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Case study 07: Accounting and Finance, University of Stirling

Overview

Introduction to the expectations and norms of British Higher Education and discipline specific communication skills. These are discussed and explored during the first weeks of the academic module Financial Reporting. Students complete literature and essay exercises thus gaining hands on practise with feedback and an assessment that counts for 10% of the module weighting.

Keywords

Academic study; British Higher Education norms; student experience; language skills Accounting; finance; investment

Describe briefly the activity/initiative/practice

Students are led through British higher education expectations including how to write accounting and finance essays and exam questions, review literature and reference academic sources. Practical skills are developed as students are, for example, asked to grade mock essays.

What is the background /context to the activity/initiative practice?

Our taught postgraduate programmes attract students from around the world at different stages in their educational and professional careers. This initiative, embedded in an academic module in the first semester of Masters study, seeks to familiarise students with academic practise in British higher education.

What made/makes it Master's level?

The material is designed for students learning at a postgraduate SCQF level and with greater prior educational and professional experience. The students are asked to demonstrate a greater assimilation of knowledge from their background and studies along with a more developed and developing critical approach than would be expected of UG students.

What challenges were encountered/overcome - in terms of "Mastersness" - and what lessons were learned that would be helpful to others?

The diverse range of international background and prior experience of higher education held by our taught postgraduate student cohort give rise to widely ranging skill sets and expectations.

Where to next in terms of "Mastersness" and what lessons were learned that would be helpful to others?

It is anticipated that this academic element will continue to benefit students across our suite of taught postgraduate programmes.

References

Programme website

Contact

Joanne Fairbrother, Divisional Administrator, Accounting & Finance Division, Stirling Management School, University of Stirling