Semester
Type
% Title
Semester
70
Written Assessment
30 assignment
business correspondence
(french)
Duration(hrs) Week
1 hrs
N/A
N/A
7
Syllabus content
Business letters, memos, e-mails, faxes, note-taking, telephone skills, job
advertisements and written applications.
Le Français De La Communication Professionnelle, M Danilo, S L Penfornis, CLE
International, 1993
Page 148 of 314
Cardiff University
ML2711 - Vocational Language Skills II
School
Module Code
ML2711
Level
L5
Module Leader
Dr Luzia Dominguez
Semester
Double Semester
The aim of this module is to further develop students’ language skills in Spanish in
the context of current affairs of the Spanish-speaking countries.
A


B


C
extract and synthesise key information from written and spoken sources.




D
written work in Spanish which is centred around current affairs from Spanish
speaking countries.
demonstrate capacity to express yourself with accuracy and appropriateness
when discussing and analysing current affairs issues from Spanish speaking
countries.
wide range of topics linked to current affairs in Spanish speaking countries
giving a structured and reasoned argument.
demonstrate their ability to communicate in written Spanish by effectively
applying analytical and problem solving skills.
authentic Spanish sources.
make effective use of Spanish reference materials, to refine knowledge and



to be responsive to the discipline of working with others as part of a group.
Page 149 of 314
There will be 48 hours of language workshops. Topics will be supported by Spanish
Type
% Title
Semester
30
Written Assessment
vocational language skills ii
(spanish)
Duration(hrs) Week
1 hrs
N/A
20 Coursework
N/A
8
Written Assessment
20 Aural (30 mins)
N/A
N/A
Written Assessment
30 Oral (20 mins)
N/A
N/A
Syllabus content
The course will cover information and discussion about current affairs in Spanish
speaking countries with a particular emphasis on economic aspects. Topics will be
based on authentic broadcasts from radio/TV and selected articles from the Spanish
press. A revision of advanced grammatical points will also be included.
Butt J/Benjamin C, 1988, A new Reference Grammar of Modern Spanish, Edward
Arnold
Journals:
Muy Interesante
Puerto del Sol, The Spanish Language Audiomagazine
Access to a selection of Spanish newspapers and magazines:
www.cardiff.ac.uk/learn/languages/spanish
Page 150 of 314
Cardiff University
School
Module Code
ML2712
Level
L5
Module Leader
Mrs Cristina Fatmi
Semester
Double Semester
The aim of this module is to equip students with a sound knowledge of Spanish
business systems together with a range of advanced business language skills.
A


B
show knowledge/understanding of Spanish business systems by completing
oral and written assignments.


C




D
reasoned argument,
spoken sources,


Page 151 of 314
One 2 hour examination at the end of the Spring semester
One written assignment 25% - (to be submitted in week 9 of Spring Semester)
Oral examination 25%
Type
% Title
Semester
50
Written Assessment
Written Assessment
business language
(spanish)
Duration(hrs) Week
2 hrs
N/A
25 coursework assignment
N/A
9
25 oral
N/A
N/A
Syllabus content
The subjects covered will be: The Market Place; Human Resource Management;
Marketing & Publicity; Sales and Negotiations; Import-Export; Commerce & Industry;
Business Organisations; Banking-Stock Exchange; Tourism.
Textbook: Temas de Empresa, Edinumen, 2008
1993, Dictionary of Business, English-Spanish, Spanish-English, Peter Collin
Publishing
Perez Roman C/Michel Ferrie F, 1993, Introduction to Business Translation. A
Handbook of English-Spanish Contrastive Linguistics, S.A.
Gorman M/Henson ML, 1995, Spanish Business Situations, Routledge
Page 152 of 314
Cardiff University
ML2713 - Oral Comprehension and Expression
School
Module Code
ML2713
Level
L5
Module Leader
Dr Luzia Dominguez
Semester
Spring Semester
A


B


C
integrate information provided in taught sessions and private study,



D
from television channels or other media communications from the Spanish
comprehension tasks including note-taking techniques.
conversation in French on a wide range of topics,
apply idiomatic and colloquial phrases appropriately,
demonstrate their aptitude to understand spoken Spanish to near native
speed.



to communicate ideas and arguments effectively in oral form,
Page 153 of 314
encourage students to speak Spanish. A variety of authentic supports will be used to
develop their understanding of spoken Spanish.
100%
50%
Aural test (45 minutes)
50%
Type
% Title
Duration(hrs) Week
Written
Assessment
50
oral comprehension & expression
(spanish)
N/A
N/A
Written
Assessment
50
aural comprehension & expression
(spanish)
N/A
N/A
Syllabus content
Multimedia materials selected from Spanish Radio and TV-programmes will
stimulate discussions on a selection of topics.
Students are advised to regularly listen to Spanish radio and watch Spanish
television if possible.
Additionally, it is suggested that they listen to and work with various supports such
as some of the recordings in the following periodicals:
- Authentik, Puerto del Sol
Page 154 of 314
Cardiff University
School
Module Code
ML2714
Level
L5
Module Leader
Dr Luzia Dominguez
Semester
Autumn Semester
A


B
writing appropriate documents in given business situations.


C
read and comprehend business correspondence and respond accordingly.
situations.



D
apply business vocabulary and idioms appropriately when dealing with
Spanish business correspondence.
apply correct grammatical structures when writing Spanish business letters.
accordingly.


understand various aspects of the Spanish business world.
apply effectively for jobs in Spanish speaking countries.
Page 155 of 314
Type
% Title
Semester
70
Written Assessment
30 assignment
(spanish)
Duration(hrs) Week
1 hrs
N/A
N/A
12
Syllabus content
Business letters, memos, e-mails, faxes, note-taking, telephone skills, job
advertisements and written applications.
1993, Dictionary of Business English-Spanish Spanish-English, Peter Collin
Publishing
Gorman M/Henson M, 1997, Spanish/English Business Glossary, Routledge
Paine M, 1993, Spanish Commercial Correspondence, Harrap’s Language Library
Gomez de Enterria J, 1990, Correspondencia Comercial en Espanol, SGEL
Page 156 of 314
Cardiff University
ML2721 - Vocational Language Skills II
School
Module Code
ML2721
Level
L5
Module Leader
Semester
Double Semester
The aim of this module is to further develop students’ language skills in German in
the context of current affairs of the German-speaking countries.
A


B


C
extract and synthesise key information from written and spoken sources.




D
written work in German which is centred around current affairs from German
speaking countries.
demonstrate capacity to express yourself with accuracy and appropriateness
when discussing and analysing current affairs issues from German speaking
countries.
wide range of topics linked to current affairs in German speaking countries
giving a structured and reasoned argument.
demonstrate their ability to communicate in written German by effectively
applying analytical and problem solving skills.
authentic German sources.
make effective use of German reference materials, to refine knowledge and



Page 157 of 314
There will be 48 hours of language workshops. Topics will be supported by German
Type
% Title
Semester
30
Written Assessment
vocational language skills ii
(german)
Duration(hrs) Week
1 hrs
N/A
20 aural
N/A
N/A
Written Assessment
30 oral
N/A
N/A
Written Assessment
20 coursework
N/A
8
Syllabus content
The course will cover information and discussion about current affairs in German
speaking countries with a particular emphasis on economic aspects. Topics will be
based on authentic broadcasts from radio/TV and selected articles from the German
press. A revision of advanced grammatical points will also be included.
Tebbutt S, 2001, Klaro! A practical guide to German grammar, Arnold
Fehringer C, 2002, German Grammar in Context, Arnold
Dreyer Schmitt, 1985, Lehr und Übungsbuch der deutschen Grammatik, Verlag für
Deutsch
Hill J et al, Aspekte deutscher Gegenwart, Texte und Übungen, Advance Materials
1999
Schauins Land, The German Language Audiomagazine
Access to a selection of German newspapers and magazines:
www.cardiff.ac.uk/learn/languages/german
Page 158 of 314
Cardiff University
School
Module Code
ML2722
Level
L5
Module Leader
Semester
Double Semester
The aim of this module is to equip students with a sound knowledge of German
business systems together with a range of advanced business language skills.
A


B


C




D
show knowledge/understanding of German business systems by completing
oral and written assignments.
reasoned argument,
spoken sources,
Page 159 of 314
Type
% Title
Semester
50
Written Assessment
Written Assessment
Duration(hrs) Week
business language
(german)
2 hrs
N/A
25 assignment
N/A
9
25 oral
N/A
N/A
Syllabus content
The subjects covered will be business organisations, sales and negotiations,
transports, insurance, marketing, import-export, general economy, company legal
structure.
Textbook: Wirtschaftsdeutsch Von A Z, 1995, Langenscheidt
Collins German Dictionary, 5th Edition 2004
Hamblock/Wessels,
Cornelsen
1994,
Wörterbuch
Wirtschaftsenglisch.
Business Magazines:
Die Wirtschaftswoche (Germany)
Der Trend (Austria)
Renner Sachs, 1987, Economic Terminology, Hueber
Page 160 of 314
Cardiff University
Deutsch-Englisch,
ML2723 - Oral Comprehension & Expression
School
Module Code
ML2723
Level
L5
Module Leader
Ms Helga Eckart
Semester
Spring Semester
A


B


C
integrate information provided in taught sessions and private study.



D
from television channels or other media communications from the German
comprehension tasks including note-taking techniques.
conversation in German on a wide range of topics.
apply idiomatic and colloquial phrases appropriately.
demonstrate their aptitude to understand spoken German to near native
speed.



to communicate ideas and arguments effectively in oral form.
Page 161 of 314
encourage students to speak German. A variety of authentic supports will be used to
develop their understanding of spoken German.
100%
50%
Aural test (45 minutes) 50%
Type
% Title
Duration(hrs) Week
Written Assessment 50 oral comprehension & expression N/A
N/A
Written Assessment 50 aural comprehension & expression N/A
N/A
Syllabus content
Multimedia materials selected from the following will be used to stimulate discussion:
ARD, ZDF, NTV, www.dradio.de
Students are advised to regularly listen to German radio and watch
German television if possible.
Additionally, it is suggested that they listen to and work with various supports such
as some of the recordings in the following periodicals:
- Authentik, Schau ins Land.
Page 162 of 314
Cardiff University
School
Module Code
ML2724
Level
L5
Module Leader
Ms Juliana Nau
Semester
Autumn Semester
On completion of the module a student should be able t o
A


B
writing appropriate documents in given business situations.


C
read and comprehend business correspondence and respond accordingly.
situations.



D
apply business vocabulary and idioms appropriately when dealing with
German business correspondence.
apply correct grammatical structures when writing German business letters.
accordingly.

understand various aspects of the German business world.
Page 163 of 314
Examination component
70%
30%
Type
% Title
Semester
70
Written Assessment
30 assignment
(german)
Duration(hrs) Week
1 hrs
N/A
N/A
N/A
Syllabus content
Business letters, memos, e-mails, faxes, note-taking, telephone skills.
Paine M, 1991, German Commercial Correspondence, Harrap’s Language Library
Hartley P, 1996, Manual of Business German, Routledge
Collins German Dictionary, 5th Edition 2004
DUDEN, 1987, Briefe gut und richtig schreiben, Dudenverlag
Sachs R, 2001, Deutsche Handelskorrepondenz. Der Schriftwechsel in Export und
Import, Neubearbeitung, Hueber
Langenscheidts Musterbriefe, 100 Briefe Deutsch, 1992, Langenscheidt
Hering A/Matussek M, 1996, Geschäftskommunikation, Schreiben und Telefonieren,
Hueber
Schmitz W/Schreiner D, 1983, Ihr Schreiben vom … Geschäftliche und private Briefe
im Baukastensystem, Verlag für Deutsch
Page 164 of 314
Cardiff University
INTERCALARY YEAR
MODULE
DESCRIPTION
Page 165 of 314
BS4009 - Intercalary Study Programme in Europe
School
Module Code
BS4009
Level
L5
Module Leader
Mrs Rosemary Smith
Semester
Double Semester
This module enables students to live in France, Germany, Spain or Switzerland, and
to study at one of Cardiff Business School’s partner institutions in that country. It
gives students the opportunity to move their French, German or Spanish language to
an advanced stage; to gain academic knowledge in French, German or Spanish
relevant to their area of study; and to gain experience of daily life in France,
Germany, Spain or Switzerland.
A


B



C
Speak and read French, German or Spanish with improved facility
Live and function effectively in a European country where that language is
spoken
Appreciate and be able to digest information in a variety of forms and
languages;
Describe and analyse given situations;
Compare and contrast known paradigms with those newly encountered.
Discipline Specific skills:




To understand and actively use key terms and phrases related to business,
economics, accounting etc in French, German or Spanish;
To produce written academic work in that language;
To present academic work orally in that language;
To participate in group work conducted in that language.
D Transferable skills



To live and function in another country
Independently to observe and appreciate cultures and daily society
To carry out independent study and to further develop self study techniques
Page 166 of 314
Cardiff University
Students select modules at the host institution. The modules will relate to the
student’s degree subject, and will be taught and assessed in the language of that
country (not English). The choice of modules must include one language module (ie
the language of the student’s degree). The methods of teaching and learning will be
as specified by the host institution. The choice of modules must be agreed by Cardiff
Business School at the start of the study period. The modules selected must total 40
European credits (ECTs).
Independent study will be expected.
The modules must be assessed in the language of that country (not English). Module
assessment may include written examinations, written assignments, individual or
group presentations, case studies, and other methods of assessment as prescribed
by the host institution.
The result obtained at the host institution will be converted to the Cardiff Business
School equivalent.
Resit assessment – subject to approval by the Cardiff Business School Examining
Board - will be required in the event of failure to achieve 40 ECTs
Type
Written
Assessment
%
Title
Intercalary Study Programme In
100
N/A
1
N/A
Europe
Syllabus content
The content will be selected by the student and must be approved by Cardiff
Business School, and the host institution.
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BS4011 - ICAEW Placement
School
Module Code
BS4011
Level
L5
Module Leader
Mr John Wylie
Semester
Double Semester
The aim of the module is to provide the opportunity for eligible students to gain work
experience and develop skills in a professional accountancy firm or a business
environment during the third year of study. The placement will be treated as the first
year of a chartered accountancy training agreement, thus offering students the
opportunity to commence preparation for the Associate Chartered Accountant (ACA)
qualification while studying for their degree.
To provide the opportunity for eligible students to gain work experience and develop
skills in a professional accountancy firm or a business environment during the third
year of study. The placement will be treated as the first year of a chartered
accountancy training agreement, thus offering students the opportunity to commence
preparation for the Associate Chartered Accountant (ACA) qualification while
studying for their degree.
A Knowledge and Understanding





Apply principles, practices and theories learned in the first two years of the
degree programme to professional accounting
Display technical and functional expertise in accounting
Apply technical knowledge to real-life situations
Comprehend the operation of the regulatory framework within which
accounting is practiced
Understand the nature of the accounting profession
B Intellectual Skills: Analysis/Synthesis/Evaluation





Exercise powers of inquiry and logical thinking to solve problems
Ability to manipulate financial, other numerical and qualitative data
Research, synthesise and evaluate accounting information
Present quantitative and qualitative information, together with analysis, critical
argument, and commentary, in a form appropriate to a professional audience
Use communications and information technology in acquiring, analysing, and
communicating information in the accounting workplace
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Cardiff University
C Discipline Specific Skills: Application of Knowledge; Application of
Theories/Models; Problem solving




Deploy the range of practical and professional skills required of an accountant
Exercise ethical awareness and work in a manner consistent with standards
of professional conduct
Display enhanced business awareness
Exercise professional judgement
D Transferable Skills: Application of number; Information handling; Personal
Development; Teamworking; Reasoning; Decision-making







Present ideas effectively orally, visually and in writing
Display organisational skills, particularly in relation to managing time and
working to deadlines
Exercise initiative and self reliance
Work independently and in teams
Appreciate alternative viewpoints
Exercise numeracy, problem solving and IT skills
Critically assess and take responsibility for personal development
As prescribed by the ICAEW and employing firm for first year ACA students.
Summative assessment will comprise the satisfactory completion of the placement
year, as measured by the opinion of the Qualified Person Responsible for Training in
the placement firm and:


Submission of a Written Report - Critical Reflection on the Placement Year
(70% weighting)
An Oral Presentation on the Placement (30% weighting)
Type
% Title
Written Assessment 100 Icaew Placement N/A
1
N/A
Syllabus content
The module represents the placement year for students on the Institute of Chartered
Accountants in England and Wales Undergraduate Partnership Programme. Eligible
students gain work experience and develop skills in a professional accountancy firm
or a business environment during the third year of undergraduate study. The
placement comprises the first year of a chartered accountancy training agreement.
Page 169 of 314
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Cardiff University
YEAR THREE
PROGRAMME
STRUCTURES
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N400
BSc Accounting
BS3502
Business Finance
BS3517
Management Accounting and Control
BS3521
Advanced Corporate Reporting
Plus Modules from one of the following groups
Group 1
Three single modules per semester
Autumn
3 Single Modules from
BS3503
Development of Accounting
BS3506
International Accounting
BS3520
Analysis of Financial
Reporting Information
Spring
BS3612
Public Sector Accounting
BS3614
Corporate Governance and
Accountability
BS3618
The Accounting Profession
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Cardiff University
Group 2
One Double Module
BS3522
Dissertation
Two single modules per semester
Autumn
BS3503
Spring
BS3614
BS3506
BS3520
BS3612
BS3618
Accountability
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N490
understanding of the discipline of accounting and finance. At the same time it seeks
to enable students to select for study particular aspects of these and cognate
programme. The degree programme is organised to develop students’ academic
necessary, provided as additional components. Within these skills, it is intended that
BS3502
Business Finance
BS3514
International Corporate Finance
BS3517
BS3521
Plus One Compulsory Single Module per Semester
Autumn Semester
Spring Semester
BS3515
Financial Derivatives
BS3615
Security Analysis & Portfolio
Management
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Cardiff University
Plus either one double module
BS3522
Dissertation
Or one single module per semester
Autumn Semester
1 single module from
BS3503
Development of
Accounting
BS3506
Spring Semester
BS3612
BS3614
BS3519
Exploratory Data Analysis
BS3618
BS3520
BS3619
Corporate Governance &
Accountability
Modelling in Management
Science
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N410
N4R2
N4R4
in a specified European language and a sound knowledge of the culture and
The close relationship between accounting and the disciplines of economics, law and
(3 compulsory double modules)
BS3502
Business Finance
BS3521
BS3517
Plus either two single modules per semester
Autumn Semester
Spring Semester
BS3503
Development of
BS3612
Accounting
BS3506
BS3614
Accountability
BS3520
BS3618
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Cardiff University
Or one double module
BS3522
Dissertation
Plus one single module per semester
Autumn
BS3503
BS3506
BS3520
Spring
BS3612
BS3614
Corporate Governance &
Accountability
BS3618
and one of the following Routes
ROUTE 1 – FRENCH
ML3701
Language Skills for Professionals (Fren)
ROUTE 2 – GERMAN
ML3721
Language Skills for Professionals (Germ)
ROUTE 3 – SPANISH
ML3711
Language Skills for Professionals (Span)
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LN14
and business finance. Also, through the use of module groups in economics in the
second and third years, the programme has the aim of permitting students to choose
the additional subjects they would prefer to study and examine in depth.
BS3502
Business Finance
BS3517
BS3521
Plus modules from one of the following groups
Group 1
Three double modules from
BS3554
Financial Economics
BS3555
International Finance
BS3571
Economics of Banking
Group 2
Three double modules from
BS3547
Business Applications
BS3561
Modern Business Enterprise
BS3570
Applied Macroeconomics & Finance
BS3572
Industrial Economics
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Cardiff University
Group 3
Both
BS3565
Macroeconomic Analysis
BS3566
Microeconomic Analysis
and one double module from
BS3551
Econometrics
BS3556
International Economic History
BS3558
Labour Economics
BS3568
International Trade
BS3573
The Economics of Development
REQUIREMENTS



Students who studied BS2551 Money, Banking and Finance must select
modules from Group 1
Students who studied BS2560 Managerial Economics must select modules
from Group 2
Students who studied BS2549 Macroeconomic Theory must select modules
from Group 3
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NN24
Also, through the use of optional modules in management in the second and third
subjects they would prefer to study and examine in depth.
BS3502
Business Finance
BS3517
BS3521
BS3543
Strategic Management
BS3538
Work & Employment
BS3725
Advertising & Marketing Communications Management
BS3728
Ethics & Morality of Business
BS3735
Organisational Analysis & Change
BS3740
International Human Resource Management
BS3741
Marketing Decision Making
BS3744
International Business
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Cardiff University
NN23
theoretical and applied aspects of the disciplines of business management and
finance. It seeks to provide students with a knowledge and understanding of those
areas of business, management, finance and quantitative techniques, which are
necessary for a proper understanding of management and finance and to place
management and finance in their broader organisational and professional contexts.
It provides a combination of theoretical ideas and practical techniques which gives a
thorough grounding for a variety of careers in management and finance, in business
generally, and in other fields.
YEAR 3 REQUIREMENTS
BS3502
Business Finance
BS3514
International Corporate Finance
BS3543
One compulsory double module in the Autumn Semester
Autumn Semester
Spring Semester
BS3515
Financial Derivatives
BS3615
Security Analysis & Portfolio
Management
Plus two double modules from
BS3725
Advertising & Marketing Communications Management
BS3728
Ethics & Morality of Business
BS3735
Organisational Analysis and Change
BS3739
Advanced Operations Management
BS3740
International Human Resource Management
BS3741
Marketing Decision Making
BS3742
Services and Relational Marketing
Page 181 of 314
YEAR THREE
MODULE
DESCRIPTIONS
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Cardiff University
BS3502 - Business Finance
School
Module Code
BS3502
Level
L6
Module Leader
Mr Roydon Roberts
Semester
Double Semester
The aim of the module is to build on the knowledge of finance acquired in previous
modules, in particular BS2502, by introducing students to further areas of the
underlying theory and practice of finance.
A









B
the efficient markets hypothesis and its implications for investors on the stock
exchange and for firms’ investment and financing decisions.
option pricing theory and its implications for firms’ investment and financing
decisions.
the theory and practice of capital structure decisions.
different types of leases and the underlying theory of lease or buy decisions.
the theory and practice of corporate dividend decisions.
the theory and practice of working capital management and treasury
management.
the motives, methods and consequences of corporate merger activity.
show a systematic knowledge and understanding of, and critically evaluate, a
range of other corporate restructuring practices.
the causes of corporate failure and quantitative and qualitative failure
prediction models.


numerical data and to apply statistical concepts at an appropriate level.
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

C






D
price options and apply option pricing models to corporate financing and
investment decisions.
apply appropriate techniques to evaluate lease or buy decisions.
apply a range of inventory management, credit management and cash
management models.
apply a range of techniques for the management of interest rate risk.
use a variety of models to value potential takeover targets.
apply and interpret corporate failure prediction models based on quantitative
and qualitative data.





means.
independently.
The formal timetabled component of the module comprises approximately thirty two
lectures and twelve classes. The lecture programme, which is supported by detailed
handouts, is used to introduce material to students, to direct them (through the use
of recommended reading and web sites included in the handouts) to sources which
will enable them, during the private study time they devote to the module (one
hundred and fifty six hours), to increase their knowledge and understanding of that
material, and to empower them to attempt the problems which are set for classes.
Classes are closely integrated to the lecture programme and are designed to enable
students to apply the material covered in that programme to solve problems and to
discuss and evaluate those solutions and the theories underlying them. Students are
supported throughout the module through private consultation with the module
coordinator.
Formal assessment is by means of one and one half hour examination at the end of
the autumn semester and one three hour examination at the end of the spring
semester.
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Cardiff University
The examination papers are designed to enable students to demonstrate their
intellectual skills of analysis, synthesis and evaluation. Both papers include
questions of two types: first, problem questions requiring students to use the
theoretical and technical material from the module to solve problems and to evaluate
their solutions; second, essay questions designed to enable students to demonstrate
their understanding of the theoretical and technical material covered on the module.
provided) which enable students to self assess the extent to which they are meeting
the module learning outcomes. In addition the module coordinator is available
throughout the module to answer queries and discuss progress with students.
Type
% Title
Duration(hrs) Week
Examination - Autumn Semester 30 business finance 1.5 hrs
N/A
Examination - Spring Semester 70 business finance 3 hrs
N/A
Syllabus content
The efficient markets hypothesis; option pricing, capital structure and the cost of
capital; the lease or buy decision; dividend policy and corporate value. Working
capital and treasury management, mergers and take-overs, company restructuring;
financial failure; small company finance.
Arnold, G. C., Corporate Financial Management, 5th Edition, FT Pitman 2012
Brealey, R A, Myers, S C, Principles of Corporate Finance, 11th Edition, McGraw-Hill,
2013
Pike, R and Neale, B, Corporate Finance and Investment, 7th Edition, FT Prentice
Hall, 2012
Page 185 of 314
BS3503 - Development of Accounting
School
Module Code
BS3503
Level
L6
Module Leader
Professor John Edwards
Semester
Autumn Semester
This single module aims to provide students with an understanding of key aspects in
the development of accounting practices, personnel and institutions. The module
introduces students to major episodes in the development of the financial reporting
practices used today and the continuously evolving nature of the discipline of
accounting. The module therefore provides students with an awareness of the
nature, potential and limitations of modern accounting based on a study of selected
episodes in its historical development.
A


B



C
that accounting practices, theories and institutions have changed over the
years in response to the priorities of different groups in society and to
changing environmental conditions.
show that they understand the process of accounting change and why
accounting practices, theories and institutions exist in their present form.
show they possess the capacity to identify and search for relevant information.
demonstrate the ability to evaluate and interpret written material.
gather information and construct a narrative around it.




identify and explain the nature, uses and limitations of the study of accounting
history.
demonstrate an understanding of the success, or otherwise, of proposals put
forward for reforming financial reporting practices to take account of changes
in the value of money.
demonstrate understanding of the nature of different systems of record
keeping and be able to evaluate views concerning their impact on economic
development within a capitalist economy.
explain and analyse the differential effects of the market, regulatory bodies
and environmental factors on the development of financial reporting practices.
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Cardiff University




D
display comprehension of the nature and purpose of the capital maintenance
rule and its interrelationship with the calculation of distributable profit.
demonstrate through discussion and analysis of relevant case law and
causescélèbrethe significance of underlying conflict between the goals of
preparers and users of accounting reports.
explain why and describe how the rate of accounting change varies in time
and place to accommodate changing environmental and organisational
circumstances.
account for the rise of the professional accountant as business manager and
discriminate between the various routes through which (s)he has transferred
skills from public practice to industry and commerce.



show capacity for independent learning
demonstrate the development of communication skills and the ability to
present quantitative and qualitative data
work in groups, and oral and written presentation skills
The formal timetable components of this single module comprise 17 hours of
lectures and 5 hours of classes. The development of accounting module is intended
to stimulate students to think about the way in which the discipline of accounting has
emerged and become transformed into its present state. Students are therefore
provided with both basic and more demanding reading material for each topic so as
to enable the development of the potential of students with inevitably different levels
of ability. For classes, a distinctive learning environment is employed that involves
the following: assignments are circulated at the start of the module; three ‘mini’
topics are identified for coverage at each class; each class is divided into three
groups that are each allocated one of the three topics; identified reading material
enables group members to prepare their topic prior to the class; the first ten minutes
of the class is available for students to organise themselves into their groups, to
choose a chairperson and to compare notes; each group then has approximately six
minutes for its presentation which is made by the chairperson or, if they consider it
appropriate, two or three members of the group; there follows a discussion. The
purpose of this format is to help students develop a range of expertise that includes
independent preparation of material, teamwork, and presentational skills. This
approach I have developed proves to be an effective way of ‘breaking the ice’ and
achieving fuller student participation in class activities. At the end of each module,
students are supplied with ‘revision packs’ for self-testing during the exam
preparation period. These contain, in the main, questions from past examinations
together with suggested solution outlines.
The course is based on research undertaken by the module tutor whose publications
feature prominently in the recommended reading for the course, including the main
text listed under ‘indicative reading’.
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The examination paper consists of six questions of which three are to be attempted.
These are designed to cover the outcomes for the module and to test the
development of knowledge over the module period. Questions set are designed to
test students’ basic knowledge of accounting’s development and to be able to
analyse the causes of accounting change, the possible implications of accounting
change and to place their analyses within appropriate explanatory frameworks.
Type
%
Title
Duration(hrs) Week
Semester
100
development of
accounting
2 hrs
N/A
Syllabus content
The nature and uses of accounting history. Record keeping systems and their
economic significance. The development of asset valuation and profit measurement
procedures. Management bias and the manipulation of accounting data. The
regulation of company accounts. The influence of the market and pressure groups
on financial reporting practice. Creditor protection: the capital maintenance rule,
dividend cases and divisible profit. The increasing involvement of the professional
accountant in business management.
Chatfield, M. (1977) A History of Accounting Thought, New York: Robert E. Krieger
Publishing Co., chapter 7.
Edwards, J. R. (1989) A History of Financial Accounting, London: Routledge. [main
text]
Edwards, J. R. and Walker, S. P. (eds) (2008) Routledge Companion to Accounting
History. London: Routledge
Hopwood, A. G. (1987) ‘The archaeology of accounting systems’, Accounting,
Organizations and Society, pp. 207-34.
Matthews, D., Anderson, M., and Edwards, J. R. (1998) The Priesthood of Industry.
The Rise of the Professional Accountant in British Management, Oxford: Oxford
University Press, pp. 58-78.
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Cardiff University
BS3506 - International Accounting
School
Module Code
BS3506
Level
L6
Module Leader
Professor Jason Xiao
Semester
Autumn Semester
The aim of the module is to expose students to a variety of international issues so
that they will be able to evaluate and assess UK financial reporting in a wider
context.
A




B



C
synthesise and evaluate secondary data




D
show a knowledge and understanding of the divergent forces which cause
international differences;
be aware of different accounting practices in different countries;
understand the problems faced by multinational corporations;
understand the issues relating to regional and international harmonisation.
critically evaluate the divergent forces which cause international differences;
compare and contrast different accounting practices in different countries;
develop a critical understanding of selected problems faced by multinational
corporations;
critically evaluate progress towards regional and international harmonisation.




communicate ideas, principles and theories effectively by written means
independently
appreciate alternative viewpoints
Page 189 of 314
5 hours of seminars (including group presentations). However, as students need to
attain a broad knowledge of international accounting issues, an effective teaching
strategy and learning support structure is imperative. Detailed handouts and a
structured reading list are given to students in order to encourage the completion of
tutorial questions, which build upon the material covered in lectures. Student
support is given through the formal contact of 5 hours seminars, informally through
private consultation with the lecturer and also through e-mail student – lecturer
contact.
The examination will test student’s knowledge, understanding and analytical skills. In
particular, this third year course will aim to test the student’s ability to put forward
reasoned, analytically evidence-based arguments.
Assessment Breakdow n
Type
%
Title
Duration(hrs) Week
Examination - Autumn Semester 100 international accounting 2 hrs
N/A
Syllabus content
Accounting and its international environment; financial reporting worldwide focusing
in particular on selected countries of the developed and developing world; selected
international issues; regional harmonisation; international standardisation; financial
reporting by multinationals; classification of accounting systems.
C.W. Nobes and R.H. Parker, Comparative International Accounting, Prentice Hall
International.
Roberts, C., Weetman, P. and Gordon, P., International Financial Accounting,
Financial Times/Pitman.
Choi, F. D. &
www.JASPlus.com
Meek,
G.,
International
Accounting,
Prentice
Hall.
Alexander, D. and Archer, S. (2000), On the myth of “Anglo-Saxon” financial
accounting, The International Journal of Accounting, 35(4): 539-557.
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Cardiff University
Haller, A and Linz, J. (2002) “Financial accounting developments in the European
Union: past events and future prospects”, European Accounting Review, Vol. 11, No.
1.
Nobes, C. W. (1998), “Towards a General Model of the Reasons for International
Differences in Financial Reporting”, Abacus, Vol. 34, No. 2, pp. 162-187.
Schipper, K. (2005), “The introduction of international accounting standards in
Europe: implications for international convergence”, European Accounting Review,
Vol. 14, No. 1.
Whittington, G. (2005), “The adoption of international accounting standards in the
European Union”, The European Accounting Review, Vol. 14, No. 1.
Zeff, S. (2003), “How the US accounting profession got where it is today”,
Accounting Horizons, Vol. 17, No.3.
Page 191 of 314
BS3514 - International Corporate Finance
School
Module Code
BS3514
Level
L6
Module Leader
Dr Konstantinos Tolikas
Semester
Double Semester
The aim of this module is to analyze corporate finance issues in a global context by
studying the economic, fiscal, currency and political environments in which
international companies operate and the methods and techniques they use to
manage their operations.
A. Knowledge and Understanding)











Describe and evaluate the different types of currency regimes operating
throughout the world.
Demonstrate an understanding of the functions of the foreign exchange
market.
Show a systematic knowledge and understanding of, and critically evaluate
the international parity relationships.
Evaluate the motives underlying foreign direct investment (FDI) and assess
the strategies used to manage the financial risks arising from FDI.
Understand the problems introduced by national boundaries in corporate
finance and show a systematic understanding of the ways in which
international companies may overcome some of these problems.
Understand the issues involved in the estimation of the cost of capital for
foreign projects.
Understand the effects of political risk in international financial decisions and
demonstrate knowledge of political risk measurement and management
strategies.
Define, measure and distinguish between the different types of foreign
exchange risk and evaluate the different ways of managing the risks.
Evaluate the different motives underpinning foreign exchange risk
management.
Assess the aims and functions of international financing and cash
management.
Analyse the relevance of different corporate governance systems to
international corporate finance.
B. Intellectual Skills

Collect, synthesise and evaluate primary and secondary data.
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Cardiff University




Solve problems, including the ability to manipulate financial and other
numerical data and to apply statistical and economic concepts at an
appropriate level.
Exercise powers of inquiry, logic, and critical analysis, interpretation and
Undertake independent research and reading.
Sustain a critical argument in writing.
C. Discipline Specific Skills





Use the international parity relationships to assist in forecasting appropriate
forward and spot foreign exchange rates.
Apply appropriate techniques to evaluate overseas short term and long term
investment and financial decisions.
Apply appropriate numerical techniques to identify, measure and manage
translation exposure, transaction exposure and economic exposure.
Assess the role of derivatives in managing foreign exchange risk.
Use appropriate information to measure the cost of capital for international
companies when international financial markets are involved.
D. Transferable Skills





Communicate ideas, principles and theories effectively by oral and written
means.
Exercise initiative, self reliance and time management skills and work
independently.
Appreciate alternative viewpoints.
Exercise numeracy, problem solving and IT skills.
Access and utilise information in a variety of research resources both
Teaching takes place throughout the academic year. The formal timetabled
components of this module comprise approximately 34 hours of lectures and 10
hours of classes. Theoretical concepts and practical problems are introduced in the
lectures, along with illustrations. The classes form the basis for students to apply the
respective numerical techniques and to discuss the theoretical and practical issues
relating to the topics covered. A research-based approach is emphasised by
referring students to empirical evaluations of both the theoretical and practical
material covered in the lectures. In addition, students are referred to text books
written by authors with substantial research experience in the field of international
corporate finance; these texts also contain numerous references which students are
encouraged to read. Both lectures and classes are designed to provide students
with the tools and knowledge to fulfil the requirements for the learning outcomes for
this module. Students should develop technical, evaluative, discursive and
presentation skills in classes.
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The formal assessment for this module comprises individual coursework and a
written examination. The coursework constitutes 30% of the overall mark for the
module. There will also be one 3 hour examination at the end of the spring
semester, constituting 70% of the overall module mark.
The coursework and examination are designed to allow students to demonstrate that
they have achieved the learning outcomes established for this module. The
coursework will be in the form of an individual essay. Students are required to
demonstrate the ability to pursue individual research and to read widely. The report
also aims to test analytical and writing skills.
The examination paper is designed to enable students to demonstrate their
intellectual skills of analysis, synthesis and evaluation and the extent to which they
have met the module learning outcomes. The paper will include questions of two
types: first, problem questions requiring students to use the theoretical and technical
material from the module to solve problems and to evaluate their solutions; second,
essay questions designed to enable students to demonstrate their understanding of
the theoretical and discursive material covered on the module.
the module learning outcomes. In addition the module coordinator is available at
advertised times to answer queries and discuss progress with students.
Type
% Title
Semester
70
Written Assessment
30 coursework
international corporate
finance
Duration(hrs) Week
3 hrs
N/A
N/A
12
Syllabus content
Introduction to exchange rates and their relevance to multinational companies;
currency systems around the world; currency crises; international parity
relationships, purchasing power parity (PPP), interest rate parity, international Fisher
effect; foreign exchange exposure measurement and management, transaction,
translation and economic exposure; motives for hedging currency risk; foreign direct
investment (FDI); international working capital management; international investment
appraisal; political risk management; international corporate governance.
Shapiro, A., Multinational Financial Management, 9th edition, John Wiley & Sons.
Eiteman, D.K., Stonehill, A.I. and Moffett, M.H., Multinational Business Finance, 12th
edition, Addison-Wesley.
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Buckley, A., Multinational Finance, 5th edition, FT Prentice Hall.
Copeland, L. S., Exchange Rates and International Finance, 4th edition, FT Prentice
Hall.
Madura, J. and R. Fox, International Financial Management, Thomson.
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BS3515 - Financial Derivatives
School
Module Code
BS3515
Level
L6
Module Leader
Mr Roydon Roberts
Semester
Autumn Semester
The Financial Derivatives module is designed to provide students with an
understanding of financial derivatives, their valuation and applications, and of the
markets on which they are traded.
A




B




C
show a systematic knowledge of the concepts underlying the analysis of
derivative securities.
show a systematic knowledge of a range of different types of derivative
security including forwards and futures contracts, options and swaps and of
the operations of the markets on which they are traded.
show a systematic knowledge of, and critically evaluate, pricing models for a
range of derivative securities including forwards and futures contracts, options
and swaps.
show a systematic knowledge of, and critically evaluate, a range of investment
strategies using derivatives including arbitrage, hedging and speculation.



measure and evaluate the returns on, and risks of, different types of derivative
security including forwards and futures contracts, options and swaps.
price a range of derivative securities including forwards and futures contracts,
options and swaps, using a range of appropriate pricing models.
apply examples of investment strategies using derivative securities including
arbitrage, speculation and hedging strategies.
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D





means.
independently.
The formal timetabled component of the module comprises approximately sixteen
lectures and six classes. The lecture programme, which is supported by detailed
will enable them, during the private study time they devote to the module (seventy
eight hours), to increase their knowledge and understanding of that material, and to
empower them to attempt the problems which are set for classes. Classes are
closely integrated to the lecture programme and are designed to enable students to
apply the material covered in that programme to solve problems and to discuss and
evaluate those solutions. Students are supported throughout the module through
consultation with the module coordinator.
have met the module learning outcomes.
Type
%
Title
Duration(hrs) Week
Examination - Autumn Semester 100 financial derivatives 2 hrs
N/A
Syllabus content
Introduction: the nature of financial derivatives; types of financial derivative;
applications of derivatives; basic concepts – market efficiency, arbitrage and fair
price. Forwards & Futures: distinction between forwards and futures; futures
markets; types of future; pricing futures and forwards; applications of futures and
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forwards – speculation and hedging. Options: options markets; types of option;
option payoffs and strategies; option valuation; option sensitivities and
hedging; applications of options – speculation and hedging. Swaps: swaps markets;
types of swap; motives for swaps; pricing swaps; applications of swaps. Other
financial derivatives.
Cuthbertson & Nitzsche, Financial
Management, Wiley, 2001
Engineering:
Derivatives
and
Risk
Hull, Fundamentals of Futures and Options Markets, 8th Edition, Pearson Prentice
Hall, 2013
Hull, Options, Futures & Other Derivatives, 8th Edition, Prentice Hall International,
2011
Kolb, Futures, Options & Swaps, 5th Edition, Blackwell 2003
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Cardiff University
BS3517 - Management Accounting and Control
School
Module Code
BS3517
Level
L6
Module Leader
Professor Keith Robson
Semester
Double Semester
The aim of the module is to provide specialist accounting students with a level 3
course that builds on and complements previous management accounting courses.
The module introduces a number of key issues relating to the role of management
accounting in the control of managerial and organizational performance. The module
locates management accounting firmly within its organizational context.
A







B
have knowledge and understanding of the concept of management control
and the contribution of management accounting to this organizationally based
phenomenon
have knowledge and understanding of a range of management accounting
and control systems
have knowledge and understanding of key features of management
accounting control systems design and implementation
have knowledge and understanding of developments in management
accounting and control, including concepts such as beliefs systems,
interactive control systems and the balanced scorecard
have knowledge and understanding of enduring issues in management
accounting and control, including budgeting, capital budgeting, responsibility
accounting, pricing, and transfer pricing
have knowledge and understanding of the impact of organizational design on
management accounting control systems
have knowledge and understanding of various concepts and theories
informing the analysis of management accounting control systems




capacity to identify relevant data and theoretical approaches
application of discursive and numerical analysis skills
use of theoretical models to critique existing systems
critical analysis capabilities
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C



D
be able to identify relevant management accounting control issues in a range
of situations
be able to apply techniques to enable management accounting to contribute
to organizational strategy
be able to apply a range of theoretical models to identify potential solutions to
practical management accounting problems




ability to use theory to perform critical analysis
ability to develop reasoned arguments based on existing knowledge
ability to apply conceptual and numerical analysis in a problem solving context
ability to communicate complex ideas with clarity
Teaching is through approximately 36 lectures and 8 seminar classes. Lectures
present the theory behind topics and will discuss the interplay between theory and
practice. Classes reinforce this material through discussion of theoretical aspects
and more extensive case illustrations. Class assignments are distributed in advance
of tutorials and the questions set are expected to be prepared by students prior to
the class. Lectures incorporate appropriate research that is expected to be referred
to in class discussions.
Indicative study hours: 200 (based on School norm)
Students will be able to demonstrate knowledge of management accounting and
control systems in the examination. This will also allow them to demonstrate their
critical appreciation of the topics.
Use of theoretical models will be demonstrated in both the examination and
coursework components. Discipline specific skills will be demonstrated in all aspects
of assessment.
Type
% Title
Duration(hrs) Week
Written Assessment
30 coursework
N/A
8
Semester
70
3 hrs
N/A
management accounting and
control
Syllabus content
The notion of management control; The role of management accounting in
management control; The development of management accounting; Accounting
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implications of organisational design; Motivational implications of management
accounting and control systems; Developments in management accounting and
management control, including activity based cost management, cost based decision
making, the notion of beliefs systems and interactive control systems, and the
balanced scorecard; Control issues in centralised and decentralised operations; The
theory and practice of the pricing of transfers between divisions; Issues in
performance appraisal including agency and behavioural approaches; Organisational
and behavioural insights into management accounting control systems; Strategic
management accounting approaches.
The reading for BS3517 is journal based.
Topic by topic reading lists will be distributed in advance of lectures.
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BS3519 - Exploratory Data Analysis
School
Module Code
BS3519
Level
L6
Module Leader
Dr Peter Morgan
Semester
Autumn Semester
Exploratory Data Analysis (EDA) is a framework for analyzing data to seek
hypotheses worthy of testing. It complements the tools of conventional statistics for
testing hypotheses.
In the era of ‘Big Data’, the existence of vast quantities of data of all types, and our
capacity to create even more, pose a severe challenge to managers, accountants
and statisticians alike. Hence there is a need for data reduction or data mining
methods which will cope with high dimensional data, large numbers of cases and/or
a variety of data types. Data now occurs in many forms – text, images (static and
moving), sound, numbers, etc. and conventional methods may not cope very well
with these more unusual forms of data. This module is designed to give students
experience in both new and established techniques for EDA.
A


B



C
Understand the scope and challenges of the modern data environment and
newer methods of data exploration, acquisition and creation.
Develop an understanding of a range of analysis tools for data which may
have qualitative or quantitative variables or a mixture of both.
Discuss the need for new techniques to cope with data sets which are
extensive in terms of number of cases and/or variables.
Use these analysis tools to develop and test hypotheses about the data and
the data generating process
Critically evaluate the suitability of a given technique to a particular analytical
situation

Use a variety of software tools and appreciate the criteria for their use in a
varied selection of data analysis situations
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D



Acquire the ability to use a variety of standard software packages
Practise analytical problem solving skills through data analysis
Develop reporting skills through maintaining an electronic journal
The teaching will be based around a series of guided workshop and tutorial activities
interspersed with inputs in the form of lectures on core topics. The pattern will be set
around 11 lectures and 5 fortnightly workshops interleaved with 5 software tutorial
sessions based around, for example, case-studies including the use of software such
as Excel together with Open Source software packages such as R, GGobi, Gauguin
and Mondrian. Each student will keep a data analysis journal completed in the IT lab
sessions, some of which will be submitted in electronic form as part of their module
assessment.
An invited lecturer will also provide some input on industrial practice in this area.
Indicative study hours - 100
There will be an examination which will include examples of software output of the
type used by students in the tutorial sessions.
The production of a dataset analysis journal by individual students will concentrate
on the material and datasets that they cover in the computer laboratory
sessions. This will evidence their progress and include analysis of data unique to
the individual student.
Type
% Title
Duration(hrs) Week
Examination - Autumn Semester 50 exploratory data analysis 2 hrs
N/A
Written Assessment
12
50 data analysis journal
N/A
Syllabus content
Theoretical Content
1. Introduction – types of data and the information content of data – levels of
measurement
The concept of Knowledge Discovery – Data Mining and Exploratory Data Analysis
(EDA)
2. The concept of perspective – viewpoint, foreground
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Background and data and dimensional reduction
The histogram and allied plots as prototypical data analysis tools for univariate data
3. Extensions to 2 and 3 dimensions
Simple visualization tools – scatter plots, matrix scatter plots, brushing, and 3-D
scatter plot
Coping with nominal, ordinal and mixed data
4. High dimensional data
Plotting methods for ‘high-D’ data
Outliers, clusters, nonlinearity and distance measures
Perspective and data reduction revisited - Projection methods
5. Cluster analysis
6. Analysis of textual and nominal data. Mosaic plots
7. Regression and time series methods – examination of residuals for model
refinement
8. Acquiring and verifying large data sets and the missing data problem
9. Commonly-used multivariate methods - including Multidimensional Scaling (MDS)
- from a software user’s perspective and including a discussion of the scope and
pitfalls of such methods
10. Validating models
Practical and Software Content
1. Input and creation of data through such media as the WWW, Data Reformatting,
Table and Data handling aspects of spreadsheet, word processor and database
programs
2. Univariate and Bivariate analyses using simple charting techniques on a standard
dataset and testing the results
3. Examining data through data visualization methods implemented in Ggobi –
exploring a variety of plotting methods including matrix scatter plots, parallel
coordinate plots and the use of brushing to link plots and highlight clusters and
outliers
4. Using cluster analysis techniques on a standard dataset with statistical validation
(using external variables, etc.)
5. Analysis of textual and qualitative data using such software as Mondrian and R
6. Use of a variety of multivariate software tools such as Minitab and Excel and
Open Source software applications and environments such as R, GGobi,
Gaugion and Mondrian
7. Exposition of some standard data sets.
John W. Tukey, (1977) ‘Exploratory Data Analysis’ Addison-Wesley
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Brian S. Everitt, Sabine Landau, and Morven Leese (2001) ‘Cluster Analysis’,
Hodder Arnold
Usama M. Fayyad, Georges G. Grinstein and Andreas Wierse, (2001) ‘Information
Visualization in Data Mining and Knowledge Discovery’, Morgan Kaufmann
William G. Jacoby (1998) ‘Statistical Graphics for Visualizing Multivariate Data’,
Sage Publications
Unwin, A., Theus, M. and Hoffman, H. (2006) ‘The Graphics of Large Data Sets:
Visualizing Million’, Springer-Verlag, NY(http://stats.math.uni-augsburg.de/GOLD/)
http://www.ggobi.org/ A powerful Open Source software tool for Data Visualization
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BS3520 - Analysis of Financial Reporting Information
School
Module Code
BS3520
Level
L6
Module Leader
Dr Richard Baylis
Semester
Autumn Semester
The module aims to enable students to use and evaluate financial statements in
company investment appraisal and understand the relationship between financial
reporting and market-based information.
A
Knowledge and Understanding)






B
Show a systematic knowledge of how financial reporting information can be
used in fundamental valuation models.
Show a systematic knowledge of the empirical research into the relationship
between financial reporting data and stock market data.
Distinguish between operating and financing items in financial reporting
information.
Discuss how financial reporting information can be used in the analysis of
credit risk.
Understand how to assess the quality of financial reporting information.
Discuss the implications of the efficient markets hypothesis for the analysis of
financial reporting information.
Intellectual Skills




C
Synthesise and evaluate primary and secondary data.
Solve problems, including the ability to manipulate financial and other
Exercise powers of inquiry, logic, and critical analysis, interpretation and
Sustain a critical argument in writing
Discipline Specific Skills



Evaluate and apply financial ratios to assess company performance.
Use various types of financial reporting information as inputs to fundamental
accounting valuation models.
Apply corporate failure prediction models using financial reporting data.
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Cardiff University
D
Transferable Skills





Communicate ideas, principles and theories effectively by oral and written
means.
Exercise initiative, self reliance and time management skills and work
independently.
Appreciate alternative viewpoints.
Exercise numeracy, problem solving and IT skills.
Access and analyse information using a variety of research resources both
traditional (e.g. library) and IT (e.g. statistical programs and databases).
The formal timetabled component of the module comprises approximately eighteen
lectures and four classes. The lecture programme, which is supported by detailed
will enable them, during the private study time they devote to the module (fifty eight
hours), to increase their knowledge and understanding of that material, and to
evaluate those solutions. In order to get the most out of classes, it is essential that
students should attempt to work the questions set for each class before that class
takes place so that they may contribute fully to any discussion of the issues raised by
those questions.
have met the module learning outcomes. The paper will include questions of two
types: first, problem questions requiring students to use the theoretical and technical
material from the module to solve problems and to evaluate their solutions; second,
essay questions designed to enable students to demonstrate their understanding of
the theoretical, technical and empirical material covered on the module.
provided) which enable students to self-assess the extent to which they are meeting
the module learning outcomes. In addition the module coordinator is available at
advertised times throughout the module to answer queries and discuss progress with
students.
Type
%
Title
Duration(hrs) Week
N/A
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Syllabus content
Assumptions and limitations of financial ratio analysis. Prediction models and
financial reporting information. Company valuation with financial reporting
information. Financial reporting information and stock market data. Distinction
between operating and financial items. Reformulation of financial statements.
Assessing the quality of financial reporting information. Analysis of qualitative
financial reporting data.
Penman,
S.H.
(2004) Financial
th
Valuation (4 edition), McGraw Hill.
Statement
Barker, R. (2001) Determining Value FT Prentice Hall.
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Cardiff University
Analysis
and
Security
BS3521 - Advanced Corporate Reporting
School
Module Code
BS3521
Level
L6
Module Leader
Dr Richard Baylis
Semester
Double Semester
The aim of this module is to present a critical review of major developments in the
theory and practice of financial accounting.
A





B
identify holding companies, associated companies, joint ventures, subsidiary
companies and simple investments;
display knowledge of different theoretical and practical conventions for the
preparation of financial statements and the effect on income measurement of
the application of each convention
demonstrate familiarity with the system for setting accounting standards and
understand how the process influences the regulatory outcomes.
comprehend the fundamentals of professional ethics
be aware of current issues in financial reporting



C
identify and search for relevant information
systematically obtain, verify and retrieve information from a variety of sources
analyse and draw reasoned conclusion from a set of data





gather and construct financial information and build a narrative around it;
account for holding companies, associated companies, joint ventures,
subsidiary companies and simple investments, including the preparation of
group accounts;
describe and implement the consequences of corporate evolution as reflected
in accounting statements: formation; reconstruction and liquidation;
examine and critically evaluate current topics in financial accounting and
reporting;
prepare accounts that comply with their requirements of selected accounting
standards, analyse alternative accounting policies and critically examine the
standard setters’ preferred treatments;
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

D
identify, compare and contrast the application of various capital maintenance
concepts to financial reporting;
demonstrate a theoretical and practical understanding of: uniform system of
cash flow reporting; accounting for price level changes; foreign currency
transactions and translation.





communicate ideas, principles and theories effectively by written examination
independently
appreciate alternative viewpoints
exercise numeracy, problem-solving and IT skills
traditional and IT
10 hours of classes. However, as students need to assimilate an advanced
knowledge of financial accounting and possess proficiency in the application of this
knowledge to a range of questions, an effective teaching strategy and learning
support structure is imperative. Detailed handouts and a structured reading list are
given to students in order to encourage the completion of class questions, which
build upon the material covered in lectures. Student support is given through class
feedback, revision sessions and e-mail student–lecturer contact.
The purpose of the coursework is to test understanding of key advanced financial
accounting concepts and practices. The assignment must be word-processed so
therefore tests CIT skills.
outcomes for the module and to test skill development. It aims to test knowledge
and comprehension of topics in the syllabus as well as testing students’ ability to
apply such knowledge in particular contexts. Questions require written answers and
test students’ development of intellectual, communication, numeric and reasoning
skills, as well as subject-specific knowledge.
Informal assessment is provided through class questions which stimulate
independent learning, develop students’ analytical skills and provide an ongoing
mechanism for assessing the extent to which students are meeting the module’s
learning outcomes. Student problems are dealt with by the lecturer/tutor in classes
or on a one-to one basis and all students are encouraged to submit queries either in
the class or afterwards.
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Cardiff University
Type
% Title
Duration(hrs) Week
Written Assessment
30 2000 word assignment
N/A
11
Semester
70
advanced corporate
reporting
3 hrs
N/A
Syllabus content
A critical examination of the following aspects of accounting theory and practice: cost
or value; the conceptual framework for accounting; creative accounting; the
substance over form debate; retirement benefits; foreign currency transactions and
translations; uniform system of cash flow reporting. Accounting for company
evolution and failure. Accounting for groups of companies; definitions; identification;
valuation; goodwill; accounting for associates. Aspects of professional ethics;
current issues in financial reporting.
Alfredson, K. et al (2009) Applying International Reporting Standards, Milton: Wylie.
Clendon, T. (2009) A Student’s Guide to Group Accounts, Wokingham: Kaplan.
Edwards, J. R. (2008) Financial Accounting. ICSA Professional Development Series,
6th edition, London: Institute of Chartered Secretaries and Administrators.
Elliott, B. and Elliott, J. (2010) Financial Accounting and Reporting, 14th edition,
Pearson Education Ltd.
Ernst & Young (2006), International GAAP 2007. Generally Accepted Accounting
Practice under International Financial Reporting Standards, London: LexisNexis.
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BS3522 - Dissertation (Accounting)
School
Module Code
BS3522
Level
L6
Module Leader
Dr Svetlana Mira
Semester
Double Semester
This module involves the preparation of a dissertation of between 8,000 and 10,000
words on an accounting or finance topic of students’ choice. The module has a
taught component, which takes place in the autumn semester, and a research
component, which takes place throughout the academic year, to be submitted at the
end of the spring semester. The dissertation will typically (though not necessarily)
involve an empirical study, chosen with the assistance of the module leader. The
taught component covers the main research methods and techniques required to
complete the research, along with subjects likely to form the basis for empirical
studies, and culminates in the preparation of a proposal for the main dissertation.
A. Knowledge and understanding:



Apply knowledge and research methods and techniques to develop and test a
set of research questions or hypotheses on a particular topic
Acquire an understanding of how a major piece of academic research is
formulated, organised and written
Show an awareness of recent developments in empirical accounting and
finance research, such as properties of financial returns, tests of EMH,
corporate failure prediction, market-based accounting research and nonfinancial annual report data (e.g. accounting narratives)
B. Intellectual skills:






Critically evaluate research techniques and methods used in accounting and
finance
Interpret empirical results and draw inferences based on this information
Synthesise and evaluate primary and secondary data
Develop problem-solving skills, including the ability to manipulate accounting
and financial data
Use new and existing evidence to sustain a critical argument in writing
Exercise powers of inquiry, logic, and critical analysis and interpretation in the
evaluation of argument and evidence
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C. Discipline specific (including practical) skills:






Evaluate important academic papers in the empirical finance and accounting
literature with particular emphasis on the interpretation, meaning and
importance of the empirical results
Apply and evaluate qualitative research methods, including basic content and
text analysis
Show a knowledge and understanding of econometric and statistical
techniques applied in the finance and accounting literature
Describe and use parametric and non-parametric tests of hypotheses
Employ multivariate regression and qualitative methods in accounting and
finance research
Describe the application of time series and cross sectional data in academic
research with the use of appropriate examples
D. Transferable skills:





Communicate ideas, concepts, principles and theories effectively through oral
and written means
Exercise initiative, self-motivation and time management skills and work
independently
Design and conduct independent research using both traditional library-based
resources and electronic resources
Think in enterprising and original ways and support arguments
Collect, organise and analyse data in a systematic way to test conjectures and
hypotheses
The first semester will be taught, while the second will be based on students’
independent learning, with consultation from the module leader and/or supervisor.
The taught component will comprise 22 contact hours and include research methods
training, discussion of the literature in specific areas of accounting and finance and a
session on databases and electronic resources. Subjects taught on the module will
be aimed specifically at the students taking it, so it will have a heavy emphasis on
application. Students will be offered a choice of approaches, so in addition to
numerical/statistical analyses, they will be exposed to qualitative research methods
and approaches, such as systematic analysis of text documents and rhetorical
analyses.
Skills that will be practised and developed
In addition to the skills set out as part of the learning outcomes, students will practice
and develop a variety of skills. These include:
The acquisition and creation of knowledge of the
subject of the investigation; employability skills,
independently on a subject of their own choosing;
question in such a way that it is amenable to
specific area selected as the
including the ability to work
and the ability to formulate a
systematic investigation; time
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management skills and the ability to reflect on their own development and progress
against formal and informal timetables; and presentation skills.
The learning outcomes will be met through a combination of assessment methods,
though the learning outcomes partially reflect the fact that the module is designed to
expose students to an array of accounting and finance subjects investigated in a
variety of ways and students are expected to investigate in depth a subset of these.
The dissertation proposal requires students to choose from the topics they cover in
the taught component and to set out the research methods and approaches they will
adopt. This will involve students showing an awareness of both the literature in
accounting/finance and the research techniques and methods used in creating
knowledge in the field. The dissertation itself will require, in addition to these skills,
time management and written communication skills, together with the ability to
synthesise and evaluate academic research in accounting/finance. The ability to
work independently will be a crucial part of this assessment component, even though
consultation with the module leader will take place at regular intervals. The ability to
use electronic databases and statistical packages (where appropriate) to develop
and test hypotheses will also be assessed via the dissertation (for those students
selecting a topic of this nature). Oral presentation and communication skills will be
assessed via the presentation and students will also learn how to respond to
constructive feedback on their preliminary work and to use this to develop their
projects.
Project Proposal (750-1000 words) – 15% - Submitted in Week 10 (Autumn
Semester)
Dissertation (8,000-10,000 words) – 75% - Submitted in Week 6 (Spring Semester)
Presentation – 10% - Submitted in Week 11 (Spring Semester)
The potential for reassessment in this module
Given the nature of the assessment, a failure in the module will result in a
resubmission and reassessment of the final dissertation. In the event of a failure,
guidance will be provided by the module leader/supervisor that should enable
students to improve on their initial submission. No option will exist for students to be
reassessed on the proposal or the presentation element.
Type
% Title
Duration(hrs) Week
Written
Assessment
15 proposal (autumn)
N/A
10
Dissertation
75
N/A
11
Presentation
10 presentation (spring)
N/A
9
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dissertation 8,000-10,000 words
(spring)
Cardiff University
Syllabus content
The taught component of the module will cover: Research methods in accounting
and finance; non-parametric and parametric tests of hypotheses; regression
analysis; qualitative methods in accounting and finance; organising and reviewing
the literature; efficient markets hypothesis; asset pricing models; market-based
accounting research; corporate failure; non-financial accounting information; analysis
of non-financial accounting data. Students then choose a topic of their own to
investigate based on the knowledge and skills they acquired on the taught
component.
References to individual academic papers will be made as the module progresses.
Learning resources, such as referencing guides and guides for using databases will
be made available on Learning Central. In addition to these, the following references
will be used:
Suanders, M. Lewis, P. Thornhill, A. (2009) ‘Research methods for business
students’ London: FT Prentice Hall.
Greetham, B. (2009) ‘How to write your undergraduate dissertation’ New York:
Palgrave Macmillan.
Walliman, N.S.R. (2004) ‘Your undergraduate dissertation: the essential guide to
success’ London: SAGE.
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BS3538 - Work and Employment
School
Module Code
BS3538
Level
L6
Module Leader
Dr Sarah Jenkins
Semester
Double Semester
To develop a critical knowledge and understanding of the changing content,
management and experience of work in contemporary industrial society.









Demonstrate knowledge and understanding of the different ways of analysing
work skills in the social sciences and evaluate the debate over the changing
nature of skill with reference to the knowledge economy.
Demonstrate an understanding of the concept of emotional labour and its
relevance to the contemporary workplace.
Display an understanding and ability to critically review debates in sociology
about the nature of control and consent within the ‘new’ workplace.
Demonstrate knowledge and understanding of the debate over worker
responses to contemporary management practice.
Understand the importance of time in the overall experience of work and
assess the approaches of management and workforce to working time issues.
Assess the importance of workers’ collective representation within the
workplace.
Assess the components and importance of ‘hidden’ work and its relevance to
work in the formal sector.
Assess the changing nature of careers in contemporary society.
Demonstrate a knowledge and ability to evaluate critically current theories of
the future of work.
B. Intellectual Skills: Analysis/Synthesis/Evaluation



Make use of lectures, tutorials, assignments and independent study to acquire
knowledge and understanding of theories and research findings on the
changing nature of work in contemporary societies.
Develop a critical understanding of theory and debate over the nature,
experience and development of work.
Develop a capacity to apply social theory to the analysis of work in capitalist
societies.
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

Develop a knowledge of sociological and management theories of work and
their relevance to the analysis of changes in work in contemporary society.
Develop a capacity to read, evaluate and synthesise original research of both
quantitative and qualitative forms produced by researchers in the field of work
sociology.






Develop the ability to interpret research data produced in the social sciences.
Develop a capacity to communicate orally through participation in tutorial
debate and other exercises
Develop a capacity to synthesise research data and write assignments to
communicate ideas, knowledge and arguments.
Work individually through guided study and make use of lectures, tutorials,
reading lists, websites and assignments to develop knowledge of work
sociology.
Work in groups in problem-solving and other activities within tutorials.
Make use of word-processing other software to generate assignments.
The module is delivered through 32 hours of lectures, delivered over two semesters.
The lectures provide a range of theoretical perspectives and practical illustrations
relating to themes and debate over the nature of the contemporary workplace.
Examples used are drawn from the lecturers’ current research. Students are
provided with a list of reading and journal titles relevant to the subject area and are
required to undertake self-directed study.
The lectures are supported by 12 hours of tutorials. The latter reflect the main
themes in the module and are based around carefully selected, appropriate reading.
It is a requirement that students prepare for tutorials through reading and debate and
discuss themes. There is an emphasis on student participation with tutors acting as
facilitators.
Assessment combines an end-of-module examination and an individual written
assignment of 3000 words.
The examination requires students to answer three questions; one related to work
covered in semester one and two related to work covered in semester two. It
provides for summative assessment and requires students to display subject
relevant knowledge and understanding and the intellectual skills of analysis,
synthesis and argument.
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The individual assignment provides both summative and formative assessment,
covering detailed knowledge and understanding of a specific aspect of the module
subject matter and intellectual, discipline-specific and transferable skills, including
the capacity to gather and interpret research material and present it in a
communicable form. The assignment relates to the material delivered in semester
one of the module. It requires students to search for and identify relevant research
material and demonstrate a critical understanding of theoretical interpretations of the
changing nature of work. Formative assessment is provided for through the use of
assessment criteria, which are communicated to students and discussed prior to the
work being completed. Feedback is provided on a group and individual basis using
these same criteria.
Type
% Title
Duration(hrs) Week
Examination - Spring Semester 60 work and employment 3 hrs
N/A
Written Assessment
1
40 essay
N/A
Syllabus content
Syllabus content focuses on contemporary debate and research on the nature of
work and employment. Themes include: the meaning of work; content of work,
including skills, knowledge work and emotional labour; the organisation of work,
including the organisation of working time, the representation of collective interests
and the relationship between the formal and informal economy; the management of
work, including new forms of control and strategies to elicit consent; responses to
work, including survival strategies and resistance; the future of work, including
theories of work futures and the changing nature of careers.
Reading lists are given out with each topic.
Reading lists are given out with each topic.
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Cardiff University
BS3543 - Strategic Management
School
Module Code
BS3543
Level
L6
Module Leader
Mr Mark Toon
Semester
Double Semester
The aim of the module is to develop a deeper understanding among students of how
strategy is conceived, developed and implemented in order to generate superior
business performance. Internal and external sources of strategic advantage are
explored and synthesised to generate an overall picture of effective business
strategy. Leading theory is balanced alongside applied examples to create a
rounded perspective of how superior business performance is arrived at in the
contemporary business environment.
On completion of the module a student should be a ble to

Display knowledge and understanding of the core strategic management
concepts and of their application within contemporary business.

Analyse key strategy issues and their implications for strategic management
and the establishment of advantage. Such issues include identification of
positional advantage, understanding sources of core competence, strategy
implementation developing and managing learning, and knowledge, strategic
alliances, and corporate governance.




To debate the validity of theories based around competitive advantage and
understand the implications of the internal and external views of the firm and
to recognise the overlap possible across these two perspectives.
To examine the trend of collaborative strategies such as strategic alliances
and joint ventures as a growth strategy for organisations, exploring current
approaches and key success factors.
To assess the importance of mergers and acquisitions for companies in
today’s dynamic environments and develop awareness of managing the
acquisition and merger process.
To understand the role of strategy innovation and renewal in maintaining an
effective strategy.
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


To assess strategic management concepts and corporate strategies from the
perspective of the key themes discussed in the module. Develop analytical
skills from case study analysis. Develop group working skills.
To debate the validity of theories based around the pursuit of competitive
advantage, and to discuss the significance of concerns about the
sustainability and responsibility of businesses to their various stakeholders.
To apply an understanding of Strategic Management theory to solve practical
problems in an industrial context.
The formal timetabled component of the module comprises 44 hours (40 hours
lectures and 4 hours seminars) in Semesters 1 and 2, supported by on-line learning
resources. Lectures are supported by handouts and students are directed to
consolidate and expand their learning through structured reading. This is detailed in
the syllabus for each key theme of the module. Journal articles in each subject area
are utilised in class to highlight recent developments. The opportunity is also taken in
the lectures to use a variety of media such as videos and demonstrations of specific
examples of new information technology. Seminars are used to consolidate
knowledge on several of the key themes covered in the module via case study
analysis.
Formal:
Two in-course assignments of 1500 words each. The first essay, based assignment
will allow students to apply some of the theory covered in phase one of the module.
The second assignment will be of a report style format and will allow the students to
demonstrate application of the theory covered across phases one and two using an
industrial context.
One three-hour examination, where students are required to answer three questions.
The examinations contain a range of questions designed to cover all the learning
outcomes for the module and to test skill development. Emphasis is placed on
testing students’ application of knowledge in particular contexts and their ability to
critically assess and synthesise the knowledge obtained from the module as a whole.
Type
% Title
Duration(hrs) Week
Examination - Spring Semester 60 strategic management 3 hrs
N/A
Written Assessment
20 assignment
N/A
9
Written Assessment
20 assignment
N/A
4
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Cardiff University
Syllabus content
The module addresses key areas of strategy. The external view reflects the position
of an organisation in its industry. The internal view covers the internal resources and
competencies of the organisation. Each of these two areas contributes to
understanding the sources of advantage for an organisation. Mergers and
acquisitions introduces the key area of strategy implementation. Corporate
governance considers the responsibility of the organisation to its stakeholders and
also considers issues of strategic control.
(2011). Cengage
Competitiveness
and
Globalization. Volberda et
al
See associated reading list in syllabus
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BS3547 - Business Applications
School
Module Code
BS3547
Level
L6
Module Leader
Mr Bruce Webb
Semester
Double Semester
The Business Applications module aims to develop the concepts explored in the
Managerial Economics module, and make use of the skills acquired in the Empirical
Business Economics module to analyse business decisions using spreadsheets. The
module extends the economics discipline by showing how the knowledge and skills
acquired in core economics areas may be applied to resource allocation problems
within the firm. It deals with the structure of business decision making, and how
practical applications can be enlightened using theoretical economic perspectives. It
develops computerised models for the economic analysis of business decisions and
equips students with the principles and techniques of economic, statistical and
mathematical analysis as applied to key decision areas in business management. In
the process it provides transferable subject-specific and core analytical skills that will
be of value to students in their future education and careers.
A




B


C
apply and assess the ‘modelling’ paradigm to the solution of complex real
world problems commonly met in the business environment
understand the diagnostic statistics available in statistical packages, and
various other attributes for assessing the reliability of forecasts
evaluate demand estimations, forecasts and their theoretical bases
appreciate the purpose and limitations of national economic and market data
and be competent in utilising them for decision models and forecasts
describe and apply the main principles and techniques of Business
Economics, particularly those which utilise spreadsheets:
apply the methodology of economic and financial modelling used in decision
making, including investment appraisal, pricing and output analysis which can
benefit from quantitative techniques.

economic and Statistical modelling
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Cardiff University
D

computer-model development is fostered in small workshop groups so that
students acquire the necessary skills step by step. The material used in these
workshops is simplified for pedagogic reasons but the principles studied are
widely transferable to a business environment.
Teaching will be conducted through 22 hours of lectures and 22 one-hour computer
workshops.
Lectures, which often include demonstrations using modern audio-visual equipment,
offer a coherent statement of the syllabus whilst the practical application of the
models studied in the computer laboratory offer important re-enforcement and
‘learning by doing’. Regular supervised computer lab workshops in smaller groups
enables monitoring of student progress and to ensure the acquisition of the
necessary spreadsheet skills and knowledge.
One 2 hour examination at the end of the Autumn semester based on the syllabus
covered in that semester.
One 4 hour examination at the end of the Spring semester based on the syllabus of
BOTH semesters.
Examinations are held in the microcomputer laboratories
Type
% Title
Duration(hrs) Week
Examination - Autumn Semester 30 business applications 2 hrs
N/A
Examination - Spring Semester 70 business applications 4 hrs
N/A
Syllabus content
1. Computer Models of the Firm
Profit-maximising monopoly and Baumol's sales-revenue-maximising model.
Solutions involving spreadsheet tabulation, backward iteration, and the logical
function of Excel
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2. Investment and Finance
Discounted cash flow and the NPV, IRR and PMT functions of Excel. Application of
DCF to project selection, ranking, rent or buy, capital rationing, and optimal
replacement problems.
3. Management Science
Application of linear programming to production and transportation; with marketing
applications in advertising, media planning and site location analysis. Extensions to
the capital rationing problem.
4. Forecasting techniques
Definitions,
methodologies,
qualitative,
quantitative,
costs
and
benefits. Development of smoothing techniques: time-series decomposition, simple
exponential smoothing and the Holt-Winters triple parameter technique.
5. Revision of basic 2-variable regression model
Development of multiple regression as a spreadsheet application. Basic forecasting
with the model and its implementation in the spreadsheet. Point and interval
forecasts. Sources of forecasting error.
5. Regression methodologies
Co-linearity, ARMA, indicators, causal modeling:- e.g. the Stock Adjustment Model.
Ex ante and Ex post forecasts. Naïve forecasts. Forecast assessment – accuracy
analysis.
Using single equation economic models – The policy problem.
Using simple simultaneous economic models and their spreadsheet application Gauss-Seidel.
6. Dynamic simultaneous economic models
Dynamic modeling in a spreadsheet environment. Application for forecasting,
economic modeling and policy decision with 'what-if' analysis.
7. Statistical forecasting strategy.
ARMA models – identification, estimation and diagnostic checking in the
spreadsheet
D. Whigham “Quantitative Business Methods Using Excel” Oxford
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Cardiff University
J.F. Barlow “Excel Models for Business and Operations Management” (3rd ed) Wiley
2005
D. R. Anderson, Sweeney & Williams “Contemporary Business Statistics with
Microsoft Excel” Thomson/Southwestern
D. R. Anderson, Sweeney & Williams “An Introduction to Management Science quantitative approaches to decision making” Thomson/Southwestern
A. H. Kvanli , Pavur & Keeling“Introduction to Business Statistics- a computer
integrated data analysis approach” Thomson/Southwestern
Of less direct relevance for the reasons given are:
A. Gully "Modelling Economic Systems - a spreadsheet-based approach"
International Thomson Press 1996 (uses Quattro Pro)
J. Bridge "Managerial Decisions with the Microcomputer" Philip Allan Chs 2, 4, 5
(uses Lotus 1-2-3)
The following do not use spreadsheets but discuss some of the topics
covered.
G. Judge "Quantitative analysis for Economics and Business" Chs 8,9,10
G. Keating "The Production and use of Economic Forecasts"
J. Jarrett "Business Forecasting Methods" Blackwell 1987
R. S. Pindyck and D. L. Rubinfeld “Econometric Models and Forecasting” McGrawHill
H. Levy and M. Sarnat “Capital Investment and Financing Decisions” Prentice Hall
S. Lumby “Investment Appraisal and Financing Decisions” Van Nostrand Reinhold
The underlying econometric theory can be found in the text:
R C. Hill et. al. “Principles of Econometrics” (3rd ed) Wiley 2008Sections 4.1 (app4A),
6.8, Ch 9, 12,
The following are comparatively easy reading and deal with closely related IT
and economic data analysis issues.
G. Judge “Computing Skills for Economists” Wiley 2000
G. Koop “Analysis of Economic Data” (3rd ed) Wiley 2008
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BS3551 - Econometrics
School
Module Code
BS3551
Level
L6
Module Leader
Dr Guangjie Li
Semester
Double Semester
This double module provides students pursuing the Economics and related schemes
with the core techniques used in the analysis of both cross section and time series
economic data. Study of the theory is reinforced with instruction in and use of
modern econometric software.
The aims of this module are firstly to enable students to acquire competence in the
use of economic data for the analysis of issues and questions in economics and
secondly to develop an awareness of the limitations of such uses.
Teaching takes place in both the first and second semesters. Lectures and
computer lab sessions will take place on a weekly basis with 110 minutes of lecture
and 50 minutes of lab session each week. The lectures cover the methodology and
techniques aspects of the syllabus whilst the lab sessions provide opportunities for
application, discussion and reinforcement of the lecture material as well as giving
experience using a ‘state of the art’ econometrics computer package.
Lectures are supported with detailed handouts, OHP slides and computer
demonstrations where appropriate. Use of the dedicated software offers an
appreciation of the advantages and disadvantages of interactive and programming
interfaces for econometric research. The lab sessions are supported by offering
each student networked access to the specialist econometric software, spreadsheet
software for data management, word-processing software for report writing, E-mail
for virtual learning environment and the Internet for data sources.
The examination paper is made up of two sections. In the first, a single compulsory
question requires the student to write briefly demonstrating their understanding of the
meaning and importance of three out of four nominated technical terms at the root of
the econometrics syllabus. The second section requires the student to select three
questions from those offered to show a deeper understanding of and ability to apply
the topics covered in the module.
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Cardiff University
The continuously assessed component comprises two projects each contributing
20% of the assessment.
Type
% Title
Examination - Spring Semester 60 econometrics
Duration(hrs) Week
3 hrs
N/A
Written Assessment
20 project autumn N/A
12
Written Assessment
20 project spring N/A
8
Syllabus content
(Sem1) The methodology of econometrics and basic matrix algebra form. Three
methods to tackle the linear regression model: least squares, method of moments,
maximum likelihood. Large sample statistical theory. Monte Carlo methods. Robust
variance estimation. Omitted variable bias and proxy variable. Instrumental variable
estimation and generalized method of moments.
(Sem2)
Linear
probability
models
and
limited
dependent
variable
models. Simultaneous equations models. Stationary and trend stationary time
series models. Analysis of nonstationary time series and unit root processes.
J.M. Wooldridge “Introductory Econometrics: A Modern Approach” (4 th Edition) South
Western College, Learning, 2008
J.H. Stock and M.W. Watson “Introduction to Econometrics” (2nd edition), 2006
G. S. Maddala, “Introduction to Econometrics” (4th edition) John Wiley & Sons, 2009
G. Koop “Introduction to Econometrics”, 2008, John Wiley & Sons
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BS3554 - Financial Economics
School
Module Code
BS3554
Level
L6
Module Leader
Dr Sheikh Selim
Semester
Double Semester
The role of this module is to apply concepts and techniques learnt in the year 2
Microeconomics Analysis and Money Banking & Finance modules to real world
issues affecting financial markets. It provides students with an introduction to
financial economics and complements the work they do in the year 3 International
Finance module.
The aim of the Financial Economics module is to provide students with a broad
background to financial economics with the emphasis on financial asset valuation
and risk management.
A







Understand and learn the microfoundations of and the dynamic general
equilibrium approach to financial economics, and in particular, learn the
fundamental techniques used in intertemporal financial decision making under
uncertainty.
Understand and implement the concept of risk and risk management,
therefore explain how mean, standard deviation, correlation and distributions
play an important role in risk management.
value and understand the characteristics of financial assets such as bonds,
equities, perpetuities, discuss the assumptions made for each category of
assets, discuss the strength and weakness of the valuation approaches.
understand utility theory, understand the differences between risk averse, risk
neutral and risk loving investors, define and calculate measures of risk
understand the different notions of market efficiency, discuss the conflicting
empirical evidence available, express their own views and link the notions of
market efficiency with the theorems in finance.
Understand and learn the applications of three key models of financial
economics, namely, the mean variance model, the capital asset pricing model,
and the arbitrage pricing model.
understand the fundamental nature of derivatives, how they are traded in the
market, explain their dramatic growth, develop simple trading strategies,
discuss, explain and apply the put-call parity theorem.
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Cardiff University


B


C
be able to apply mathematical and financial analysis to finance and risk
management.
be able to evaluate main financial and risk management issues facing modern
firms.


D
be familiar with derivative valuation techniques such as the Black-Scholes
equation and the binomial tree approach, value common stock options using
the Black-Scholes equation, value American type options using the lattice.
be aware of recent derivative disasters, appreciate lessons learnt from such
events, understand the notion behind VaR, apply VaR to simple cases.
be familiar and competent to research statistical, textual, and internet sources
relating to modern financial institutions.
be able to analyse the economic basis of financial strategy as it relates to
areas such as asset valuation, risk management, financial market strategy.



be read extensively, and be able to collect, organise and analyse data.
be familiar with key IT resources for research purposes and to inform classes
and assignment work.
be confident in developing individual ideas, setting personal course goals and
schedules
The formal timetabled component of the module is approximately 36 hours of
lectures and 12 hours of tutorial classes and trading room workshops. The lecture
programme is supported by detailed handouts, problem sets and structured reading
(recommended reading is detailed in the handout provided at the beginning of the
lecture programme). Class questions attempt to force students to challenge, interpret
and understanding the subjects covered. Trading room workshops provide
opportunities for students to put into practice what they have learnt in theory.
Students are supported throughout the module through the provision of regular
surgeries (approximately 15 hours per year), held approximately every week, student
lecturer private consultation sessions, revision sessions and email student-lecturer
contact.
The exam at the end of the Spring semester contains two sections, with 5 questions
in each section. First section contains mainly materials from the Autumn semester
and the second section contains materials from the Spring semester. Students have
to attempt 6 questions, at least two from each section. All questions carry the same
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number of marks. In addition to the exam, students need to submit two assessed
course works. The weighting of each assessed component is given in the
assessment breakdown table.
Type
% Title
Duration(hrs) Week
Examination - Spring Semester 70 examination (spring) 3 hrs
N/A
Written Assessment
15 essay (autumn)
N/A
8
Written Assessment
15 essay (spring)
N/A
8
Syllabus content
Present value calculations; time value of money; annuities; internal rate of return;
valuation of bonds and equities; futures and options, statistics review; general
equilibrium approach, intertemporal financial decisions; arbitrage; state-preference
approach; contingent claims & arrow securities; risk; optimal portfolio problem; equity
premium puzzle; mean variance approach; capital asset pricing model; arbitrage
pricing model.
R.E. Bailey (2005), The Economics of Financial Markets, Cambridge University
Press.
Yvan Lengwiler (2004), Microfoundations of Financial Economics, Princeton
University Press
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Cardiff University
BS3555 - International Finance
School
Module Code
BS3555
Level
L6
Module Leader
Dr Michael Arghyrou
Semester
Double Semester
The International Finance module aims to:


Describe, discuss and where appropriate perform numerical calculations
relevant to, the use of currency derivatives for hedging, speculation and
market pricing purposes.
Describe and discuss mainstream theories of international macroeconomics,
exchange rate determination and market efficiency; and, where appropriate,
comment upon their relevance to actual (observed) exchange rate
movements.







understand the characteristics of international financial assets such as
currency forward contracts, futures and currency options
be familiar with the concepts of risk, risk management, arbitrage and
speculation.
understand the concepts of hedging and assets replication
have a thorough understanding of the main theories of pricing currency
derivatives (forward contracts, futures and options).
have a thorough understanding of key concepts in exchange rate theory such
as purchasing power parity and interest rate parity
appreciate the different theories of international macroeconomics and
exchange rate determination (and their applications)
understand the efficient market hypothesis in the context of the foreign
currency market and the main hypotheses explaining deviations from it.


Apply and evaluate different concepts of exchange rate risk and risk
management
Analyse and evaluate different theories of international macroeconomics,
exchange rate determination and market efficiency.
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



Apply models of exchange rate risk management to decision making in
international finance
Compare the effects of monetary and real shocks under different exchange
rate regimes
Illustrate and compare different theories of international macroeconomics and
exchange rate determination
Apply the theory of market efficiency, as well as the hypotheses explaining
deviations from it, to decision making in international finance.




demonstrate an ability to undertake mathematical analysis of international
financial issues
develop problem solving skills
develop analytical and learning skills through class work exercises
interpret real world international finance data
approximately 36 hours of lectures and 10 hours of classes. Students will be
required to prepare and present class exercises during the year.
Students are expected to participate in classes. Class questions based on the
material covered in lectures will be distributed to students in advance during lectures.
Students will be expected to prepare answers in advance, and will also be expected
to explain their answers during the classes. Questions will be asked in a variety of
formats, mirroring those that the students can expect in the examinations, and will
involve a mixture of theoretical and mathematical questions. These will generally
require short answers, and will also involve examining the validity of statements,
doing numerical calculations, and also providing a structure for answers to essaytype questions.
The end of semester examination is designed to test students on their understanding
of the subjects and theories taught in that semester. More details on the
examination will be confirmed in the module's teaching activities.
Type
% Title
Duration(hrs) Week
3 hrs
N/A
N/A
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Cardiff University
Syllabus content
Autumn Semester
Spot exchange markets, arbitrage and least cost dealing; forward contracts in perfect
markets and imperfect markets; currency futures contracts; introduction to currency
options; pricing currency options using the binomial and log-normal model.
Spring Semester
Exchange rate parity conditions (Uncovered Interest Parity and Purchasing Power
Parity); Fundamentals’-based models of the exchange rate and the current account
(Mundell-Fleming, the flexible price monetary model, the sticky-price monetary
model and the portfolio balance model); Foreign exchange market efficiency.
Autumn Semester
Sercu, P. (2009), International Finance: Theory into Practice, Princeton University
Press
Spring Semester
Copeland, L.S. (2014), Exchange Rates and International Finance, sixth edition,
Pearson Education
Krugman P.R., Obstfeld M. And Melitz, M. (2014), International Economics:
Theory and Policy, tenthn edition, Pearson Education.
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BS3556 - International Economic History
School
Module Code
BS3556
Level
L6
Module Leader
Mr Kevin Stagg
Semester
Double Semester
The role of this optional module is to provide students with the historical background
to their studies on other economics courses and to prepare them for post-graduate
study in the discipline.
The aim of the module is to analyse the historical development of the global
economy from the nineteenth-century to the late twentieth century, utilising case
studies from such countries as China, India, Japan, USA, Brazil, South Africa and
Russia.




demonstrate a command of the main methodological tools used in the study of
economic history
make use of the main secondary sources of historical data employed in the
subject
demonstrate an overall knowledge and understanding of recent international
economic history
undertake post-graduate study in economic history




synthesise and evaluate secondary data.
solve problems in the historical context.
exercise powers of inquiry, logic, critical analysis, interpretation and evaluation
of arguments and evidence.

apply theoretical concepts to explain the development of the modern global
economy

to be able to seek out from libraries, databases or the Internet data of a
statistical or documentary nature relevant to a particular topic of study.
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Cardiff University



to organise and formulate arguments based on this statistical and
documentary data in answer to specific questions.
to make oral answers to specific questions and handle questioning from
members of the group.
write assignments in a structured and well argued fashion.
approximately 33 hours of lectures and 9 hours of classes.
Students are provided with relevant data and other handouts (maps, glossaries,
timelines, etc) and are encouraged to take notes during the lecture, and to ask
questions while the lecture is in progress. Lecture summaries and powerpoint slides
are posted on the internet Learning Central database to download.
For each class, students are provided with reading material and a series of questions
on a particular topic to which answers will be prepared in advance for discussion.
Formal Assessment:
The two assignments each count for 15% of the final mark. The assignments will
require a thorough understanding of the topic derived from secondary reading. At
this level the students are expected to include in their reading, recent research
published in the leading journals.
Summer Examination:
The examination paper consists of a series of 12 questions with students required to
answer 4 of them. The exam is three hours long and is designed to test student’s
understanding of underlying concepts, factual knowledge of the subject and the
ability to order their thoughts, answer questions directly and relevantly and
demonstrate their skill at written presentation.
Informal Assessment:
Informal assessment is provided through the class programme. Classes consist of a
wide variety of questions/problems, based on lecture material but requiring further
reading. The class questions are designed to get students to order their material and
their own thoughts in order to answer specific questions in a focused and relevant
manner.
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Type
% Title
Duration(hrs) Week
3 hrs
N/A
Written Assessment
15 2,000 word essay (autumn) N/A
12
Written Assessment
15 2,000 word essay (spring)
12
N/A
Syllabus content
The module sets out to describe and explain the economic development of the world
economy since the nineteenth-century up to the contemporary period, focusing on
developments in Asia, in Russia, Africa and in the Americas, noting distinctions
between early and late developing industrial economies. For Asia, topics will include
the Great Divergence, along with analysis of developments in India, China, Japan
and the ‘four little dragons’ (Hong Kong, Singapore, South Korea, Taiwan). A second
topic area concerns Imperialism which will be considered from both a European and
Japanese perspective. For Russia and the USSR, debates surrounding its economic
‘backwardness’ and ‘failure’ will be considered, whilst for America, there will be a
focus on slavery, railways, immigration and the Great Slump in the USA, along with
the economic development of Brazil and Latin America. For Africa, there will be a
focus on ‘resource curse’ for Ghana, Nigeria and Sub-Saharan countries along with
Tanzania and Mozambique; there will also be a topic covering South Africa and
apartheid. Consideration will be given throughout to the techniques and methods of
economic history and the challenge of New Economic History (or cliometrics), and to
the relevance of studies of the past to present-day economic challenges.
Acemoglu & Robinson, Why Nations Fail. The Origins of Power, Prosperity and
Poverty (Profile, 2012)
Robert C. Allen, Farm to Factory (Princeton, 2003)
Ha-Joon Chang, 23 Things they don’t tell you about Capitalism (Bloomsbury,
2011)
Barry Eichengreen. Globalizing Capital. A History of the International Monetary
System (Princeton 1996)
Niall Ferguson, Civilization (Allen Lane, 2011)
Ronald Findlay & Kevin H O’Rourke, Power and Plenty. Trade, War, and the
World Economy in the Second Millennium (Princeton, 2007)
Andre Gunder Frank, ReOrient: Global Economy in an Asian Age, (Berkeley:
University of California Press)
Penelope
Francks, Japanese
Practice (Routledge, 1992)
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Economic
Cardiff University
Development:
Theory
and
J. Hughes, American Economic History (Scott, Foreman, 1994).
A.G. Kenwood & A.L. Lougheed, The Growth of the International Economy 18201990 (Routledge, 1992)
Angus Maddison, Contours of the World Economy, 1-2030 (OUP, 2007)
Ian Morris, Why the West Rules for Now: The Patterns of History and what they
reveal about the Future, (London: Profile Books, 2010).
Prasanann Parthasarathi, Why Europe grew rich and Asia did not. Global
economic divergence 1600-1850 (CUP, 2011)
Thomas Piketty, Capitalism in the Twenty First Century (Harvard, 2014)
Kenneth Pomeranz, The Great Divergence. China, Europe and the Making of the
Modern World Economy (Princeton, 2000)
Ezra F Vogel, The Spread of Industrialization in East Asia (Harvard, 1991)
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BS3558 - Labour Economics
School
Module Code
BS3558
Level
L6
Module Leader
Dr Panayiotis Pourpourides
Semester
Double Semester
The Labour Economics module provides students with the opportunity to build on the
theoretical analysis and the quantitative techniques introduced in the Year 2 modules
by applying what they have learnt to examining the workings of the UK labour
market. Specifically, its role is to develop intermediate microeconomic and
macroeconomic analysis to investigate the nature, causes and implications of
unemployment and wage differentials. The module introduces the results of
empirical work in order to evaluate both economists’ explanations of labour market
behaviour and alternative policy options for improving performance.
The Labour Economics module aims to provide students with a sound understanding
of the method, content and scope of Labour Economics, a basic knowledge of the
workings of the UK Labour Market, and an appreciation of current problems and
policies.
On completion of the module a student sh ould be able to
A




B
identify the main structural changes taking place in the UK Labour Market,
and to outline the trends in the central Labour Market outcomes
recognise the contribution of economic theory to Labour Market analysis, and
to relate the models they encounter to observed outcomes
access the main forms and sources of data on the Labour Market, and to
apply UK data to topics they have covered
outline the main sources of Labour Market distortions and failures, and to
demonstrate their importance



report and explain the main findings of Labour Economics empirical research
on topics they have covered
understand the role of empirical evidence in Labour Economics in elucidating
specific debates
grasp the distinction between alternative explanations of Labour Markets
outcomes, but be able to bring together their insights to improve
understanding
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Cardiff University

C



D
appreciate the main policy initiatives to improve Labour Market performance,
and to evaluate the options
apply basic labour economics concepts and ideas to a range of labour market
issues
use theoretical analysis to identify the key issues raised by problematic
market outcomes
work out how best to rigorously investigate specific aspects of labour market
behaviour







listen to and read effectively economic literature, from journal articles to
newspaper commentaries
write coherently on major economic issues
introduce statistical results into economic discussions
work independently on economic problems, managing their time and
resources efficiently
operate in small groups, sharing ideas and reaching collective views
develop logical arguments and make sensible decision as to their value
deliver lucid presentations on economic research and current policy
Teaching takes place in the Autumn and Spring semesters. There are approximately
34 hours of lectures and 12 hours of classes covering 8 core topics.
Staff have produced a series of background papers which cover the theoretical and
technical material relating to some of the topics covered. Students are advised to
work on these first and foremost. Thereafter students are encouraged to move on to
journal articles and in particular to articles from the empirical literature.
Lectures are used to identify the structure of each topic, cover the more difficult
technical material and introduce relevant interesting extensions and
applications. The classes are a combination of workshops and seminars. In the
workshops students work in small groups on set problems related to the lecture
theoretical material. The students have the opportunity to get to know one another
and to develop their group/communication skills. The seminars cover the empirical
work associated with each topic. Students prepare and deliver oral presentations
with overheads and handouts of their (individual and group) work on set readings
from the empirical literature. They thus have the opportunity to develop their
presentation/communication skills as well as their understanding of the applied
elements of labour economics.
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In terms of informal assessment, working with small groups within the workshops
and seminars, enables staff the opportunity to gauge the abilities, work and
character of each student on the module. The module encourages a variety of
discipline specific and core skills. Much of the work on the module is student driven,
so students have ample opportunity to demonstrate their skills.
The assignments require the integration and assessment of economic theory and
empirical material. The examination paper requires the student to solve problems
using the theoretical and technical material they have met. This allows students to
demonstrate their intellectual skills in synthesis. The questions require the
application of labour economics to specific aspects of unemployment and wage
differentials. This encourages/allows students to demonstrate their intellectual skills
in evaluation.
Together the informal and formal assessment activities allow staff to identify whether
the module’s learning outcomes are being realised.
Type
% Title
Examination - Spring Semester 70 labour economics
Duration(hrs) Week
3 hrs
N/A
Written Assessment
15 assignment autumn N/A
12
Written Assessment
15 assignment spring N/A
11
Syllabus content
The Labour Market and Trade Unions; modelling & estimating the union mark up and
the effects of unions on productivity, profits etc. The Labour Market and Structural
Change: mismatch, structural change and labour market flexibility. The Internal
Labour Market; productivity and efficiency wages, structured internal labour markets.
Labour Market Dynamics; flows, duration, hysterisis, long term unemployment, &
Insider/Outsider analysis. The Distribution of Earnings; compensating wage
differentials, Human Capital theory. Explaining Male/Female Earnings Differentials;
discrimination, segmentation and the UK wage differential. Personnel Economics;
Human Resource Management, high performance work systems, performance
related pay as an incentive system.
D Bosworth et al The Economics of the Labour Market Longman, Essex
S Polachek & W S Siebert The Economics of Earnings CambridgeUniversityPress
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Cardiff University
BS3561 - Modern Business Enterprise
School
Module Code
BS3561
Level
L6
Module Leader
Professor Maxim Munday
Semester
Double Semester
The Modern Business Enterprise module aims to:






provide students with a sound understanding of modern economic
approaches to corporate organisation and behaviour.
build upon the year 2 modules in Microeconomics and Industrial Economics
and explore modern explanations of firm behaviour.
introduce students to the information and decision problems facing modern
business enterprise, and to examine possible solutions.
familiarise students with various elements of corporate economic strategy
particularly relating to mergers, vertical integration, joint ventures, franchising,
and internationalisation and the role of these elements in meeting business
objectives.
give students an understanding of theoretical and practical perspectives on
both the process of business growth and the constraints on growth.
encourage through teaching and learning student transferable skills in areas
such as data collection, analysis and reporting
A




B
be aware of the economic theory appertaining to the nature and behaviour of
stakeholders within modern business enterprise, and be able to analyse and
describe the information asymmetries occurring between conflicting groups.
be familiar with different forms of corporate organisation, and be able to
describe how different organisational structures come into being and evolve.
be able to demonstrate how different information and decision problems in a
modern firm affect corporate structures.
recognise the potential and limits of economic principles as an aid to
understanding the behaviour of modern business enterprise.


be able to apply logical analysis to business economic problems.
be able to evaluate strategic economic issues facing modern business
enterprise.
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C


D
be familiar and competent to research statistical, textual, and internet sources
relating to modern industries and their development through time.
be able to analyse the economic basis of corporate economic strategy as it
relates to areas such as internationalisation, restructuring, rationalisation, and
general business growth.



be read extensively, and be able to collect, organise and analyse data.
be familiar with key IT resources for research purposes and to inform classes
and assignment work.
be confident in developing individual ideas, setting personal course goals and
schedules.
hours of lectures and 10 hours of classes. Lectures are designed to give students an
outline of the core module material. Students are encouraged to read around the
module topics through a series of key readings from texts and journal
articles. Classes will focus upon set problems allied to the core lecture material. In
each class delegated students prepare answers to problems, and deliver an oral
presentation, with slide support if necessary. Students then answer questions on
their topic/problem.
Successful completion of the continuous assessed work requires students to write up
answers to essay questions which are based on lectures and class
material. Students will demonstrate understanding of the theoretical foundations of
the course, and they must demonstrate that they have researched the topics
extensively. A list of core readings appertaining to assignments is provided to
students at the start of the module. However, students are also encouraged to find
their own literature sources and develop them, hence developing transferable
research skills. The essay questions require students to focus and organise their
material in a concise piece of work (less than 1500 words).
The examination component is a single section, with ten questions. The examination
has essay questions that cover the whole of the course material. Students choose
four questions. The exam is designed to test knowledge acquired by students over
both the semesters.
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Cardiff University
Type
% Title
Semester
70
Written Assessment
Written Assessment
modern business
enterprise
Duration(hrs) Week
3 hrs
N/A
15 essay autumn
N/A
12
15 essay spring
N/A
9
Syllabus content
The Modern Business Enterprise module examines modern economic approaches to
corporate organisation and behaviour.
The Nature of Modern Business Enterprise and Key Perspectives
Modern approaches to business organisations in the context of problems with neoclassical assumptions. Alternative business objectives and managerial theories of
the firm. Neoclassical model and theories of economic organisation, factors
contributing to market failure, transactions costs analysis and alternatives, the price
mechanism and coordination within the firm and the market, bounded rationality and
private information.
Moral hazard problems, controlling these problems in firms and markets, incentive
contracts, and organisational design. The control of managerial discretion and the
market for corporate control.
The Structure of Modern Business Enterprise
The boundaries and structure of modern business enterprise; information problems
and links to internal structures, U form. M form and hybrid structures, advantages
and disadvantages of different forms.
Modern Business Enterprise Structures and Cases
Multinational enterprise – theoretical perspectives on international firms focusing on
transactions costs, product cycle and product portfolio approaches.
Franchising, growth and theoretical perspectives, factors in success and failure of
franchising agreements.
Profit sharing firms, worker –owned firms and management buyouts.
Mergers, takeovers and firm boundaries, competing hypotheses and the market for
corporate control, corporate governance systems.
Evolutionary Approaches to Modern Business Enterprise
Darwinian and Lamarkian perspectives, organisational ecology, evolutionary theory
of economic change. Social networks and economic performance.
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The Role of the Entrepreneur
Contrasting perspectives following the classical tradition. Small firms, enterprise, and
policy.
Milgrom P and Roberts J, (1992) Economics, Organisation and Management,
Prentice-Hall Intl.
Douma S and Schreuder H, (1998) Economic Approaches to Organisations, 2nd Ed ,
Prentice Hall.
Ricketts, M. The
Wheatsheaf.
Economics
Of
Business
Enterprise 2nd Edition.
Harvester
McGuigan, Moyer and Harris. Managerial Economics 9th edition, South Western
Storey D (1992), Understanding the Small Business Sector.
Dunning, J. (1993), Multinational Enterprises and the Global Economy. Addison
Wesley
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Cardiff University
BS3565 - Macroeconomic Analysis
School
Module Code
BS3565
Level
L6
Module Leader
Professor Anthony Minford
Semester
Double Semester
The Macroeconomic Theory module aims to:





provide students with a thorough understanding of the method, content and
scope of macroeconomic analysis.
stimulate students to appreciate the value of economic analysis in
understanding the behaviour of the economy.
give students a firm foundation of knowledge about the policy issues facing
the UK and other governments in respect of monetary and fiscal affairs.
encourage, through the study, teaching and learning of the module, a range of
transferable subject-specific and core skills that will be of value to students in
future education and in their subsequent careers.
progress students’ intellectual development, through teaching and learning,
beyond comprehension and application to analysis.
A


B

C
understand models of the economy and the theoretical and empirical work
that has led to their evolution.
be familiar with the policy debates about monetary and fiscal stabilisation ineffectiveness, time-inconsistency, and the Lucas Critique.
be aware of the various macroeconomic theories that have been held by
economists.


be able to solve models and carry out simulation of shocks on them, using
algebra and diagrams.
understand how to integrate macroeconomic theories into the open economy
and solve a basic open economy macro model.
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D


be able to solve models and carry out simulation of shocks on them, using
algebra and diagrams.
be familiar with the policy debates about monetary and fiscal stabilisation.
This is a double module consisting of 2 hours of lectures per week (20 hours per
semester) and 5 tutorials per semester on alternate weeks. Total contact time 50
hours. Approximate study requirement estimated at 10 hours per week for an
average student.
This course requires mastery of diagrammatic and algebraic analysis of
macroeconomic models of the economy in a simplified form. For this reason the
students must spend a great deal of time practising these techniques both before
and in class. During lectures they have to assimilate the methods as well as
absorbing general information about the subject. In the second semester students
will also be expected to read around the subject and become well informed on
contemporary policy issues relevant to the course.
The 2-hour exam is designed to test the ability to solve models covered in the first
semester. The final examination (3 hours, 4 questions) will be in two sections:
section A will cover topics covered in semester 1, section B topics covered in
semester 2. Students will be required to answer two questions from each section.
Type
% Title
Duration(hrs) Week
Examination - Autumn Semester 30 macroeconomic analysis 2 hrs
N/A
Examination - Spring Semester 70 macroeconomic analysis 3 hrs
N/A
Syllabus content
In the first semester the course explores the microeconomic foundations of
macroeconomics with a focus on elementary business cycle and growth theory. It
starts with an overview of consumption theory and the main economics margins
along which we will model behaviour. Then it develops the labour-leisure margin, the
intertemporal substitution margin, and puts the two together in the standard dynamic
model. Policy applications are developed along the way. In the second semester,
the course will examine empirical and theoretical models of monetary and fiscal
policy with a particular emphasis on new Keynesian models. It will explore the
theoretical and empirical analysis of nominal rigidities, involuntary unemployment,
fiscal policy issues (debt and sustainability, Ricardian equivalence, the operation of
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Cardiff University
the Euro and resultant problems), and the application of time-consistency to
monetary policy in theory and practice.
In the first semester, the course will cover only chapters from M. Gillman, Advanced
Modern Macroeconomics, 2011.
In the second semester, the course reading will include chapters from H.
Dixon, Surfing economics and a variety of journal articles.
Page 247 of 314
BS3566 - Microeconomic Analysis
School
Module Code
BS3566
Level
L6
Module Leader
Professor David Collie
Semester
Double Semester
The Microeconomic Analysis module aims to:





Provide students with an up-to-date understanding of microeconomic analysis
at a third year undergraduate level
Make students aware of the use of microeconomic analysis in understanding
the behaviour of consumers and producers, and the operation of the economy
as a whole
Make students aware of more recent microeconomic theory in particular in the
areas of game theory and uncertainty
Give students a firm understanding of issues in dealing with microeconomic
policy analysis
Enable students to obtain subject specific and core skills which will be of use
in further education and their future careers
A




B
be aware of advanced undergraduate microeconomic theory in relation to
producers and consumers, duality, general equilibrium, game theory,
asymmetric information and uncertainty
be aware of the use of economic analysis to solve economic problems arising
in the micro economy
be aware of the techniques that economists use to solve microeconomic
problems
have covered sufficient micro theory to proceed to an MSc. course in
Economics should they wish to do so


be able to apply logical analysis to the treatment of microeconomic issues
be able to read and understand key articles in journals in the microeconomics
area
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Cardiff University
C


D
be able to understand and analyse some of the key issues in the micro
literature
be able to use analytical techniques including mathematical and diagrammatic
analysis to solve specific microeconomic problems


be able to read extensively and to write and present short reports
be able to indicate to non-economists what economic thinking would suggest
in dealing with real economic problems
How the module will be deli vered
Teaching takes place in the Autumn and Spring Semester. There are approximately
36 hours of lectures and 16 hours of classes (although extra classes may be put on
to deal with more technical aspects of the course).
The two hour exam (30% of the course mark) is designed to test students’ ability in
dealing with microeconomic problems and covers the first part of the course (see
below). Students will be asked to answer a number of questions of a problem-solving
type nature in this exam. The three hour exam (70% of the course mark) covers the
material from all of the module.
Type
% Title
Duration(hrs) Week
Examination - Spring Semester 70 microeconomic analysis 3 hrs
N/A
Examination - Autumn Semester 30 microeconomic analysis 2 hrs
N/A
Syllabus content
The syllabus is divided into three parts. The first develops students’ understanding
of analysis and includes the following topics: consumer theory and producer theory
using duality, partial equilibrium, general equilibrium and welfare economics. The
second part covers developments in game theory and includes treatment of static
and dynamic games, games of complete and incomplete information, and provides
appropriate solution concepts: Nash equilibrium, Bayesian Nash equilibrium and
subgame perfect Nash equilibrium. The third part covers the economics of
uncertainty and information. It will cover expected utility theory, moral hazard and
adverse selection, focusing on equilibria in signalling, screening and principal agent
models.
Page 249 of 314
Gravelle, H. and R. Rees, Microeconomics, Pearson Education, 2004.
Jehle, G. A. and P. J. Reny, Advanced Microeconomic Theory, Pearson
Education, 2011.
Cowell, F., Microeconomics: Principles and Analysis, Oxford University Press, 2006.
Osborne, M. J., An Introduction to Game Theory, Oxford University Press, 2004.
Macho-Stadler, I. and D. Perez-Castrillo, A Introduction to the Economics of
Information, Oxford University Press, 2001.
Tadelis, S. Game Theory: An Introduction. Princeton University Press, 2013.
Watson, J., Strategy: An Introduction to Game Theory, Norton, 2002 (2008,
2nd edition).
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Cardiff University
BS3568 - International Trade
School
Module Code
BS3568
Level
L6
Module Leader
Professor David Collie
Semester
Double Semester
The International Trade module aims to provide students with a sound understanding
of the method, content and scope of International Trade, a basic knowledge of the
world trading system, and an appreciation of current trade policy issues.
A




B



C
apply general equilibrium analysis from microeconomics to the analysis of
international trade problems
use models of imperfect competition and basic game theory to analyse
international trade
compare different models of international trade and assess their validity in
terms of coherence of the theory and the empirical evidence



D
understand the pattern of world trade, and the institutions and rules of the
world trading system
understand the main models of international trade and how they can be
applied to the analysis of trade policy
understand and know about current trade policy issues
understand the implications of empirical tests of international trade models
derive the key results of the main international trade models and use them to
analyse trade policy issues
analyse and assess the positive and normative implications of trade policy
assess the arguments about free trade and protectionism


listen to and read the economic literature, from journal articles to newspaper
commentaries
write coherently on major economic issues
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



work independently on economic problems, managing their time and
resources efficiently
operate in small groups, sharing ideas and reaching collective views
develop logical arguments and make sensible decision as to their value
deliver lucid presentations on economic research and current policy
Teaching will consist of 36 hours of lectures and 9 hours of tutorials. Lectures are
used to identify the main issues and to present the analytical models of international
trade and trade policy. Tutorials are used for students to apply the models to the
solution of analytical problems in international trade, and to discuss policy issues and
empirical research.
Type
% Title
Duration(hrs) Week
Examination - Autumn Semester 30 international trade 2 hrs
N/A
Examination - Spring Semester 70 international trade 3 hrs
N/A
Syllabus content
Introduction to International Trade: Overview of international trade. Conventional
Trade Theories: mercantilism; absolute advantage; comparative advantage and the
gains from trade; the neoclassical model, offer curves and the terms of trade; the
Heckscher-Ohlin-Samuelson model (Heckscher-Ohlin, Rybczynski, StolperSamuelson and factor-price equalisation theorems). Imperfect Competition and
International Trade: intra-industry trade; international trade under oligopoly; product
differentiation, economies of scale and monopolisitic competition; heterogeneous
firms. Empirical testing of trade theories. Trade policy: history and principles of the
GATT and the WTO. Analysis of Trade policy: tariffs, export taxes and subsidies in a
small country; tariffs in a large country and the optimum tariff argument; domestic
distortions and the theory of second-best; quotas and voluntary export restraints;
dumping and anti-dumping duties. Strategic Trade Policy: rent-extracting tariffs and
profit-shifting export subsidies. Economic Integration: the theory of customs unions;
the Kemp-Wan proposition; trade blocs and regionalism. Growth and Trade:
economic growth and the terms of trade. International Factor Movements:capital
mobility and the migration of labour. Multinationals and Foreign Direct Investment:
Ownership, Location and Internalization; oligopoly models of multinationals and FDI.
H.P. Bowen, A. Hollander and J-M Viaene, Applied International Trade, 2nd Edition,
Palgrave, 2012.
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Cardiff University
D.R. Appleyard, A.J. Field and S.L. Cobb, International Economics, 7th Edition,
McGraw-Hill, 2009
J.R. Markusen, J.R. Melvin, W.H. Kaempfer and K.E. Maskus, International Trade:
Theory and Evidence, McGraw-Hill, 1995.
Page 253 of 314
BS3570 - Applied Macroeconomics and Finance
School
Module Code
BS3570
Level
L6
Module Leader
Professor James Foreman-peck
Semester
Double Semester
The Applied Macroeconomics and Finance module aims to:




provide students with the ability to understand and predict the macroeconomic
environment
encourage students to employ economic analysis to evaluate macroeconomic
policy
develop and enhance the skills and materials obtained in the year 2
Macroeconomic Theory module.
enhance, through teaching and learning, subject-specific and transferable
skills, including technical, analytical and research methods.



students will understand the macroeconomic behaviour of the principal world
economies
recognise the potential and limits of macroeconomic theory an aid to
predicting macroeconomic variables.
understand the roles of policymakers and the constraints upon them in
determining macroeconomic outcomes.


analytical skills: Students are expected to apply logical analysis and
modelling to macroeconomic problems.
evaluative skills: Students should be able to accurately identify
macroeconomic problems, and to understand how policy makers might seek
solutions to them.


appreciate the usefulness and limitations of economic theory to predicting the
macroeconomy.
recognise the significance of limitations and constraints on macroeconomic
policy-makers
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Cardiff University






work individually, setting goals and developing ideas.
problem solve using a range of quantitative methodologies
develop logical and concise solutions to specific decision-type problems.
respond accurately to questioning on researched topic areas
collect, organise and analyse data on defined topics
hours of contact comprising 34 hours of lectures and 10 hours of classes. Lectures
provide students with an outline of the course material. Students are encouraged to
read around the module topics through a series of key reading from a core text, and
with some supporting information from satellite texts. Classes concentrate on set
numerical and essay style problems allied to the core lecture material. Students
prepare answers to problems, deliver brief presentations of solutions, and participate
in class discussions.
Classes explore particular decision situations in more detail. Class questions
typically require a mix of qualitative and qualitative solutions.
The examination at the end of the Autumn semester will examine students
understanding of key concepts and theories relating to semester one topics.
The examination at the end of the Spring Semester is based on material covered in
both Semesters. This examination requires students to answer both essay questions
and multi-part quantitative questions. Students will demonstrate that they understand
the theoretical foundations of the course, provide critiques of ideas and
methodologies where necessary, and be able to apply logical, scientific approaches
to decision-making in a range of decision situations.
Type
% Title
Duration(hrs) Week
N/A
N/A
3 hrs
Syllabus content
The real macroeconomy: economic growth, labour markets and unemployment,
private sector demand, the real exchange rate
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The supply and demand for money: monetary policy
Inflation and business cycles: aggregate demand and supply
Macroeconomic policy: fiscal policy and debt, demand management, supply-side
policy, growth policy, forecasting models
Asset Markets: market efficiency, concepts and testing, derivatives and risk
O Blanchard, F Giavazzi and A Amighini, Macroeconomics:A European
Perspective, 2ndd ed (Pearson 2013)
*M Burda and C Wyplosz,
(OUP 2012)
Macroeconomics:
A European Text, 6th edition
W Carlin and D Sockice, Macroeconomics: Imperfections, Institutions and Policies
(OUP 2006)
D Miles and A Scott, Macroeconomics: Understanding the Wealth of Nations,
2nd Edition (Wiley 2005)
PR Krugman, The Return of Depression Economics and the Crisis of 2008 (Penguin
2008)
R J Barro Determinants of Economic Growth: A Cross-Country Empirical Study (MIT
Press 1998)
*core text
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Cardiff University
BS3571 - Economics of Banking
School
Module Code
BS3571
Level
L6
Module Leader
Professor Kent Matthews
Semester
Double Semester
This is a core module, which focuses on the role of banks and financial
intermediaries in the economy.
The aim of the module is to provide students with the economic, institutional and
legal framework to understand the role and practice of financial intermediation in the
global economy.
A



B
describe the process of liquidity creation and be aware of the major changes
and trends in the UK and international banking sector in particular the
implications of securitisation
describe the main risks relating to banking and be familiar with the main
techniques of risk management
describe and interpret the UK and European regulatory framework relating to
the banking system



C
evaluate the functions, performance and behaviour of banks and other
financial intermediaries using basic microeconomic theory
use abstract reasoning with the aid of models to explain trends in banking
analyse implications of legislation for the workings of the banking system



analyse the workings of banks and other financial intermediaries and be
conversant with the basic functions and structures of retail, wholesale and
international banking
identify and differentiate between the various theories of the banking firm and
theories of credit rationing and to interpret the trends in banking in relation to
these theories
manipulate data and make simple calculations relating to Value-at-Risk and to
interpret the results
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D



communication of argument and analysis by written and oral means
development of numerical and problem solving skills
development of team working and presentational skills
There will be approximately 36 hours of lectures and 8 hours of classes. Students
will be required to prepare and present class exercises during the year. Within the
class each student is assigned to a study group. Each student is assigned a specific
exercise for the following class. In the case of absence, another member of the study
group is expected to present the exercise. The exercises are designed to test the
student’s comprehension of the lecture material and background reading by
addressing both analytical and descriptive components of the course.
Each study group is given a project that involves a 10-15000-word report and group
and individual presentations at the end of the second semester. The project aims to
develop written, oral and presentational skills within a team framework. The group
project addresses a contemporary issue in international banking (e.g. securitisation).
The report will describe the mechanism and current trends, apply economic
reasoning to explain the trends, provide an assessment of future developments, and
discuss the wider implications. The subject matter is covered in the lectures and
references are provided but given the topical nature of the subject students are
expected to supplement the readings with material from their own research. The
research and writing of the project give students practice in developing their skills in
literature search including non-standard sources such as WWW, selecting relevant
information, writing a report to a professional standard, organising data and working
within a team framework.
The joint written project counts for 15%. Individual presentation and individual written
contribution counts for 7.5% each. The formal exam counts for 60%.
The exam contains two sections and students are given 3 hours to complete the
paper.
The first section contains short answer questions testing knowledge and
comprehension. Students have to attempt four questions from the first section. The
second section requires students to answer 2 essay type questions from a choice of
8. This part of the assessment tests the student’s knowledge and analytical skills.
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Cardiff University
Type
% Title
Duration(hrs) Week
Semester
60 economics of banking
3 hrs
N/A
Written Assessment
40
group project and
presentation
N/A
10
Syllabus content
Financial Intermediation and the Financial System, Banking Structures of
Industrialised countries, Retail, Wholesale and International Banking, Models of the
Banking Firm, Theories of Credit Rationing, Euromarkets and Eurocurrency banking,
Securitisation, Theory of Regulation, Deregulation and Free Banking, Bank
Efficiency and Structure Conduct Performance, Regulation of Banks, Risk
Management in Banking, Economics of Central Banking.
Matthews, K & Thompson, J – The Economics of Banking, July 2005, John Wiley &
Sons
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BS3572 - Industrial Economics
School
Module Code
BS3572
Level
L6
Module Leader
Dr Helmuts Azacis
Semester
Double Semester
Provide students with an up-to-date understanding of industrial economics, including
the areas of industrial organisation and regulation, at a third year undergraduate
level.
Make students aware of the relevant theory in these areas.
Make students aware of empirical work that has been undertaken in some areas
relating to the operation and performance of UK markets.
Make students aware of key policy issues and the way in which economic analysis
can be used to approach these issues.
Provide students with subject specific and core skills which will be of use in further
education and their future careers.
A



B
understand modern issues in the theory of industrial organisation
understand recent UK Competition Policy and natural monopoly regulation
understand the role of empirical research in testing economic theory and in
assessing economic policy



C
recognise the importance of economic theory to the analysis of the industrial
economy and be able to apply theory to applied economic problems.
appreciate the main causes of market failure and distortion in the context of
industry, and be able to indicate their welfare consequences
analyse economic policy in this area and identify the merits of individual policy
measures


employ deductive reasoning to analyse economic problems
analyse data and interpret statistical information
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
D
understand and evaluate the role of incentives and strategic thinking in
determining firm and government behaviour and therefore market outcomes
and policy


work individually and independently on lecture and tutorial material
develop reading skills in specific subject areas
Teaching takes place in the Autumn and Spring semesters. There are approximately
36 hours of lectures and 12 hours of classes.
The purpose of lectures is to set out the main points of each topic covered and
indicate a structure for learning. They identify the key features of the topics covered
and focus particularly on material new to students, and on the technically more
difficult elements. They aim to improve student learning by identifying the principal
theoretical and empirical aspects on each topic, and by providing guidance on
reading. Lecture handouts provide the students with mathematical material,
statistical data and diagrams.
Classes provide students with an opportunity to discuss module material. Theoretical
ideas introduced in the lecture are identified and therefore consolidated with the help
of numerical and essay style problems. Statistical data, diagrams and quantitative
material may also be reviewed. The reading material and associated tasks introduce
empirical material and policy debates.
Students are provided with text references and handouts but are required to
supplement these by consulting articles available in the library.
The summer examination is divided into three sections: Section A covers the first
half (first semester) of the module and Sections B and C the second. The questions
take a variety of forms enabling the student to demonstrate their knowledge and
skills across theoretical, quantitative, diagrammatic, empirical and policy material.
Type
% Title
Duration(hrs) Week
Examination - Autumn Semester 30 industrial economics 2 hrs
N/A
Examination - Spring Semester 70 industrial economics 3 hrs
N/A
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Syllabus content
Monopoly: non-linear pricing and price discrimination, product quality; Oligopoly
pricing: static and dynamic models of oligopoly, product differentiation, measuring
market power; Strategic behavior: entry deterrence, advertising, research and
development; Issues in antitrust economics: exclusionary strategies, vertical
integration and vertical restraints, horizontal mergers; Issues in regulatory
economics: optimal pricing for natural monopoly.
L. Cabral, Introduction to Industrial Organization, MIT Press, 2000.
D. Carlton and J. Perloff, Modern Industrial Organization, Pearson Addison
Wesley, 2005.
J. Church and R. Ware, Industrial Organization: A Strategic Approach, McGrawHill, 2000.
M. Motta, Competition Policy: Theory and Practise, Cambridge University Press,
2004.
L. Pepall, D. Richards, and G. Norman, Industrial Organization: Contemporary
Theory and Empirical Applications, 4th ed., Blackwell Publishing, 2008.
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BS3573 - The Economics of Development
School
Module Code
BS3573
Level
L6
Module Leader
Professor Calvin Jones
Semester
Double Semester
Economic Development is offered as an optional module for final year students
across a range of single and joint honours degree programmes involving Economics.
It is intended to provide students with an understanding of why some countries are
poor and some rich. The module will present traditional and ‘new growth’ theories of
economic development, illustrating their value in application to specific countries and
time periods. The influence of key micro-economic factors including human capital
development and the functioning of markets (e.g. for land and credit) will be covered,
as will wider within-country socio-cultural influences such as poverty and corruption.
The module will consider the influence of the international context (in terms of
development aid) and of trade and capital flows. The module will fully explore key
current development issues in emerging and developed economies, including the
implications of climate change, scarce water access and resource depletion. It will
also issues inherent in managing post-industrial economies.
A





B
Understand how economists have traditionally thought about development
and growth, and how this relates to wider micro- and macro-economic
foundations
Asses the usefulness of economic theories in determining which factors might
have the greatest bearing on the mode and speed of economic development,
in countries and overall
Determine how far international and national policies intended to increase
levels of development actually address key barriers, constraints and structural
issues
Evaluate whether the changing nature of cross-border flows of capital,
technology and ‘innovation’ has implications for the development of emerging
economies
Evaluate how far traditional micro-economic approaches can be amended to
include consideration of ecological-environmental limits to growth

apply micro-economic concepts and approaches such as rationality and
marginal returns to problems of development.
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



C
recognise the relevance of both market function and wider social structures to
the efficiency of applied capital and labour resource
critically asses the impact of political-economic factors on the nature of
development
contextualise economic debates and discussion within wider social and
ecological debates
understand how economic growth links to levels of social welfare at different
points of the development path, and draw implications for the development of
appropriate economic policy




D
be able to argue for or against the relevance of an economic approach to
addressing persistent problems of under-development and sub-optimal
development
map national development and growth policies against relevant economic
theory to understand how they do or do not fit
consider the appropriateness of externally imposed or suggested policies
stemming from neo-classical and neo-liberal economic paradigms to the
development problem in case countries
recognise the boundaries of relevant economic theory in addressing both the
path and ‘end-game’ of economic development and growth, and consider how
far economics can be extended to accommodate non-economic influences





work individually towards a substantive piece of original research
argue coherently and consistently for a particular viewpoint or solution based
on available evidence
develop logical and contextualised solutions to specific decision-type
problems
develop and reveal a holistic understanding of international political-economic
institutions, structures and relevant outcomes
Teaching takes place in both the autumn and spring semesters. There are
approximately 32 hours of lectures, and 8 hours of discussion (per student). The
module is divided into 7 blocks.
Each block is accompanied by a handout which makes explicit the structure of the
lectures through the provision of lecture handouts. The handout may also include
data and or diagrams. For each block students are provided with a reading list
identifying references which are useful for preparation for class exercises and for
revision. Although the module is taught in blocks, the lectures pick out and
emphasise common economic themes across topics.
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Topics and questions for the small group discussion classes are handed out in
advance, and students prepare written answers before the class. A lecturer is
present to provide informal assessment and commentary on students’ written work,
but this is not part of formative assessment. The discussion groups are intended to
incentivise students to keep up with reading, and to ‘pressure test’ their ideas and
understanding ahead of formal, assessed coursework and exams.
Each student is invited to choose her/his own project topic from a provided list. The
students are given a research question which they must then apply to their self
chosen case context, country or time period. Students are expected to use the
material provided in the module to inform their project, and the set list of questions
will enable this. The students carry out their own research and write up their own
project. This format combines wide freedom of choice on topic with a rigorous
insistence on the relevance of analysis and the use of appropriate methods. During
the process of carrying out the project, from idea to submission, students acquire
both subject-specific and transferable skills. The emphasis in this coursework is on
applying economic thought and theory to real world problems. A full marking
schedule for the project linked to module learning outcomes will be provided.
The Spring examination includes both essay questions and short-form answers
based on a provided case study or article. The examination will cover the whole of
the module content.
Type
% Title
Duration(hrs) Week
Written Assessment
40 3000 word project
N/A
6
Semester
60
3 hrs
N/A
the economics of
development
Syllabus content
Semester 1
Block A: Introduction - What is Under-development?
Block B: Theories of Economic Development and Growth
Block C: Factors of Production in Under-Developed Countries
Block D: Society, Culture and Economic Development
Semester 2
Block E: Trade, Capital Flows and Multinational Corporations
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Block F: What Next? Managing Post-Industrial Regions
Block G: Limits to Growth? The Ecological and Climate Context
Development Economics Anthony Clunies-Ross, David Forsyth, Mozammel Huq
McGraw Hill ISBN: 0077114531
Economic Growth and Development (2nd Edition) Hendrik Van den Berg, McGraw
Hill ISBN: 9780071201971
Economics of Development Theory and Evidence 9th edition A.P. Palgrave
MacMillan Thirlwall ISBN: 9780230222298
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Cardiff University
BS3612 - Public Sector Accounting
School
Module Code
BS3612
Level
L6
Module Leader
Dr Yusuf Karbhari
Semester
Spring Semester
The aim of this module is to provide students with an understanding of the financial
reporting, management accounting and investment appraisal techniques and
practices specifically relating to public sector organisations. The module also
examines the problems of performance evaluation, audit and control of public sector
organisations.
A






B



C
evaluate the nature of the public sector and the accountability, control and
performance evaluation of public sector activities
describe the theory, practice and regulatory framework of national and
international public sector financial accounting and reporting
describe the use and practice of management accounting in the planning and
control of public sector activities
identify, evaluate and apply the investment appraisal techniques of public
sector organisations
evaluate critically the role of the audit function and in particular ‘value for
money’ auditing in the public sector
evaluate critically the accounting implications of the changing nature of the
public sector
synthesise and evaluate data
exercise powers of inquiry and critical analysis, interpretation and evaluation
of arguments and evidence
sustain a critical argument in writing


critically revaluate the process of accountability, control and performance
evaluation of the public sector
compare and contrast different management accounting and budgetary
control practices used in the public sector
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



D
develop a critical understanding of the theory, practice and regulatory
framework of government accounting and reporting
critically evaluate the accounting implications of the changing nature of the
public sector
critically evaluate the investment appraisal techniques used in the public
sector
appreciate the importance of the role of the audit function and ‘value for
money’ in the public sector




independently
communicate ideas, principles and theories effective by written means and by
class presentation
appreciate alternative viewports
access and utilise data by use of the library and by IT (internet etc)
The module comprises 17 lecture hours and 5 hours of classes. The lectures
programme is supported by detailed handouts and subsequent structured reading of
specific public sector accounting texts as well as major academic articles. Each
aspect of the syllabus comprehensively covered in one or more lectures and is
supported by class exercises which requires a discussion by students of the issues
involved and where appropriate, the solution of a numerical exercise based on the
techniques covered in the lecture. Case studies are also used to illustrate major
issues and to reinforce learning activity. Students are supported throughout the
module through the weekly student-lecturer office hours, revision sessions and by email contact.
The examination questions contain a range of questions that are designed to cover
the learning outcomes for the module and to test the critical and analytical skills of
students.
Type
%
Title
Duration(hrs) Week
Examination - Spring Semester 100 Public Sector Accounting 2
N/A
Syllabus content
The distinction between the private sector and other sectors of the economy with
emphasis on the objectives and techniques of financial accounting, financial
reporting and accountability. The aims, objectives and mechanisms of public sector
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Cardiff University
auditing. The measurement of performance. Investment appraisal, budgeting,
planning and control for public sector organisations. The accounting implications of
the changing nature of the public sector.
Jones and Pendlebury, Public Sector Accounting, 5th Edition, 2000
Coombes & Jenkins (2002), Public Sector Financial Management, Chapman and
Hall
Rutherford, Sherer and Wearing, Cases in Public Sector Accounting, PCP, 1992
Henley, Likierman, Perrin, Evans, Lapsley and Whiteoak, Public Sector Accounting
and Financial Control, 4th Edition, Chapman and Hall
Glynn, J, Public Sector Financial Control and Accounting, 2nd Edition
Rutherford, B A, Financial Reporting in the Public Sector
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BS3614 - Corporate Governance & Accountability
School
Module Code
BS3614
Level
L6
Module Leader
Semester
Spring Semester
This module aims to introduce students to recent developments in the theory and
practice of corporate governance, corporate accountability to stakeholders, corporate
social responsibility, corporate social and environmental reporting and socially
responsible investment.
A





B



C
describe the growing relevance of an ethical framework to accounting and
finance;
describe the recent reforms in UK corporate governance and evaluate their
impact on UK companies and the institutional investment community;
analyse the development of corporate social and environmental reporting and
evaluate the growing importance of accountability in the UK;
explain the development of socially responsible investment in the UK and
evaluate the impact of its recent growth on companies and institutional
investors, focusing on the pension fund community;
critically evaluate the current state of corporate governance and accountability
in an international context
assess the viability of an ethical framework in the context of UK accounting
and finance;
evaluate the usefulness of the broad corporate governance reform agenda to
UK companies and stakeholders;
assess international attempts to reform corporate governance in a
comparative context.


acquire ability to compare and contrast corporate governance policy
documents over time and between countries;
evaluate the findings of academic research relating to corporate governance
and accountability in order to assess the impact of corporate governance
reform on UK companies and stakeholders.
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D




acquire the ability to analyse, compare and contrast policy documents
acquire the ability to evaluate the findings of academic and professional
research
acquire the ability to assess the impact of policy in the area of accounting and
finance
acquire the ability to consider the views of a diverse group of interested
parties in relation to a policy issue
Teaching takes place in the Spring semester. The formal timetabled components of
the module comprise seventeen hours of lectures and five hours of classes. Lectures
cover theoretical concepts and summaries of the most recent practice by companies
and financial institutions. The findings of recent academic and professional research
are discussed in relation to relevant theory and practice. Case study material is used
and in order to broaden the students' understanding of corporate governance and
accountability the lectures and classes blend theory and practice. Questions for
class discussion are distributed in the first lecture. In the first class, the tutor will
cover the required material and will split the students into four groups. For the
following four classes, each group will prepare and present their answers to the
week's questions. Following the presentation there will be an open discussion of the
practical and policy implications of the topics covered. The content of lectures and
classes are moulded to the learning outcomes of the module so that students who
successfully complete the module are able to demonstrate achievement of all of the
required outcomes.
The examination is designed to allow students to demonstrate that they have
achieved the learning outcomes established for this module as well as to test their
skill development. The examination consists of six questions. They are all essay
questions but some questions will be split into several parts. Every question will
require students to evaluate the topic under consideration from both a theoretical
and practical perspective. Students are required to demonstrate that they have
acquired intellectual, communication, evaluative and subject-specific skills from
taking this module.
Informal assessment takes place through class sessions where students are
required to prepare solutions to class questions, distributed at the beginning of the
module. The assessment involves students demonstrating that they have attempted
all questions either by presenting the material to the class or through the medium of
class debate and discussion. Class questions focus principally on evaluation and
analysis of academic papers as well as policy documents and case study material.
All questions require students to demonstrate theoretical and practical competence
as well as the ability to apply knowledge to discussions and case studies. Students
are encouraged throughout the module to submit queries, essay plans and any
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problem they encounter to the module co-ordinator and/or tutors on the module for
discussion.
Type
%
Title
Duration(hrs) Week
Semester
100
corporate governance &
accountability
2 hrs
N/A
Syllabus content
Ethics in finance and accounting; defining corporate governance and competing
theoretical paradigms; initiatives and codes of practice in the UK; internal control; the
impact of corporate governance reform in the UK; the role of institutional investors;
corporate governance and accountability; corporate social and environmental
reporting; socially responsible investment; globalising corporate governance and
convergence; empirical evidence on developments in international corporate
governance.
Padgett, C (2011) Corporate Governance: Theory and Practice, Palgrave Finance
Mallin, C (2012) Corporate Governance, 4th ed., Oxford University Press
Monks, R A G and N Minow (2011) Corporate Governance, 5th ed., Blackwell
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BS3615 - Security Analysis & Portfolio Management
School
Module Code
BS3615
Level
L6
Module Leader
Mr Roydon Roberts
Semester
Spring Semester
The Security Analysis & Portfolio Management module is designed to provide
students with an understanding of the theory and practice of security analysis and
portfolio management and performance measurement
A






B




C
show a systematic knowledge of the concepts underlying investment
decisions.
show a systematic knowledge of, and critically evaluate, portfolio theory and
the Efficient Markets Hypothesis and their implications for portfolio
management and security analysis.
show a systematic knowledge of a range of different types of bonds and
equities and of the operations of the markets on which they are traded.
show a systematic knowledge of, and critically evaluate, pricing models for
bonds and equities.
show a systematic knowledge of, and critically evaluate, technical analysis
and fundamental analysis.
show a systematic knowledge of, and critically evaluate, portfolio
management strategies and performance measures for both bond and equity
portfolios.


measure and evaluate the returns on, and risks of, different types of bond and
equities.
price bonds and equities using a range of appropriate pricing models.
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

D
apply the techniques and methods of portfolio management for both bond and
equity portfolios.
measure the performance of investment portfolios using a range of
performance measures.





means.
independently.
The formal timetabled component of the module comprises approximately sixteen
lectures and six classes. The lecture programme, which is supported by detailed
will enable them, during the private study time they devote to the module (seventy
eight hours), to increase their knowledge and understanding of that material, and to
evaluate those solutions. Students are supported throughout the module through
private consultation with the module coordinator.
have met the module learning outcomes.
Type
%
Title
Duration(hrs) Week
Semester
100
security analysis & portfolio
management
2 hrs
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Cardiff University
N/A
Syllabus content
Review of portfolio theory & capital market equilibrium. Equity analysis and equity
portfolio management: types and characteristics of equities; measures of equity
performance; pricing equities, equity portfolio management – active and passive
management strategies. Bond analysis and portfolio management: market structure;
bond prices yields and returns; bond risks; bond portfolio management - active and
passive strategies. Portfolio performance measurement: objectives and components
of performance measurement; equity portfolio performance measures; bond portfolio
performance measures; evaluation of performance measures; evidence on portfolio
performance. International diversification: returns and risks of international
investment; evidence on the performance of internationally diversified portfolios.
Blake, Financial Markets Analysis, 2nd Edition, Wiley, 2000
Cuthbertson & Nitzsche, Investments: Spot & Derivatives Markets, 2nd Edition,
Wiley, 2008
Haugen, Modern Investment Theory, 5th Edition,Prentice Hall, 2001
Elton, Gruber, Brown & Goetzmann, Modern Portfolio Theory & Investment Analysis,
8th Edition, Wiley, 2011
Bodie, Kane & Marcus,Investments, 10th Edition, McGraw-Hill, 2014
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BS3618 - The Accounting Profession
School
Module Code
BS3618
Level
L6
Module Leader
Semester
Spring Semester
The aim of the module is to provide final year students in accountancy with critical
insights to the profession they may enter or are likely to engage with during their
careers. The course looks beyond the technical knowledge and skills acquired in
earlier accounting modules to focus on the professionals who apply that knowledge
and skill as members of professional organisations working in accountancy firms,
industry and the public sector. The inclusion of subjects such as ethical decision
making adds a vocationally relevant dimension to the module. The module is
designed to offer historical and contemporary insights to issues such as: the
problematic organisation of the accountancy profession; the power of accountancy
firms; the changing scope of professional work; shifting boundaries with other
professions; the accountancy profession in the global economy; exclusion from the
profession on the basis of class, gender and race; diversity; the ‘problem’ of the
accountant stereotype; threats to accounting professionalism; and challenges to
professional ethics.








Describe the principal theories which seek to explain and interpret
professionalisation projects.
Relate the structure and development of the accountancy profession in the
UK.
Understand the importance of recruitment and socialisation processes to the
construction of the professional accountant.
Comprehend the significance of class, gender and race as barriers to
recruitment and career building in the accountancy profession.
Analyse the changing patterns of professional work in accountancy and
interfaces with other professions.
Assess the impact of commercialisation on accounting professionalism.
Evaluate the changing nature of professional ethics in accountancy.
Understand the significance of globalisation to the development of the
international accountancy profession.

Identification and utilisation of relevant information
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



Analysis of qualitative data
Critical evaluation and interpretation of information
Synthesising and communicating findings
Problem identification and solving
Critical awareness of:






Behaviour of accountants, accounting firms and professional organisations
Composition and application of accountancy practice
Contexts in which professional work is conducted
Ethical decision making
Nature of accounting professionalism
Inter-professional boundaries








Independent learning skills
Interpersonal communication skills
Organisation skills
Research skills
Analytical skills
Synthesising skills
Empathy skills
Written and oral communication skills
The teaching will be research led, drawing on the expertise of members of staff in
the accounting and finance section in this field. The emphasis will be on teaching
and learning through the use of qualitative material.
Lectures: 17 hours
Lectures will introduce each topic (supported by handouts) and form a base from
which students will be encouraged to read widely, drawing heavily on academic
journal articles. Students will also be encouraged to access professional journals on
past and current issues.
Classes: 5 hours
Classes will focus on critical discussion of issues drawn from the academic and
professional literature. The emphasis will be on student participation through
presentations, case analysis and role playing. The classes will provide opportunities
for both individual and group work.
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In accord with other 10-credit third year accounting modules the assessment will
comprise a two hour examination.
The examination will comprise six qualitative questions from which three will be
answered. The questions will be designed to test the knowledge and understanding
of students in the areas related above, as well as students’ skills of interpretation,
synthesis, problem solving and critical analysis.
Type
%
Title
Duration(hrs) Week
Examination - Spring Semester 100 the accounting profession 2 hrs
N/A
Syllabus content
The syllabus will comprise the following in historical and contemporary contexts:
1.
2.
3.
4.
5.
6.
7.
8.
9.
Introduction to professions and the accounting profession
Professionalisation of accounting.
Recruitment, socialisation and professional identity.
Gender and the accounting profession.
Race, ethnicity and the accounting profession.
Accountancy work and inter-professional jurisdictions.
Professional ethics.
Commercialisation, globalisation and professionalism.
Deprofessionalisation or new professionalism
Abbott, A. (1988) The System of Professions. Chicago: Chicago University Press.
Annisette, M. (2003) ‘The colour of accountancy: examining the salience of race in a
professionalisation project’. Accounting, Organisations & Society 28 (7-8): 639-674.
Anderson-Gough, F., Grey, C. and Robson, K. (2005) ‘’Helping them to forget’ the
organizational embedding of gender relations in public audit firms’. Accounting,
Organisations & Society 30 (5): 469-490.
Arnold, P. (2005) ‘Disciplining domestic regulation: the World Trade Organization
and the market for professional services’. Accounting, Organisations & Society 30
(4): 299-330.
Bougen, P D. (1994) ‘Joking apart: the serious side to the accountant stereotype’.
Accounting, Organizations and Society,19: 319-335.
Hammond, T. (2003) A White Collar Profession: African American Certified Public
Accountants since 1921. University of North Carolina Press.
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Hanlon, G. (1994) The Commercialisation of Accountancy. Basingstoke: Macmillan.
ICAS (2004) Taking Ethics to Heart. Edinburgh: ICAS.
Kirkham, L.M. and Loft, A. (1993) ‘Gender and the construction of the professional
accountant’. Accounting, Organisations & Society 18 (6): 507-558.
Matthews, D., Anderson, M. and Edwards, J.R. (1998) The Priesthood of Industry.
The Rise of the Professional Accountant in British Management. Oxford: OUP.
Walker, S.P. (1996) ‘The criminal upperworld and the emergence of a disciplinary
code in the early chartered accountancy profession’. Accounting History 1 (2): 7-36.
Walker, S.P. (2004). ‘The genesis of professional organisation in English
accountancy’. Accounting, Organisations & Society 29 (2): 127-156.
Willmott, H. (1986). ‘Organising the profession: a theoretical and historical
examination of the development of the major accountancy bodies in the UK’.
Accounting, Organisations & Society 11 (6): 555-580
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BS3619 - Modelling in Management Science
School
Module Code
BS3619
Level
L6
Module Leader
Professor Malcolm Beynon
Semester
Spring Semester
The aim of this third-level module is to provide students with a range of
predominantly probability/statistical based approaches for understanding and
modelling real life problems of interest to managers, accountants and others
concerned with business and commerce. Within the general area of management
science, the considered problem will include queuing and inventory management.
The intended understanding is to range from the mathematical rudiments of the
problems and subsequent approaches to model them and the managerial, economic,
accounting and/or logistic impact any results may have.
A


B


C
Understanding the underlying mathematics/statistics employed in the
modelling processes of business/management problems.
Be able to construct model based solutions to business/management
problems.


D
Construct formal models for a variety of business/management problems.
Appreciate how software can pertinently be used in simulation modelling.
Practical understanding of the role of simulation modelling for
business/management problems.
Theoretical understanding of the mathematical construction of models.

Understanding of the progression from problem formulation to solution
identification.
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5 hours of classes. The lecture program is supported by detailed handouts and
subsequent structured reading, which strives to challenge and empower students to
attempt class questions (closely connected to the lecture material). The class work
also includes a component of work that utilises software.
Students are supported through advertised weekly student-lecturer private
consultation and e-mail student-lecturer contact.
Indicative study hours - 100
The summer examination is divided into two sections: Section A includes a
compulsory question, while section B includes three questions from which two must
be answered. The questions include a variety of parts, enabling the student to
demonstrate their knowledge and skills in a number of ways, including the theoretical
and quantitative.
Type
%
Title
Duration(hrs) Week
Semester
100
modelling in management
science
2 hrs
N/A
Syllabus content
Models Using Probability



Introduction to Stochastic Processes
Markov Chain based models (using matrices).
Applications: Customer loyalty, Repayment of loans etc.
Queuing Theory



Introduction to Waiting Line Models
Generalised Poisson Model, Single and Multi channel waiting line models
Applications: Shop queuing etc.
Simulation Modelling (Including use of excel spreadsheets)



SimulationModel Building(Advantages and Disadvantages)
Monte CarloMethods, Managerial Implications.
Applications: Queuing and Inventory Management Simulations
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Inventory Management (Small use of differentiation)


Deterministic Models: Economic Order Quantity, Production Lot Size and
Backorder Models,
Stochastic Models: Theoretical and Simulation based Models
Anderson, D. R., Sweeney D. J., Williams T. A. andMartin, R. K., An Introduction to
Management Science: Quantitative Approaches to Decision Making (A number of
editions of this book are satisfactory)
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Cardiff University
BS3725 - Advertising and Marketing Communications
Management
School
Module Code
BS3725
Level
L6
Module Leader
Dr Adriana Campelo santana
Semester
Double Semester
The module aims to provide students with an understanding of marketing
communications. The module helps students to examine the behavioural and
communications
theories
that
underpin
or
contribute
to
marketing
communications. Also, students will focus on the specific promotional tools (such as
advertising, direct marketing, sales promotion, personal selling, and public relations)
that are available to organisations to communicate with their external and internal
audiences.


Understand the range of marketing communications vehicles available to the
marketer
Explore underpinning communications theory within the marketing
communications context



Critically appraise and evaluate marketing communication models and
theories
Formulate, evaluate and report marketing communications mix solutions
and/or strategies
Critically appraise and account for the value of market intelligence through
marketing research or communication planning and control, and the
associated information system issues.


Critically evaluate marketing communications mix components and/or
strategies in developing successful integrated marketing communication
campaigns
Analyse, evaluate and apply a variety of marketing information and research
approaches within the development of marketing communications
programmes and for the evaluation of these.
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
Demonstrate ability to analyse concepts and theories and to apply these to
different contexts and then to evaluate applicability and implications within
both a business and societal context.
There are 44 hours of classes. The lecture programme consists of one hour of
teaching followed by a one hour interactive session that includes the use of videos,
the Internet and analysis of case studies. The module also involves the use of guest
speakers. Students are supported throughout the module with electronic Blackboard
facilities.
Assessment is via one individual assignment and a three hour examination, selected
to achieve the learning outcomes for the module. The continuous assessment is
based on a practical piece of work that permits assessment of students’ abilities,
skills and competencies related to all of the learning outcomes. The focus of the
continuous assessment remains on developing and evaluating skills and abilities
related to comprehension and application. The assessment will normally be based
on major marketing communications case study which assesses these competencies
and provides important formative as well as diagnostic assessment of students.
The final examination component then evaluates students’ overall abilities, skills and
competencies related to all of understanding, analysis, application, synthesis and
evaluation.
Type
% Title
Duration(hrs) Week
advertising and marketing
60
Semester
communications management
3 hrs
N/A
Written Assessment
N/A
7
40 coursework
Syllabus content
Marketing communication theories, process, role of signs, meaning and culture
Integrated marketing communications and the marketing communication planning
process
Sequential models of advertising, elaboration likelihood model, role of advertising
and branding
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Cardiff University
Context of communications – ethics, self regulation and legislation; the international
dimension
Tools of marketing communications, aim, key characteristics, selection and
effectiveness
Comprehensive discussion of major tools such as advertising, sales promotion,
direct marketing; public relations; personal selling
Message appeals and strategies; media characteristics, planning and strategy;
agency - client relationship
Communications for services marketing and for business to business marketing
De Pelsmacker P. Geuens M. Van Den Bergh J.
(2013). Marketing
communications. A European perspective. 5th revised edition. Pearson Education.
Fill, Chris (2013). Marketing Communications: brands, experiences and participation.
6th Edition. Pearson. ISBN13: 9780273770541 ISBN13: 9780273760894
Percy, L. and Rosenbaum-Elliott, R. (2011) Strategic Advertising Management,
4thEdition, Oxford University Press; ISBN: 978-0-19-960558-3
Rosenbaum-Elliott, R. and Percy, L. (2011), Strategic Brand Management, Oxford
University Press; ISBN: 978-0-19-956521-4
De Mooij, Marieke (2011) Consumer behaviour and culture: consequences for global
marketing and advertising, 2ndEdition, SAGE Publications; ISBN: 978-1-4129-7990-0
Fill, Chris (2011),Essentials of Marketing Communications, FT Prentice Hall Europe;
ISBN:978-0-273-73844
Tag, Nancy (2012), AD Critique: How to deconstruct ads in order to build better
advertising. SAGE Publications Inc; ISBN: 978-1-4129-8053-1.
Hollensen, Svend (2011), Global Marketing: A decision-oriented approach,
5thEdition, FT Prentice Hall.
Smith, P. R. and Ze Zook (2011), Marketing communications : integrating offline and
online with social media, 4th edition, Kogan Page: London
Page 285 of 314
BS3728 - Ethics and Morality of Business
School
Module Code
BS3728
Level
L6
Module Leader
Dr Michael Marinetto
Semester
Double Semester
The module will examine ethical issues and dilemmas in business covering such
key, controversial subjects as child labour, and ethical consumption. The main
concepts and moral philosophical theories that have been used to understand and
explain business ethics will be introduced. In this way it is intended that students will
be able to gain an understanding of why ethical problems arise, what their
significance might be, and how they might be attended to. Ultimately, the aim of the
module is to enable students to reflect upon ethical questions with a view to
enhancing their analytical and decision-making skills.
Question the role of business in society, and explain how and why this role might
change or be managed.
Evaluate the responsibilities of, and relationships between, companies and their
external and internal stakeholders.
Conduct critical evaluation of the ethical rights and wrongs of a variety of business
issues drawing on relevant moral philosophical theories.



Identify and critically analyse common ethical issues arising in business.
Develop a basic understanding of the moral philosophical theories which may
be relevant to such critical analysis.
Diagnose ethical problems and suggest how they might be resolved or dealt
with.

Demonstrate the ability to analyse and debate ethical problems in business,
and to develop, present and defend potential solutions.

Skills of critical evaluation, the research process and the application of
academic theory to professional practice
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Cardiff University


Develop the ability to think critically and originally
An awareness of moral philosophy in business situations
A mixture of lectures, case studies, exercises, guest speakers, audio-visual materials
and interactive podcasts. A strong emphasis is to be placed on student participation
in class. There will be approximately 44 hours of classes, which will consist of a
combination of formal lectures and tutorial sessions.
The exam will consist of two sections – A and B. The questions in section A are
based on topics covered in the first semester that were not used for the assignment
questions. Section B will include questions based on all the topics covered in the
second semester. Students taking the exam will be required to complete ONE essay
question from Section A and TWO essay questions from Section B. They will have
three hours to complete these essays.
Type
% Title
Semester
60
Written Assessment
40 coursework
ethics and morality of
business
Duration(hrs) Week
3 hrs
N/A
N/A
12
Syllabus content
The module is structured around four themes. (1) Business Ethics in Philosophical
Context: The first part of the module looks at business ethics in context, introducing
key philosophical ideas and concepts. (2) Corporate Social Responsibility and
Ethics: The second part of the module explores the rise of the corporation and how
this reshaped the ethical and social priorities of corporations. Consideration is given
to CSR or corporate social responsibility. (3) Deviant Ethics of Globalisation:
This section will cover emerging issues faced by global businesses today, such as
child
labour,
mobile
capital,
glocalisation
and
the
anti-capitalist
movement. (4) Contemporary Issues in Business Ethics: this section will focus on
areas such as ethical investment, ethical consumerism, the fair trade phenomenon,
shareholder activism, and the unethical behaviour of corporations.
Crane A. and Matten, D. (2004), Business Ethics (Oxford University Press)
Page 287 of 314
Fisher, C. and Lovell, A. (2006), Business Ethics and Values (Prentice Hall)
Boatright, J. R. (2006),Ethics and the Conduct of Business, 5th ed. (Prentice Hall)
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Cardiff University
BS3735 - Organisational Analysis and Change
School
Module Code
BS3735
Level
L6
Module Leader
Dr Ismael Al-amoudi
Semester
Double Semester
The aim of this third year module is to enable students to develop a critical
understanding of key approaches to analysing organisations and change. The
module will introduce students to a range of theoretical perspectives and analytical
skills to undertake a critical analysis of contemporary issues in organisations.














Understand the perspective-based nature of theories of organisation and
assess the implications for organisational analysis
Demonstrate a critical understanding of the main theories used in the
management literature to analyse and explain organizational processes.
Use this knowledge to examine organizations and the events that occur within
them.
Critically evaluate the ‘usefulness’ of various theories for management and/or
other groups in organizations.
Critically assess a number of theoretical approaches to analysing
organisations, using the cultural organisational perspective.
Consider the usefulness of the cultural organisation perspective in effective
organisational change
Synthesise different theoretical perspectives on culture to analyse issues of
gender and diversity
Apply a range of theoretical frameworks to explain the use of management
fads and fashions in contemporary organisations
Critically examine the relationship between organisational change and
workplace identities
Critically assess the emergence of new forms of organisations and posthierarchical organisations
Evaluate the competing theories of organisation-environment relations
Critically evaluate the interactions between ‘home’ and ‘work’ and the
implications for work/life balance
Analyse the role of jokes, irony and humour within organisations.
Develop understanding of critical issues in the management of knowledge,
including the changing roles of professionals and consultants, intersubjectivity, the process of innovation and the contribution of information and
communications technology.
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


Apply a range of epistemological and ontological approaches to the analysis
of contemporary organisational issues
Appreciate the implications of contrasting approaches for the analysis of
organisations and the management of change
Present advanced level critical analysis in assessed work and examination
answers

Demonstrate the ability to undertake critical reflection in the selection and use
of various perspectives on organisational analysis and change.


Develop and effectively utilise a range of transferable skills in the critical
analysis of organisations.
Develop the skills of critical reflection, creative thinking, effective
communication, and the giving and receiving of feedback through a range of
individual and group based exercises and case studies
The module is formally assessed by one 3000 word essay, submitted at the end of
the first semester and a three hour exam to be held at the end of the second (final)
semester. In the examination, students are required to answer three questions, one
from the first semester and two from the second semester.
In addition, informal forms of assessment are made use of in the tutorials. Here a
range of tutor and peer-driven informal assessment provides students with feedback
on critical analysis, the application of theory, and the development of a range of
transferable skills.
The teaching and learning approaches are designed to focus on three areas: content
(knowledge), context (applying knowledge to ‘real life’ situations) and capability
(developing transferable skills). Overall, the aim is on challenging assumptions,
developing an awareness of context and seeking alternative ways of understanding
a situation or problem. A number of different learning and teaching methods will be
used. Formal two-hour lectures will be supplemented by small group (tutorial)
sessions of two hours duration. The tutorials are designed to be highly participative,
drawing on case study material, experiential exercises and ‘realistic’ learning
situations. The tutorials will provide the main arena for critical debate and for the
development of critical self-reflexive techniques and other transferable skills.
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Cardiff University
Type
% Title
Semester
50
Written Assessment
Presentation
organisational analysis and
change
Duration(hrs) Week
3 hrs
N/A
35 coursework (3,000 words)
N/A
12
15 tutorial presentations
N/A
N/A
Syllabus content
Ways of knowing, post-modern organisations, professions and organisations,
identities, working and living, organisation-environment relations, understanding,
analysing and implementing change, knowledge work and expert work; network
organisations; markets, networks and hierarchies; professional organisations and
change; knowledge work and ICT; innovation and knowledge creation; middle
management and change, fads and fashions, culture, gendered cultures, humour.
Alvesson, M. (2002) Understanding Organizational Culture, Sage.
Grey, C. (2009) A Very Short, Fairly Interesting and Reasonably Cheap Book About
Studying Organisations, Second Edition, Sage.
Hancock, P. and Tyler, M. (2001) Work, Postmodernism and Organization, Sage.
Hatch, M. J. (with Cunliffe, A. L.) (2006) Organization Theory: Modern, Symbolic,
and Postmodern Perspectives, Oxford.
Kipping, M. and Engwall, L. (eds) (2002) Management Consulting, Oxford University
Press.
McAuley, J., Duberley, J. and Johnson, P. (2007) Organization Theory: Challenges
and Perspectives, Prentice Hall.
Newell, S., Robertson, M. and Scarborough, H. (2002) Managing Knowledge Work,
Palgrave.
Thompson, P. and McHugh, D. (2002) Work Organizations: A Critical Introduction,
Macmillan
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BS3739 - Advanced Operations Management
School
Module Code
BS3739
Level
L6
Module Leader
Dr Jonathan Gosling
Semester
Double Semester
The Strategic Operations Management module builds on the work undertaken in the
BS2582 Operations Management module and aims to provide students an advanced
understanding of operations management research methods and their application in
solving business problems. It also develops an appreciation of the role of operational
research in the development of business strategy. The Advanced Operations
Management module aims to:







provide students with a number of operational management strategies that
can be applied to real world problems.
stimulate an appreciation of the use of different types of operations
management strategies to solving problems.
give students a foundation in operations management research.
enable students to apply the relevant operations management strategy to the
correct situation.
enable students to understand operational management strategies and
research and draw the correct conclusions from them.
give students an appreciation of the role of research in strategy development.
reinforce other modules in the programme from a strategic and research
perspective.




Evaluate best practice operations management strategies and their
applications.
operational management strategies.
Demonstrate the ability to solve problems using Operations Management
strategies.
Recognise the link between operations management strategies and other
corporate strategies.

Critically appraise various strategies within the context of operational
constraints
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Cardiff University


Develop and present a balanced, considered, professional argument of the
strengths and weaknesses of operations management strategies and
research methods.
Test the application of various operational strategies via business games.




Critically appraise various strategies within the context of operational
constraints
Relate the strategic aspects of operations management to actual “how it is
done” activities
techniques.
Recognise common barriers to operational improvement activities and how
they can be overcome.



Utilise computer spreadsheet software as an aid to problem solving.
Working with others in a team.
Demonstrate communication skills by presenting well argued justifications for
their strategic choices.
Teaching will take place during Autumn and Spring semesters. There will be
approximately 44 hours of tutorials and lectures. Tutorials will focus on carefully
selected worked examples, case studies, computer exercises and management
games to re-enforce the lecture topics.
The module is fully supported by a web page for the module that contains; worked
examples, computer spreadsheet models of various concepts explored in the
module, links to other useful websites, previous assignments and exams papers and
other supplementary material.
Learning outcomes are assessed through three methods. There is a three hour
examination (60%) at the end of the module, an individual essay assignment of 2500
words submitted at the end of the first semester, and an individual project
assignment, equivalent to 2500 words, submitted in Semester 2. The two pieces of
course work have equal weighting contributing to 40% of the module assessment.
The topics on which students are assessed relate to key aspects of the syllabus and
are intended to be problem solving in nature. The examination is in two halves with
questions related to both semesters. One half will be quantitative in nature and the
other will be qualitative. Answers will be in the form of essays, numerical solutions
and diagrammatical representations.
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Type
% Title
Semester
60
Written Assessment
Written Assessment
advanced operations
management
Duration(hrs) Week
3 hrs
N/A
20 project work
N/A
8
20 coursework
N/A
7
Syllabus content
The syllabus will build on latest research and developments in operations
management and research strategy. The students will be shown how to critically
analyse the latest strategic thinking in operations management and to discuss the
relevance of these strategies to various operational environments. Coverage of the
syllabus content will be achieved through the effective linking of key research papers
with specific taught sessions where the underpinning knowledge and specific
research themes are reinforced. Selected research papers will be provided to the
students and discussed during the lecture periods. From here key tools, techniques
and paradigms are drawn out and fully developed in the teaching phase of the
lecture.
The learning approach is centred on four themes:



Industrial problem solving
Practical tools and techniques developed through labs and tutorials
A combination of qualitative and quantitative approaches
Learning content will be research-led The module tutors will review annually a range
of papers that have made a significant contribution in the field of operations
management. Candidate journals include, but are not limited to, Journal of
Operations Management, International Journal of Operations and Production
Management, International Journal of Production Research and International Journal
of Production Economics. The papers will also be selected based on their research
methods content pertinent to the field of operations management. Research data
sources will be categorised as archival, empirical, analytical and opinion. Current
topical themes include: auditing and process improvement, strategic priorities,
project management and earned value, production planning and control via the
decoupling point, queuing and inventory management.
There is no ‘core text’ which covers all aspects of the course.
As many lectures are based on individual or clusters of research papers, reading will
be distributed as the course progresses.
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Cardiff University
BS3740 - International Human Resource Management
School
Module Code
BS3740
Level
L6
Module Leader
Dr Deborah Hann
Semester
Double Semester
The module explores with students how the management of people has an
international dimension and seeks to develop knowledge and understanding of HR
practices within international employing organisations. The module also makes
evident to students that HRM practices must be regarded within an international
political economy, focusing on how nation states, civic organisations, global business
activities and transnational bodies shape contemporary HRM practices.


Demonstrate knowledge and understanding of the process of managing
human resources in international organisations
Demonstrate knowledge and understanding of the context that shapes
international HRM, including the strategies and structures of firms, the
institutions and cultures of host countries, the international regulatory
environment, and international trade unionism and the new social movements


This module will encourage students to develop a critical approach to ideas
and evidence encountered in the module of study.
The assessed essay and examination require students to demonstrate a
knowledge of, and an ability to synthesise and evaluate the relative merits of
different arguments in each of the main areas of the syllabus.



Students taking the module will be required to communicate effectively and
read and interpret theoretical and research-based literature on aspects of
international HRM and international employment relations.
Students will also acquire an ability to evaluate and formulate policies relating
to the management of workforces in international organisations, including
conformance to international labour standards.
Communicate HR Issues and policies effectively through posters/and
leaflets/pamphlets
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

Read and interpret theoretical and research-based literature on international
HRM and international employment relations and demonstrate an ability to
communicate such information effectively
Demonstrate an ability to evaluate and formulate policies relating to the
management of workforces in international organisations, including
conformance to international labour standards









Students taking the module will develop a series of advanced learning skills.
There is an emphasis on good oral communication within tutorials and a
particular stress is placed on the development of effective writing skills.
Students will work in groups to complete tutorial exercises, allowing teamworking skills to be nurtured and there is an emphasis on developing research
skills through the use of internet and other electronic sources in tutorial
exercises.
General study skills will be developed through the use of lectures, tutorials
and reading lists and through the preparation of an assignment and
completion of the examination.
Students will refine word-processing skills by submitting an assignment with
an accent on imaginative presentation.
formulate and apply a range of academic skills including: the evaluation of
theoretical models; the operationalisation of concepts; and the interpretation
of empirical evidence
develop analytical, communication, presentation, team-working and learning
skills through tutorials and group presentations
Production of posters and leaflets
IT Skills (Photoshop)
This module will rely upon a student-centred and active learning approach to
teaching. Students develop the necessary insights and skills to allow them to
become independent learners. Tutorial and lecture activities are planned carefully so
that they not only impart necessary information and knowledge but allow students to
participate in the learning process and develop their competencies. High
expectations will be communicated to students in order to build esteem and promote
effective performance. The module will employ a diverse range of teaching
methodologies and techniques and there will be a deliberate effort to avoid lectures
and tutorials becoming formulaic and predictable. The module will consist of 40
hours of lectures and 10 hours of tutorials.
The extent of student reading and knowledge of the subject is formally assessed in
the examination and assessed essay/report components of the module. Oral
communication is informally assessed via comments given to students on
presentations and discussions in tutorials. Comments are made on the presentation
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Cardiff University
and content of word-processed assessed work, using agreed criteria and there is
overall feedback on the assignment given to the group. Both mechanisms allow for
formative assessment. Informal assessment is made of the depth and quality of the
material gathered for tutorial work and individual and group activities are informally
assessed with comments relating to the strengths and weaknesses of student
performance.
The examination will be of three hours in length and will require students to answer
three questions, at least one of which will relate to the first semester’s work. The
assignment will consist of a substantial individual piece of work (essay or report) of
3000 words in length
Type
% Title
Semester
60
Written Assessment
international human resource
management
Duration(hrs) Week
3 hrs
N/A
20 group assisgnment poster
N/A
11
Written Assessment
4 group assignment leaflet
N/A
11
Written Assessment
16
group assignment poster
presentation
N/A
11
Syllabus content
Globalisation, international competition and employment; International HRM and the
HR manager in a global economy; International labour standards; European social
models and HRM; Varieties of capitalism; National systems of employment and HRM
(Japan, USA, Spain and Asian models); Beyond national models – pressures for
change of IHRM; Industrial patterns of HRM (civil aviation and auto manufacturing);
The convergence of IHRM; Training and education of employees; Corporate social
responsibility; Work organization; Expatriation: Staffing the multinational companies;
International management development
Edwards, T. and C. Rees (2006) International Human Resource Management:
Globalisation, National Systems and Multinational Companies, Prentice Hall.
Harzing, A-W. and H. Van Ruysseveldt (eds.) (2004) International Human Resource
Management, Sage.
Bamber, G. et al (2004) International and Comparative Industrial Relations, Sage.
Boyer, R. et al (eds.) (1998) Between Imitation and Innovation: The Transfer and
Hybridization of Productive Models in the International Automobile Industry, Oxford
University Press.
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Brewster, C. et al (2007) International Human Resource Management, CIPD.
Briscoe, D. et al (2009) International Human Resource Management: Policies and
Practices for the Global Enterprise, Routledge.
Brown, P. et al (2001) High Skills: Globalisation, Competitiveness and Skill
Formation, Oxford University Press.
Budhwar, P. (ed.) (2004) Managing Human Resources in Asia-Pacific, Routledge.
Dowling, P. and D. E. Welch (2004) International Human Resource Management:
Managing People in a Multinational Context, Thomson Learning.
Dowling, P. et al (2008) International Human Resource Management, Thomson.
Eaton, J. (2000) Comparative Employment Relations: An Introduction,Polity Press.
Ferner, A. and R. Hyman (eds.) (1998) Changing Industrial Relations in the New
Europe, Blackwell.
Hall, P. and D. Soskice (eds.) (2001) Varieties of Capitalism,Oxford University Press.
Hyman, R. (2001) Understanding European Trade Unionism, Sage. Lucas, R. et al
(2006) Human Resource Management in an International Context, CIPD.
Morley, M.J. et al (eds.) (2006) Global Industrial Relations, Routledge. Ozbilgin, M.
(2005)International Human Resource Management, Palgrave.
Parker, B. (1998) Globalization and Business Practice: Managing Across
Boundaries, Sage.
Roozendahl, G. (2002) Trade Unions and Global Governance, Continuum.
Scullion, H. et al (2005) International Human Resource Management, Palgrave.
Scullion, H. (2006) Global Staffing,
Routledge. Tayeb, M. (2005) International Human Resource Management: A
Multinational Company Perspective, Oxford University Press.
Students will be expected to make use of relevant journals including: British Journal
of Industrial Relations Bulletin of Comparative Labour Relations European Journal of
Industrial Relations International Journal of Human Resource Management Politics
and Society
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Cardiff University
BS3741 - Marketing Decision Making
School
Module Code
BS3741
Level
L6
Module Leader
Dr John Kouropalatis
Semester
Double Semester
The module presents the context, concepts, methods and applications of decision
modelling, covering marketing decision areas such as segmentation, positioning,
new product design, forecasting, advertising and promotion planning, pricing and
product strategies. This course will help students develop skills and learn
techniques necessary for translating conceptual understanding into specific
operational plans and marketing decisions.





B.
Understand how analytical techniques and computer models can enhance
decision making.
Understand how to apply specific analytical techniques to market problems in
a variety of contexts.
Critically appraise marketing phenomena and processes for their usefulness
in decision-making
Evaluate the components of marketing strategies and programmes for
relevance and outcomes.
Assess the implementation barriers facing specific marketing initiatives and
develop a logical approach to problem-solving.



Exercise powers of inquiry, logic and critical analysis
Interpret and evaluate arguments and evidence
Translate findings into actionable activities.



To discriminate and critically evaluate different marketing actions in terms of
relevance, efficiency and results.
Ability to apply software tools to real marketing decision problems
Appreciate the processes and impediments to developing and implementing a
strategic marketing plan
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D.


To access and critically appraise from a variety of research resources
To identify alternative options in a decision-making context.
The formal timetabled components of the module consist of approximately 44 hours
of lectures and 12 hours of labs. The lecture programme is supported by detailed
handouts and structured reading of core texts and additional readings. The labs will
focus on developing analytical skills and will be supported with handouts,
instructions, and readings.
A single in course assignment and a written examination are designed to cover the
learning outcomes of the module and to test skill development. The assignment will
focus on strategic marketing decisions, such as the segmentation, targeting and
positioning, for a given company. This assignment will be due at then end of term
1. The written examination will address the main marketing decision making
concepts and context (such as NPD, advertising, pricing, etc) and will be held at the
end of the spring term. Each assessment element will be equally weighted.
Formative assessment arises from the lab sessions where a range of tutor and peerdriven informal assessment provides students with feedback on critical analysis, the
application of theory and the development of a range of transferable skills.
Type
% Title
Duration(hrs) Week
Examination - Spring Semester 50 marketing decision making 3 hrs
N/A
Written Assessment
12
50 coursework
N/A
Syllabus content
The module presents the concepts, methods and applications of decision modelling
to address marketing issues such as segmentation, positioning, new product design,
development and forecasting, advertising and promotion planning, pricing and
product strategies. The course content will categorize decision support systems into
two main areas, those that help with strategic dimensions and those that assist the
development of marketing programmes. Indicative syllabus is as follows:
Introduction to Marketing decision models
Segmentation and Targeting process and methods
Positioning using Perceptual Mapping Techniques
Tools for Strategic Marketing Decisions
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Cardiff University
New Product Decisions
Advertising and Communications decisions
Sales force and channel decisions
Price and Sales promotion decisions
Best, R. (2005) Market-based Management, International edition, Prentice Hall
Lilien, G.L. and Rangaswamy, A. (2003) Marketing Engineering, Prentice Hall
Mullins, J., Walker Jr., O. and Boyd Jr., H. (2009) Marketing Management, A
Decision-Making Approach, 7th edition, McGraw-Hill Irwin.
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BS3742 - Services and Relationship Marketing
School
Module Code
BS3742
Level
L6
Module Leader
Dr Kate Daunt
Semester
Double Semester
This module aims to broaden students’ understanding of marketing beyond that of
the traditional marketing mix approach. It is intended that this course will offer a
specialised advanced level module in the areas of services and relationship
marketing.
The module aims to show how service and relational approaches are increasingly
becoming the preferred marketing model. This is facilitated by demonstrating
progression from the traditional marketing mix and services marketing towards an
alternative marketing paradigm. Subsequently, a practical approach is used to show
how services marketing and relationship marketing are used in the business
environment. Further strategic developments in marketing are also reviewed, for
example customer relationship management, loyalty and experience marketing.




Understand the theoretical underpinnings of services marketing and
relationship marketing.
Understand service markets, products and customers
Understand the application of these approaches to a variety of environmental
contexts
Understand the tools and skills necessary for the successful implementation
of both services marketing and relationship marketing strategies.


Analyse and evaluate marketing and management issues arising from the
services marketing and relationship marketing approaches
Critically analyse various contrasting theoretical and practical approaches to
services marketing and relationship marketing.

Be able to apply principles of services marketing and relationship marketing to
appropriate services and environments.
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Cardiff University

D.
Develop relational marketing programmes using a range of facilitating
interactive media.



Be able to construct a balanced and valid argument within a given context.
Develop a range of presentation and report writing skills appropriate to the
business environment.
Be aware of wider social issues involved with new business practices.
44 hours of classes per student will be provided. These include a number of lectures
and small group sessions
Assessment will be via an individual assignment and an examination.
The assignment will be designed to explore students’ understanding of and ability to
apply and evaluate concepts and approaches presented to them in the module.
The examination assesses student understanding of, and ability to use and apply, a
both services and relational approaches to marketing. They will also be examined
on their understanding of marketing theory in these areas.
Type
% Title
Semester
60
Written Assessment
40 coursework
services and relationship
marketing
Duration(hrs) Week
3 hrs
N/A
N/A
11
Syllabus content
The development of marketing from the traditional marketing mix with an emphasis
on services marketing and relational marketing.
Understanding service markets, products and customers.
The service-dominant logic perspective.
The Servicescape
Managing people in a services and relationship marketing environment.
Service failure and service recovery.
Origins and theoretical underpinnings of Relationship Marketing.
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The facets of successful marketing relationships.
The Relationship Marketing model.
Relationship Marketing in practice.
Relationship maintenance and dissolution.
Wirtz, Jochen, Patricia Chew and Christopher Lovelock (2013). Essentials of
Services Marketing, 2nd Edition. Pearson.
Zeithaml, V, Bitner, MJ and Gremler, G (2005) Services Marketing 4e, McGrawHill
Baron, S., Conway, T. and Warnaby, G. (2010), Relationship Marketing: A
Consumer Experience Approach, SAGE: London
Egan, J (2011) Relationship Marketing: Exploring Relational Strategies in Marketing
4e, Pearson: Harlow
Evans, M, O’Malley L and Patterson M (2004) Exploring Direct and Customer
Relationship Marketing, Thomson Learning
Sheth, J and Parvatiyar, A (2000), Handbook of Relationship Marketing, SAGE:
Thousand Oaks
Journal of Services Marketing
Journal of Services Research
Journal of Database Marketing
Journal of Interactive Marketing
Journal of Relationship Marketing
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Cardiff University
BS3744 - International Business
School
Module Code
BS3744
Level
L6
Module Leader
Dr Patrick Artisien
Semester
Double Semester
To develop an understanding of the role of international firms in the world economy
and their influence on the economic development of host countries. To facilitate
understanding and application of methods of assessing international markets,
entering them and developing, implementing and evaluating international business
programmes.



Demonstrate an in-depth understanding of the role of multinationals in the
world economy
Identify and assess the international business issues facing firms.
Contrast the evolution of multinationals in North America, Western Europe,
Japan and the newly industrialising countries



Contrast the evolution of multinationals in North America, Western Europe,
Japan and the newly industrialising countries
Diagnose the fundamental issues involved in the internationalisation of
business activity
Appreciate the impact of culture in international business.



Explore the application of alternative international business strategies.
Develop international business strategies.
Synthesise theories of corporate internationalisation and question the future of
the multinational.

Demonstrate ability to analyse concepts and theories and to apply these to
different international contexts and then to evaluate applicability and
implications within both a business and societal context and across cultures.
Page 305 of 314
44 hours of lectures will include a variety of approaches such as staff presentations,
guest speakers, use of case study and video material. Students will be encouraged
to explore issues in international business in their own study time as well as for the
assessments.
Examination Component - 60%

One 3 hour examination at the end of the Spring Semester
Continuous Assessment - 40%

Individual assessed assignment of 2500 – 3000 words to be submitted in
week 1 of the Spring Semester.
Assessment will be via an individual assignment and an examination.
The assignment will be designed to explore students’ understanding of and ability to
apply and evaluate concepts and approaches to International Business.
The examination assesses student understanding of, and ability to use and apply, a
range of approaches needed within international contexts of business and marketing.
Type
% Title
Duration(hrs) Week
Semester
60 international business
3 hrs
Written Assessment
40
international business - individual
N/A
assignment
N/A
1
Syllabus content
The International Business Environment
Globalisation. International trade: Trade theories and the development of the world
trading system.
Modes of entry: Exporting – turnkey projects – licensing – franchising – joint ventures
– wholly owned subsidiaries – greenfields – takeovers – strategic alliances.
Economic, political and legal risk analysis: Political legal and economic risks –
government intervention – operational and management problems – sourcing –
implications for business – benefits and costs – ethical issues
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Cardiff University
Foreign Direct Investment
Regional Economic Integration: levels of integration – the case for and against
integration – the European Union – NAFTA, MERCOSUR, ASEAN.
Investing in less developed and transition economies: Eastern Europe, Russia,
China and Southern Africa
The Japanese model
The international technological environment. Technology transfer: Technology
transfer to LDCs – Research and Development – Dualistic economic structure –
appropriate technology – LDC factor endowment.
Multinationals from newly industrialising countries: Korea – Malaysia – Thailand – off
the shelf technology – vehicles of industrial upgrading.
International Ethics and Legality: social responsibility of MNEs – codes of conduct –
ethics and the environment – managing interdependence.
Cross Cultural Decision Making: culture and its effects of organisations –
comparative management in focus – the negotiation process – decision making.
P. Artisien (2001) Multinationals in Eastern Europe, Macmillan-Palgrave.
C.W.L Hill (2012) International Business: Competing in the Global Marketplace, Irwin
McGraw-Hill, Boston.
M. Wolf (2005) Why Globalisation Works, Yale University Press, London.
J.J. Wild and K.L. Wild, International Business: The Challenges of Globalization,
Pearson, Boston, 2012.
Page 307 of 314
ML3701 - Language Skills For Professionals (Fren)
School
Module Code
ML3701
Level
L6
Module Leader
Semester
Double Semester
The aim of this module is to equip students with the necessary language
employability skills, together with an understanding of employment issues in the EU
context to be able to work in French speaking countries.
A




B


C
show their ability to apply for jobs in French speaking countries by
participating in simulated situations and producing written work with a near
native linguistic competence,
demonstrate their understanding of employment organisations in the EU
context,
demonstrate their ability to read and comprehend official documents by
commenting intelligently on their contents, both orally and in writing,
demonstrate their presentational skills in French by giving business
presentations and participating.




reasoned argument,
spoken sources,
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Cardiff University
D


show an ability to work creatively and flexibly with other as part of a team,
There will be 48 hours of language workshops during which students will work in
small groups using authentic documents published by the European Union.

One 2 hour written examination at the end of the Spring Semester



One oral presentation - 20%
One 20-minute oral presentation - 15%
One 30-minute aural test - 15%
Type
% Title
Duration(hrs) Week
Semester
50
Written Assessment
20 oral
N/A
N/A
Written Assessment
15 oral presentation
N/A
N/A
Class Test
15 aural test
N/A
N/A
language skills for professionals
2 hrs
(french)
N/A
Syllabus content
Extensive use of the Internet to obtain EU documentation; documentation from
French business magazines and textbooks; intensive practise of translation and
interpreting skills; legal documentation on the French job market; case studies.
Page 309 of 314
ML3711 - Language Skills For Professionals (Span)
School
Module Code
ML3711
Level
L6
Module Leader
Dr Luzia Dominguez
Semester
Double Semester
context to be able to work in Spanish speaking countries.
A




B


C




D
show their ability to apply for jobs in Spanish speaking countries by
native linguistic competence.
context.
commenting intelligently on their contents, both orally and in writing.
demonstrate their presentational skills in Spanish by giving business
reasoned argument,
spoken sources,

Page 310 of 314
Cardiff University

Type
% Title
Duration(hrs) Week
Semester
50
Written Assessment
20 oral
N/A
N/A
Written Assessment
N/A
N/A
Class Test
15 aural test
N/A
N/A
2 hrs
(spanish)
N/A
Syllabus content
Spanish business magazines and textbooks; intensive practise of translation and
interpreting skills; legal documentation on the Spanish job market; case studies
Aguirre Beltran B, 1998, El Espanol por profesiones, 1 La Empresa, S.A.
1993, Dictionary of Business, English-Spanish, Spanish-English, Peter Collin
Publishing
Journals:
Emprendedores, Muy Interesante, Puerto del Sol
Access to a selection of Spanish newspapers and magazines
Page 311 of 314
ML3721 - Language Skills For Professionals (Germ)
School
Module Code
ML3721
Level
L6
Module Leader
Ms Helga Eckart
Semester
Double Semester
context to be able to work in German speaking countries.
A




B


C
show their ability to apply for jobs in German speaking countries by
native linguistic competence.
context.
commenting intelligently on their contents, both orally and in writing.
demonstrate their presentational skills in German by giving business
presentation.




reasoned argument,
spoken sources,
Page 312 of 314
Cardiff University
D


Type
% Title
Duration(hrs) Week
Semester
50
Written Assessment
20 oral
N/A
N/A
Written Assessment
N/A
N/A
Written Assessment
15 aural
N/A
N/A
2 hrs
(german)
N/A
Syllabus content
German business magazines and textbooks; intensive practise of translation and
interpreting skills; legal documentation on the German job market; case studies
Seel H, 1999, Deutschland in Europa-Europa in Deutschland, Inter Nationes
Access to a selection of German newspapers and magazines
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END OF MODULE DESCRIPTIONS
Page 314 of 314
Cardiff University

Accounting and Finance programme handbook

Transcription

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