Paper - Academic Registry and Council Secretariat - Queen Mary ...

Taught Programmes Board
TPB2012-016
6) External Adviser Comments
Detailed comments from at least one external adviser - submissions must be supported by external specialist
opinion, e.g. from a representative of a professional organisation, or a senior academic in another institution.
The external adviser should be able to comment in sufficient detail on the appropriateness and viability of the
proposed programme (s). For further guidance regarding the selection criteria, role and expectations of
External Advisers please refer to the External Adviser Guidelines.
Aims, objectives and learning outcomes
The aims and learning outcomes are clearly written. They are also appropriate for a postgraduate degree like Accounting and
Management: there is a good balance of the theoretical and technical, with modules which should equip students with both
critical/analytical skills as well as practical/applied skills. I am satisfied that the learning outcomes will be met by the modules on
the programme. I would also add that there are some very innovative modules in the programme structure: tying accounting
and management issues to the study of ‘business models’ for example is genuinely ground-breaking and positions this degree
favourably relative to other offerings in the postgraduate market. Business models are flagged by the QAA as one of the key
knowledge areas for postgraduate business and management Masters courses, so this is a timely development. This should
allow students to “deal with complex issues both systematically and creatively, make sound judgements in the absence of
complete data, and communicate their conclusions clearly to specialist and non-specialist audiences”, which is a core aspect of
a level 7 degree in the FHEQ. Queen Mary UoL also have the personnel to teach this degree programme to a standard that
matches the national standing of the award.
Curriculum, design, content and organisation
The structure of the programme is clearly defined and neatly fits in with the QAA definition of a type 2/3 Generalist Masters
course. Overall, the content of the programme is consistent with its aims and learning outcomes and its content is
contemporary and up to date. The content deals with the relatively recent literature on financialization and business models,
and looks at financial markets and institutions which are currently a big draw with students. It also covers themes around
globalisation and corporate governance which are essentials on a course like this. These ingredients certainly compare
favourably with other national University offerings. The 10,000 word dissertation is also standard on most other postgraduate
courses within Accounting and Management.
In terms of careers, a degree like this is relevant for students with aspirations to join public or private sector. I believe that
students will graduate from this degree with excellent career prospects, given the technical skills of accounting attained and
the practical cases where their skills are applied. I presume ‘careers education’ will be met by QMUoL’s career’s service, and I am
sure over time the course will develop industry links which may, in turn, create opportunities for placements, internships etc –
though this is not specified in the paperwork I received. I am also satisfied that the work of the DDS office means that students
with disabilities will not be disadvantaged on this degree programme.
I was asked to comment on professional practice requirements, but could not find any pointers in the programme spec. Are
there exemptions from accounting exams? Similarly, the reference to the DDS aside, I could not find any additional information
on equal opportunities.
Levelness
I am satisfied that this programme is pitched at the appropriate academic level.
Learning, teaching and assessment strategies
The teaching and learning strategy is clear and workable. Three hours per module per week is more than enough for this
degree. Similarly the combination of research-led teaching staff and the use of visiting lecturers, and lecturers with professional
experience should also provide a nice balance of academic and practitioner insights. Active learning initiatives using case
studies and presentations should also engage students and help them to ‘learn through doing’. The balance of course work
(30-40%) and examinations also seems appropriate for this level – though perhaps in some of the more complex, applied
courses a greater weighting of coursework might be more desirable (perhaps assessment via 100% coursework and a longer
essay?). This might also help ‘stagger’ student revision efforts. One complaint I have received from students in the past is that all
the assessment comes at one time. Might it be possible to move one of the core courses to a short, fat course that has a 100%
assessed essay or report as its mode of assessment? That aside, I am satisfied that the teaching, learning and assessment
methods allow students to achieve and demonstrate the programme aims and learning outcomes.