In addition to that for 70 – 79% below, an outstanding answer that could hardly be bettered. High degree of understanding, critical/analytic skills and original research, where specified. Outstanding in all respects.
In addition to that for 70 – 79% below, the answer will demonstrate an excellent level of understanding, presence of clear description,
critical/analytical skills or research, as appropriate.
Answer will demonstrate clear understanding of theories, concepts, issues and methodology, as appropriate. There will be evidence of wide-ranging reading and/or research, as appropriate, beyond the minimum
recommended. Answers will be written/presented in a clear, well-structured way with clarity of expression. At stage 3, evidence of independent, critical thought would normally be expected.
Class II : I 65 – 69%
60 – 64%
Answer demonstrating a very good understanding of the requirements of the assignment. Answer will demonstrate very good understanding of theories, concepts, issues and methodology, as appropriate. Answer will be accurate/
appropriate, with few errors. Little, if any, irrelevant material may be present. Reading beyond the recommended minimum will be present where appropriate. Well organised and clearly written/presented.
A good understanding, with few errors. Some irrelevant material may be present. Well organised and clearly written/presented. Some
reading/research beyond recommended in evidence.
Class II : II 55 – 59%
50 – 54%
Answer demonstrating a good understanding of relevant theories, concepts, issues and methodology. Some reading/research beyond that recommended may be present. Some errors may be present and inclusion of irrelevant material. May not be particularly well-structured, and/or clearly presented.
Answer demonstrating a reasonable understanding of theories, concepts, issues and methodology. Answer likely to show some errors of
understanding. May be significant amount of irrelevant material. May not be well-structured and expression/presentation may be unclear at times.
Class III 45 - 49%
40 – 44%
An understanding demonstrated, but may be incomplete and with some errors. Limited use of material with limited reading /research on the topic.
Likely to be poorly structured and not well-expressed /presented. Irrelevant material likely to be present.
Basic understanding demonstrated, with some correct description. Answer likely to be incomplete with substantial errors or misunderstandings. Little use of material and limited reading/research on the topic in evidence. May be poorly structured and poorly expressed/presented. Some material may be irrelevant to the assignment requirements.
Marginal
fail 35 – 39% Some relevant material will be present. Understanding will be poor with little evidence of reading/research on the topic. Fundamental errors and
misunderstanding likely to be present. Poor structure and poor expression/presentation. Much material may not be relevant to the assignment.
Fail
30 – 34%
20 – 29%
0 – 19%
Inadequate answer with little relevant material and poor understanding of theories, concepts, issues and methodology, as appropriate. Fundamental errors and misunderstandings will be present. Material may be largely irrelevant. Poorly structured and poorly expressed/presented.
Clear failure to provide answer to the assignment. Little understanding and only a vague knowledge of the area. Serious and fundamental errors and lack of understanding. Virtually no evidence of relevant reading/research.
Poorly structured and inadequately expressed/presented.
Complete failure, virtually no understanding of requirements of the
assignment. Material may be entirely irrelevant. Answer may be extremely short, and in note form only. Answer may be fundamentally wrong, or trivial. Not a serious attempt.
4 Course Management
The course is managed by a Course Manager, with overall responsibility for course design and delivery.
Supporting the Course Manager are three tutors, responsible for each year. Each student will also have a personal tutor for academic and pastoral matters and a tutor for employability. In addition, the course administrator, staff in the Student Support Office (SSO) and individual student mentors can also offer support to students.
This structure is communicated to the students during induction week and is outlined in the student Handbook, which is made available in hard copy and via the VLE. The key responsibilities of the course manager and the course tutors have been determined at faculty level and are as follows:
Programme/ Course Manager
To oversee the running of courses within the programme
To produce programmes documentation, and update for changes
To head the development for revalidation of the course
To coordinate the development of courses within the programmes
To co ordinate and manage the course tutors on courses within the programmes
To act as point of contact for student advice/appeals
To represent the course on Faculty and University committees
To engage in the Student Forum meetings for their course(s) and ensure that issues raised are followed up
To become involved in/lead programme/course initiatives
To advise on and oversee articulation agreements with partner institutions
To liaise with tutors with cross faculty student support roles and the Student Support Centre
Course Year Tutor
To represent the students at PAB’s and determine their progression
To advise students post PAB on progression issues
To provide academic advice to students where the Student Support Centre staff require assistance
To up-date student records where involvement with a student has occurred
To take a full part in planning for and running Induction processes for students on their course(s)
To ensure that students on their course(s) follow the correct enrolment procedures and to deal with any timetabling issues at the beginning of and during the academic year
To assist the Recruitment tutor in preparing for, and taking part in open days and other recruitment activities as required
Personal Tutors
Each student will have an Academic Personal Tutor (APT) and an Employability Personal Tutor (EPT) is located within the department and is available for all students within EFA.
APT’s are members of the EFA Department and provide support to undergraduate students including:
Academic (e.g. help with module choice, timetable issues and engaging with feedback)
Personal (pastoral and welfare support, the emphasis being on signposting students towards expert help)
Professional (discussing careers, encouraging CV building, enhancement of accounting related skills and sharing their professional experience)
The APT role is supported by the Department’s own EPT.
In year one the support will be split 80/20 in favour of the APT role; 50/50 in year two and in the final year the APT/EPT split will be 20/80 in favour of the EPT role. This reflects the changing academic and employment needs of students as they progress through the course.
Student Forums
Student Forum meetings are held at a programmed level. The Students Union ensures that student representatives are elected from all of the courses within the programme. Two Student Forum meetings are held each term covering all years of the programme. This is not only expeditious, but also encourages students to raise issues or solve problems between themselves. The personal tutor system is more immediate and is able to deal with some issues before they reach the student forum.
5 Entry Requirements and Selection Procedures
Minimum University requirements for entry to undergraduate degree courses are as follows:
Applicants must have five passes at GCSE (grade C or above) to include English Language and Mathematics.
Applicants must have at least 80 points based on the national UCAS Tariff, achieved by studying 2 GCE A-levels or a 12-unit VCE Double Award.
VCE Double Awards must normally include subjects relevant to the course being applied for.
Passes in one-year courses such as AS-levels will normally be acceptable in meeting an offer with higher points score, but cannot normally count towards the minimum A-level or VCE (Double Award) pass requirement.
Applicants with a BTEC National Diploma will need a pass with three Merits for entry to a degree programme. The units must be relevant to the course being applied for.
All courses within the Undergraduate Accounting and Finance Programme have higher entry requirements which are reviewed annually by the Course Manager, the Admissions Tutor and the Head of Economics, Finance and Accounting. The current entry requirements for 2012-13 are range between 260 - 300 UCAS points on application. Other Qualifications
Applicants are also considered for a degree programme if they possess the following:
Scottish Advanced Higher in two subjects
Baccalaureate
Irish Leaving Certificate
Access programmes
The RAO and Faculty Admissions Office have detailed tables of “equivalences” for these and other qualifications. These offices consult with the Course Manager about the suitability of an applicant with any other qualification.
Mature student entry
Mature students over the age of 21 are considered for entry to the course irrespective of the above requirements. Such applicants will be assessed by interview and other appropriate means may be used to determine their suitability and ability to cope with the demands of the course.
The acceptance of such an applicant will be at the discretion of the Admissions Tutor, Course Manager and the Faculty Admissions Office.
Students with Advanced Standing
Accreditation for prior learning (APL) or prior experiential learning (APEL) may be granted for modules at the discretion of the Course Manager, providing they are limited to the maximum specified in University Academic Regulations.
6 Compliance with the University’s Academic Regulations and current legislation
All Undergraduate BA (Hons) Accounting & Finance course details comply with Coventry University’s Academic Regulations.
All course procedures and practices are consistent with University guidelines, policies and codes of practice.