STUDENT BOOK REVIEW MIND MAPS FOR BUSINESS

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18 LEARNING CENTREOBU RAPREVIEW FOR PERIOD 18THE PROJECT AIMS TO ENHANCE AND EXTEND THE KNOWLEDGE AND SKILLS GAINEDBY ACCA STUDENTS IN THEIR PROFESSIONAL STUDIES AND SO TO IMPROVE STUDENTS’EFFECTIVENESS AS PROFESSIONAL ACCOUNTANCY STUDENTS AND/OR PRACTITIONERSThe project is graded A, B, C or failwith this mark counting towards theclass of degree awarded for post-2007ACCA students.For period 18, 1,462 projects weresubmitted, and of these 762 projectspassed, a pass rate of 52%, which wasthe same as for period 17. Six RAPswere deferred for further investigationrelating to academic conduct issues.Once projects have been marked, allfails, marginal projects and a sample ofother projects are moderated.The research project: why students failThe new RAP guidelines and markingcriteria continue to affect the pass ratewith students still submitting projectsunder the old guidelines.Weak referencing continues to bea cause for failure. Students needto ensure they reference their workusing the Harvard referencing systemthereby acknowledging the source oftheir information. Visit www.brookes.ac.uk/services/library/resources/harvard.doc for details of howto reference correctly.To fail to do so is deemedto be plagiarism, a seriousacademic offence. Fromperiod 19 all studentsare required to keepan electronic copy oftheir submitted RAPand a sampleof these willbe passedthrough theweb-basedtool Turnitinwhich allowsFURTHERINFORMATIONAll students who fail are providedwith marker and moderator comments.Students should pay particular attentionto these comments and seek to addressthem. All students who fail from period 19onwards will be provided with are-submission guide to provide additionalsupport. Visit www.accaglobal.com/students/bsc/ for more informationabout the Oxford Brookes UniversityBSc (Hons) in AppliedAccounting degree.academic staff to check for improperuse of sources or potential plagiarism.Go to www.brookes.ac.uk/library/skill/plagiarism.html for more information.The business and financialperformance of an organisation overa three-year period (Topic 8) continuesto be the most popular RAP topic. Asignificant number of students failbecause they do not recognise the needfor the business context and the implicitrequirement from this that they need toinclude a comparator. The comparatorcan be that of a competitor business orindustry averages.The external examiner suggestedthe following:‘Students should put the analysisin the context of the industry orindustries concerned, the relative riskof the industry, trends in the industrywhere appropriate and the impacts ofchanges in the economic, political andregulatory environment.Due cognisance should beaccorded to environmental factors andsustainability in arriving at conclusionsand recommendations.’Students who went outside of the20 published project topics oftenproduced poor results. Therefore, it isrecommended that students seek toremain within the published topics.The Skills and Learning Statement: whystudents failThe purpose of the Skills and LearningStatement is for students to showthat they have developed the key‘graduate’ skills of self-reflectionand communication. Studentswho failed often did not link theirpresentation clearly to their RAPfindings. Additionally, students willhave developed research questions toshow what they are trying to researchand analyse from their RAP.They need to reflect on whetherthey have answered these questions.Students fail in this area generallybecause they write about the answersthey gave to their mentor ratherthan their own research questionsand they have not reflected on theirresearch questions.Students are required to include acopy of their presentation and wherethis was not included students failedtheir RAP.Please note, students who submit theold Key Skills Statement will fail.Jane Towers-Clark, OBU BSc(Hons) in Applied Accountingprogramme director
STUDENT ACCOUNTANT ISSUE 08/201019TALKING TECHNOLOGYMICROBLOGGINGANYONE CAN MICROBLOG, AND MANY PEOPLE DO. UNDERSTANDINGTHE PROS AND CONS BEFORE YOU START WILL HELP YOU AVOID ANYPOTENTIAL EMBARRASSMENTAmeba.jp. Emote.in. Identi-ca.Jaiku. Plurk. Qaiku. SMSGupShup.Twitter. If none of these names meananything to you, where have you beenfor the past few years? As socialnetworking sites such as Chinaren,Facebook and Odnoklassnikihave become mainstream, thepersonal blog has been joined bythe microblog, spawning a host ofmicroblogging websites.In the same way as blogs enableauthors to post ‘diary-like’ entriesthat potentially millions of peoplecan regularly read and respond to,their offspring – the microblog – alsoprovides its authors with the opportunityto share, and become (to quote Twitter),‘part of a global community of friendsand strangers answering one simplequestion: What are you doing?’ – evenif you may sometimes wonder whythey asked.Thanks to service providers fromAmeba.jp to Twitter, anyone with internetaccess can leap into the blogosphere.Once you have opened an account(usually free) you can post short textmessages (typically between 140 and200 characters maximum) and/ormultimedia messages (such as images,audio and video), to the website,from where you can share them with‘private’ subscribers or make thempublicly available.Those broadcasting, receiving andforwarding messages can now accessmicroblogs using numerous devicesand interfaces, ranging from InstantMessages sent from or delivered to yourdesktop, to SMS text messages sentor delivered via mobile phone or PDA.WWW.But this widespread accessibility hasadvantages and disadvantages, and youneed to be aware of them, inside andoutside the workplace.On the plus side, microblogs areall about sharing. So, they can enableindividuals to exert great influencecollectively, level the playing fieldbetween small and large organisations,and, when exploited in a corporateenvironment (with tools such asPresent.ly and Yammer), theycan augment or replace email forcommunications within project teams,interdepartmental ‘communities’,supply chains, and more.On the downside, microblogs are allabout sharing, and not everything thatcan be shared should be. Most ‘personal’messages are harmless and of passinginterest, but there is a danger that thesuperficial informality and immediacyof microblogging can create a falsesense of security. A message may beposted with no more than a fleetingthought, but once it is in the publicdomain it can develop a life of its own.As with other Web 2.0 and socialnetworking developments (seeStudent Accountant, October 2009),microblogging turns everybody into apotential influencer, and the resultscan be both fortunate and unfortunatefor those affected – as individuals,businesses and even governmentshave found to their cost. Incautiousmessages have resulted in peoplelosing their jobs, being sued, and led tocorporate embarrassment.This will not, and should not, preventcolleges, tutors, recruiters, ACCA, itsmembers, students and their family,friends, and colleagues from using Jaikuor Plurk, or Twitter (and various othermicroblogs) to enhance communication(or indulge in a little self-promotion).But it should make you pause forthought before you share your messagewith the world.MICROBLOGS ARE ALL ABOUT SHARING. SO, THEY CANENABLE INDIVIDUALS TO EXERT GREAT INFLUENCECOLLECTIVELY AND LEVEL THE PLAYING FIELD BETWEENSMALL AND LARGE ORGANISATIONS.
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