Master's Level Project on Finance, Accounting, and Banking

Project Description

Students will be required to undertake a project to be submitted at the end of the course. The project is a very important part of the study programme. Its aims, content and the manner of execution reflects the integrative nature of projects at a Master’s level. In addition to applying theories studied in the different modules, students will be able to undertake an intensive study of an area of their choice. It is also envisaged that the different types of projects chosen will be of practical relevance for students when they return to their country or corporations or their business.

It is expected that the majority of projects on this course will involve an investigation and development of a hypothesis in an area of accounting/finance/banking (with or without empirical component).

On completion of the module, the student will be able to:

1. Investigate research hypothesis within the area of finance, banking or accounting.

2. Analyse problems in finance or accounting appropriate methodology and resources.

3. Critically analyse relevant academic literature and contrast their findings with those from previous research.

4. Defend the findings of their research.

5. Develop appropriate conclusions from their research.

6. Propose viable recommendations for strategic and policy decision makers.

 80-100.   An outstanding piece of work: All assessment criteria have been met at an exceptionally high standard.  

• Displays exceptional initiative, creativity, sophistication and originality.  

• Provides insightful analysis.

• Demonstrates originality and rigour of argument.

• Shows independent synthesis of ideas and understanding.  

• Demonstrates reflexivity and critical analysis to generate transformative solutions/responses.

• Demonstrates substantial independent research.

  Communicates complexity clearly and succinctly with excellent standard of presentation

70-79. An excellent piece of work: All assessment criteria have been met at a high standard.  • Demonstrates sophisticated understanding across the field of study and related areas.

 • Draws on a range of techniques and information sources for independent analysis.

 • Demonstrates creativity and flair in task/enquiry.

 • Provides robust and insightful argument.  

• Provides a high quality critical and reflexive analysis.

 • Demonstrates substantial independent research

 • Communicates ideas clearly and succinctly with good standard of presentation.  

60-69. A good piece of work: All assessment criteria have been met at a good standard.

 • Demonstrates breadth and/or depth of understanding across the field of study and related areas.

Learning Outcomes

 • Synthesises knowledge to address task/enquiry.

 • Presents argument cogently and clearly.

 • Demonstrates extensive research and critical use of resources.

 • Communicates ideas clearly with a good standard of presentation.  

50-59. A sound piece of work: All assessment criteria have clearly been met.

 • Demonstrates understanding of appropriate range of concepts and theoretical approaches.

 • Provides an argument to frame response to enquiry/task.  

• Uses a range of relevant sources provided to undertake research.

 • Undertakes meaningful analysis/reflection in relation to the enquiry/task.  

• Communicates ideas using an appropriate format with few weaknesses in presentation.  

40-49. FAIL: An inadequate piece of work: One or more relevant assessment criteria are not met.

 • Provides clear limitations in the range of concepts/principles explored.  

• Demonstrates lack of clarity and depth of understanding in relation to the task/enquiry.  

• Uses a narrow range of sources to support task/enquiry.

 • Provides limited analysis/reflection.

 • Communication is unclear with significant weaknesses in presentation.  

39-0. FAIL: A poor piece of work: Most of the relevant assessment criteria area not been met.

 • Demonstrates poor understanding of key concepts and principles.

 • Shows significant weaknesses and omissions in completing the task.

 • Omits analysis/reflection.

 • Uses inadequate information sources.

 • Communication is unclear with significant weaknesses in presentation.  

Referencing requirements for assignments

Statements, assertions and ideas made in coursework should be supported by citing relevant sources. Sources cited in the text should be listed at the end of the assignment in a reference list. Any material that you read but do not cite in the report should go into a separate bibliography. Unless explicitly stated otherwise by the module teaching team, all referencing should be in Westminster Harvard format. If you are not sure about this, the library provides guidance (available via the library website pages).

If you have difficulties for reasons beyond your control (e.g. serious illness, family problems etc.) that prevent you from submitting the assignment, make sure you apply to the Mitigating Circumstances board with evidence to support your claim as soon as possible. The WBS Registry or your personal tutor can advise on this.

Plagiarism is defined as submission for assessment of material (written, visual or oral) originally produced by another person or persons, without acknowledgement, in such a way that the work could be assumed to be your own. Plagiarism may involve the unattributed use of another person’s work, ideas, opinions, theory, facts, statistics, graphs, models, paintings, performance, computer code, drawings, quotations of another person’s actual spoken or written words, or paraphrases of another person’s spoken or written words.

Plagiarism covers both direct copying and copying or paraphrasing with only minor adjustments:

·a direct quotation from a text must be indicated by the use of quotation marks (or an indented paragraph in italics for a substantive section) and the source of the quote (title, author, page number and date of publication) provided;

·a paraphrased summary must be indicated by attribution of the author, date and source of the material including page numbers for the section(s) which have been summarised