Masters level Dissertation: Accounting, Finance, Financial Information System or Banking

Prerequisite Course

The dissertation explores or investigates an accounting, finance, financial information system or banking topic approved by an appropriate supervisor. Students enter the dissertation process with a research proposal on a topic undertaken during the Research Methods course in Semester 2. Over the duration of this course, the student, under the guidance provided by his/her supervisor, prepares and writes a 12,000 word dissertation.  

A Dissertation at Masters level:

Is a focused study that considers all relevant literature

Develops a research design employing appropriate research methods and demonstrating an awareness of the respective strengths and weaknesses

Provides evidence for the collection and analysis of a sufficient amount of relevant primary or secondary data using appropriate techniques

Presents original conclusions that contribute to the existing literature. Such originality may come from either the method (eg. different variables, data sets, countries, time periods) or, less commonly, from the theory (eg. an amendment to a theoretical framework) or methodology (eg. an amendment to a research instrument/variable).

Students enter this course having completed Research Methods (FINA 1007) and therefore have a formal, written presentation of their topic, including its relationship to appropriate literature and the research design to be deployed.

On completing the Dissertation course students will be able to:

·identify the basic elements involved in defining a piece of academic work and structure such work appropriately: specifically, defining the broad area of interest, together with important issues and questions that lie within it

·undertake a focused and thorough literature search, and explain its role and function

·consider the relation of the broad area of interest to existing literature and to issues of methodology, research design and method;

·identify, collect, and analyse relevant data;

·undertake a dissertation that:

-develops and addresses a specific research question arising from the existing literature

-incorporates a research question or hypothesis

-write a viable research design supported by related research techniques, including a clear understanding of the strengths and weaknesses of proposed choices in this area, and a realistic contingency plan to cope with predictable difficulties;

-evaluate existing literature in influencing the form (i.e. how the proposed design relates to that used by others) and content of the work (i.e. the substantive contributions made by other researchers)

-collect, analyse, and interpret data in relation to the research question and current literature

2.3 Enquiry Based Learning and Research Led Teaching

Enquiry-Based Learning (EBL)

Defined as ‘an approach based on self-directed enquiry or investigation in which the student is actively engaged in the process of enquiry facilitated by a teacher. EBL uses real life scenarios (for example, from case studies, company visits, and project work) and students investigate topics of relevance that foster the skills of experimental design, data collection, critical analysis and problem-solving’.

Research-Led Teaching (TLD)

An element of EBL which involves faculty introducing students to their own research where it is relevant to the curriculum being taught as well as drawing on their own knowledge of research developments in the field, introducing them to the work of other researchers. TLD sees students as active participants in the research process, not just as an audience. This is achieved by discussing such developments in lectures and classes, and setting reading lists including recent research publications at the frontier of the field. The definition of a diverse assessment regime at the programme level (incorporating an expectation of familiarity with, and use of, such publications in assignments) and the inclusion of projects at every level of the programme is also fundamental to achieving these objectives.

2.4 Embedding Employability in the Curriculum

Employability has been embedded in this curriculum through the following:

a.Cognitive Skills - Opportunity for solving problems independently. Opportunity to make sensible assumptions in real life scenarios. Reflection on skills gained and the impact of the proposed solution

b.Generic Competencies - Substantial written element emphasising clear formatting, spelling and grammar within a clear, well-reasoned narrative.

c.Personal Capabilities – eg preparing you for further study

d.Technical Ability – exposure to statistical techniques and software such as SPSS

e.Organisational Awareness - opportunities for research into current trends and understanding how sectors are linked.

f.Practical and Professional Elements - Reflect on own job-readiness regarding professionalism and skills obtained. Evaluation of work experience/placement etc – what skills, and competencies were gained?

g.Developing Professional Online Identity Encourage an established professional online identity on LinkedIn through relevant posting and contributing to professional discussion on groups. Awareness of the benefit of actively seeking out new connections including UoG alumni in relevant geographical or sector specific areas.