MODULE HANDBOOK

FINA1126 – INTRODUCTION TO FINANCE AND ECONOMICS

2023-24

1.

1
Contents

1. Welcome message from your Module Leader 3

2. Key contacts (academic queries) 4
3. Enquiry-Based Learning and Research-Led Teaching 6
4. Module details and learning outcomes 7
5. Employability 8
6. Key Dates 10
7. Schedule of teaching and learning activities 10
8. Assessment 15
9. Resit assessments 20
10. Resource recommendations 20
11. Ethical Compliance for Research on Taught Courses 22
12. Additional module information 24
13. Digital Student Centre (non-academic queries) 24
14. Changes to the module 25

2
1. Welcome message from your Module Leader
Welcome to FINA 1126 Introduction to Finance and Economics, a 30-credit module aimed at
1st year students on the Accounting & Finance, Accounting & Financial Information System,
Finance & Investment Banking and Business with Finance programmes. This module has
been designed to provide you a good foundation on Economics / Finance theories and
concepts as you progress through your respective 3-year programmes. The module has been
structured to broadly cover Economics in term 1 and Finance in term 2.

It is important to note that there is some degree of inter-relationship between the two
disciplines as Finance is generally regarded as a branch of Economics. Many tools used to
make financial decisions evolved from theories or models developed by economists.

This handbook provides essential information about this module including the aims and
learning outcomes, the schedule of teaching and learning activities, assessment tasks,
resource recommendations and, if applicable, any additional resources that you will need.
Please read it at the start of term so you are aware of key details and important dates.

3
1. Key contacts (academic queries)

The list below provides contact details of the module team.

Name and photograph

Module Leader: Dr Nadia Benbouzid

Location: QA255
Email: n.benbouzid@greenwich.ac.uk
Tel: 02083319326
Office hours: Tuesdays, time TBC.

Module Tutor: Dr Bao Trung Hoang

Location: QA255
Email: h.b.trung@greenwich.ac.uk
Tel: QA255
Office hours: TBC
Module Tutor: Mr Mike Ashworth
Location: QA257
Email: m.ashworth@greenwich.ac.uk
Tel: TBC
Office hours: TBC
Module Tutor: Dr Xiaowen Gao
Location: QA259
Email: x.gao@greenwich.ac.uk
Tel: 0208 331 8200
Office hours: TBC
Module Tutor: Dr Pavlo Ulianuk
Location: TBC
Email: p.ulianiuk@greenwich.ac.uk
Tel: 02083317533
Office hours: TBC
Module Tutor: Dr Panagiotis Panagiotou
Location: TBC
Email: p.panagiotou@greenwich.ac.uk
Tel:02083317965
Office hours: TBC
Module Tutor: Dr Mamad Pourhosseini
Location: QM367
Email: s.m.pourhosseini@greenwich.ac.uk
Tel: 02083318745

4
 Office hours: TBC
Module Tutor: Dr Mahkameh Ghanei
Location: QA355
Email: m.ghanei@greenwich.ac.uk
Tel: 02083318912
Office hours: TBC
Module Tutor: Dr Xianmin Liu
Location: TBC
Email: Xianmin.Liu@greenwich.ac.uk
Tel: TBC
Office hours: TBC
Module Tutor: Mrs Hina Kanjoo
Location: TBC
Email: h.kanjoo@greenwich.ac.uk
Tel: TBC
Office hours: TBC
Module Tutor: Mr Ugochukwu Ezeh
Location: TBC
Email: u.m.ezeh@greenwich.ac.uk
Tel: TBC
Office hours: TBC
Module Tutor: Mr Joseph Da Silva
Location: TBC
Email: j.dasilva@greenwich.ac.uk
Tel: TBC
Office hours: TBC

Programme Administration Team

Student Helpdesk
The Student Experience Officers are situated at the Student Helpdesk and are here to help
you throughout your journey at the University. The Helpdesk provides support with general
enquiries and signposting you to the relevant team.

The student helpdesk can be found in the Queen Mary building on the second floor QM240.
The contact for general queries is provided below.
Student Helpdesk (General queries) businessschool@gre.ac.uk
Contact number 020 8331 9712 / 8341

The Welcome Page (linked below) contains information to get you started on your University
Journey.
https://www.gre.ac.uk/welcome/inductions/business

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We encourage you to enrol on our Student Moodle Page (linked below) where you can
access information including:
• Useful Contacts
• Timetable links
• Wellbeing guidance
• Instructions on navigating the Portal
• Introduction to our Programme Administration Team
https://moodlecurrent.gre.ac.uk/

Important: To access the Moodle Page, you will need to self-enrol yourself via the above link.

Programme Administrators
The Programme Administrators can support you with programme specific queries (such as
missing/ incorrect grades on your profile, accessing submission links, resit enquiries).

The contact for Programme Administrative queries is provided below.

Programme Administrators (Administrative queries) GBS-StudentSupport@gre.ac.uk

6
2. 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’.

The FINA1126 module encourages students to undertake self-directed enquiry while both
studying economics and finance. The module uses real case studies to explain theoretical
concepts and illustrate their application in the real world. In order to understand these case
studies, students are required to undertake their own research to prepare and answer the
seminar questions that are later discussed during the class. The FINA1126 module has an
emphasis not only on individual work in seminars but also through the use of library, web and
other information resources. The role of the teaching team is to facilitate student learning and
provide the required support to enable students to solve the questions.

Research-Led Teaching (RLT)

An element of Enquiry Based Learning links to RLT, 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. RLT 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.

The FINA1126 module encourages RLT. One of the examples is the coursework that
requires students to undertake a self-study into a company of their choice to address the
required key questions. As such, students conduct a thorough research into the type of
markets the company operates in, its competitors, its past financial performance and
compare it to the current profits.

3. Module details and learning outcomes

Host Faculty: Business Faculty
Host School: Accounting, Finance and Economics (AF&E)
Number of Credits: 30
Term(s) of delivery: 1 and 2
Site(s) of delivery: Greenwich Maritime and at our International Partners Institutions

7
Aims:

This module will provide students with an introduction to both economics and financial
institutions and markets. The module first starts with an introduction to micro and macro-
economics, central banking and monetary policy. These basic introductory concepts will allow
students to understand how the global economy functions and grasp the implications
monetary policy has on the functioning of the financial system.
Students will be able to address questions relating to contractionary/expansionary monetary
policy and the effect of having excess supply or demand in the economy. The role of the
central bank in controlling the money supply and interest rates in the economy.

The module will provide the knowledge to distinguish between the different types of financial
institutions and understand the principle of financial regulation. In addition to the theoretical
knowledge of economics and the functionality of financial markets, students will also learn the
more technical knowledge of managing short-term finance, financial mathematics and
understand how to use financial mathematical techniques in practice.

Learning Outcomes:

On successful completion of this module a student will be able to:

1. Analyse the foundations of micro and macroeconomics.
2. Evaluate the role of business organisation, its stakeholders and the external
environment.
3. Investigate the role of central banks in controlling the monetary policy and money
supply.
4. Interpret the role of financial markets and institutions and understand the regulation
they are subjected to.
5. Demonstrate the ability to manage short-term finance.
6. Apply financial mathematical techniques and effectively interpret the obtained results.
Glossary:
• A pre-requisite module is one that must have been completed successfully before
taking this module.
• A co-requisite module is one that must be taken alongside this module.
• A learning outcome is a subject-specific statement that defines the learning to be
achieved through completing this module.

4. Employability
An understanding of the fundamentals of Finance and Economics in the context of decision-
making is important for all individuals. Having an in-depth knowledge of current economic
issues coupled with a good base of analytical skills will enhance students’ employability
skills.

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Written Communication
To complete the assessment of this module, students are required to write a 1,500-word
essay to demonstrate their understandings on a selected topic of economics and finance.
Besides, some supporting sessions for writing the essays are introduced in this module.

Verbal communication
Verbal skills are developed through group discussions and individual/group presentations in
the class.

Numeracy
Throughout the programme, students will be learning financial mathematical techniques and
apply these skills to solve numerical problems in case studies.

Teamwork
There are group activities, in both lectures and tutorials, that students will need to work
together to present their findings as a team.

Self-guided research
In some seminar sessions, students are encouraged to conduct intendent research referring
recent academic papers. Students will need to analyse and interpret study findings and
compare them with the theories introduced in class.

Analytical skills
Students will be learning how to analyse data, tables, charts, graphs, etc., to support their
analysis and demonstrate their understanding on the taught topics.

Organisational and planning skills

To complete all the assessments and required tasks, students will learn how to plan and
manage their time to ensure that deadlines are met.

Critical and reflective thinking

The seminar discussions enable students to evaluate and critically reflect on various financial
and economical global topics.

9
An awareness of ethical understanding and reasoning
Ethical issues are discussed as students will learn and evaluate the roles of different
stakeholders within the business organizations.

Commercially aware
This module equips students with the mathematical techniques and models, which are
commonly used in the finance industry. Students will also learn the rules and regulations
surrounding banks and financial institutions.

International awareness
The topics which are taught in this module introduce students to global financial and
economic issues. Students will also investigate various aspects of business culture and
regional conditions.

Application of knowledge
The knowledge of micro and macroeconomics, financial systems and financial institutions
help students to understand the current issues that are happening in the business world.
During the seminars, students are encouraged to present their individual/group opinions on
these issues and the propose action plans and resolutions.

Social responsibility, including sustainability

The issues of ESG and CSR are introduced when students learn the topics related to
corporate governance and corporate finance.

You can find out more about the Greenwich Employability Passport at: Greenwich
Employability Passport for students.

Information about the Career Centre is available at: Employability and Careers | University
of Greenwich.

You can also use LinkedIn Learning to gain access to thousands of expert-led courses to
support your ongoing personal development. More information can be found at: LinkedIn
learning | IT and library services

10
5. Key Dates
2023/24 Term Dates
Please note that dates may differ depending on when you start your programme of
study, and where you are studying. Please refer to https://docs.gre.ac.uk/rep/sas/term-
dates for full details, and details of University closure dates.
Welcome Week 11 September 2023 22 September 2023
Term 1 25 September 2023 15 December 2023
Examination Period 8 January 2024 12 January 2024
Term 2 15 January 2024 5 April 2024
Examination Period 29 April 2024 17 May 2024
Resit Examination Period 15 July 2024 26 July 2024

6. Schedule of teaching and learning activities

UniWk Session Title and Description Reading to complete Delivery Mode

Week 2 Lecture Introduction to Economics and Sloman et al. Ch. 2 On-campus delivery
1 Demand curve
27 On-campus delivery
September Seminars Induction Seminar Questions Please refer to
2022 Moodle

Week 3 Lecture Supply Curve and Market Equilibrium On-campus delivery

2 Sloman et al. Ch. 2
4 October
2022 Seminars Lecture 1 Questions Please refer to On-campus delivery
Moodle
Week 4 Lecture Elasticity of Demand and Supply On-campus delivery
3 Sloman et al. Ch. 3
11
October Seminars Lecture 2 Questions Please refer to On-campus delivery
2022 Moodle
Week 5 Lecture Market Structures Sloman et al. Ch. 5, 6 On-campus delivery
4 &7
18
October Seminars Lecture 3 Questions Please refer to On-campus delivery
2022 Moodle

11
Week 6 Lecture Berk et al Ch. 1 On-campus delivery
5 Business Organisation and External Watson & Head Ch. 1
25 Environment
October
2022 Seminars Lecture 4 Questions Please refer to On-campus delivery
Moodle
Week 7 Lecture On-campus delivery
6 Introduction to Macroeconomics Sloman et al. Ch. 14
1
November Seminars Lecture 5 Questions Please refer to On-campus delivery
2022 Moodle
Week 8 Lecture Circular Flow of Income Model
8 7 /Keynesian Approach Sloman et al. Ch. 14 On-campus delivery
November
2022 Seminars Lecture 6 Questions Please refer to On-campus delivery
Moodle
Week 9
Lecture Coursework Support Please refer to On-campus delivery
15 8 Moodle
November
2022
Seminars Lecture 7 Questions in lecture Please refer to On-campus delivery
workbook Moodle

Lecture On-campus delivery

Week 10 9 Agency Problem / Corporate Watson & Head Ch. 1
Governance
22
November
2022
Seminar Coursework Support Please refer to On-campus delivery
Moodle
Week 12 Lecture
10 Monetary Approach to Sloman et al. Ch. 18 & On-campus delivery
29 Macroeconomics Management 19
November

12
2022
Seminars Lecture 9 Questions Please refer to On-campus delivery
Moodle
Week 10 Lecture Sloman et al. Ch. 5, 6, On-campus delivery
11 Firms, Markets and Pricing Strategies 7&8
6
December Seminars Lecture 10 Questions Please refer to On-campus delivery
2022 Moodle
Week 12 Lecture Revision – All Term 1 topics Please refer to On-campus delivery
12 Moodle
13
December Seminars Lecture 11 Questions in lecture Please refer to On-campus delivery
2022 workbook Moodle

Term Two

Wk Session Title and Description Reading to complete Delivery Mode

Week 18 Lecture Financial Markets - Function & Mishkin, et al. Ch.1 On-campus delivery
12 Structure Burton, et al. Ch. 1&3
17 Howells, et al. Ch.
January 1&2
2023 Seminar Induction Seminar Please refer to On-campus delivery
s Moodle
Week 19 Lecture Financial Institutions - Commercial & Mishkin, et al. On-campus delivery
13 Investment Banks Ch.17&19
24 Burton, et al. Ch.
January 15&16
2023 Seminar Lecture 12 Questions Please refer to On-campus delivery
s Moodle
Week 20 Lecture Savings Association and Credit Unions Mishkin, et al. Ch.20, On-campus delivery
14 21 &22
31 Burton, et al. Ch.
January 18,19&20
2023 Howells, et al. Ch. 4
Seminar Lecture 13 Questions Please refer to On-campus delivery
s Moodle

13
Week 21 Lecture Regulation of Banking & Financial Mishkin, et al. Ch.18 On-campus delivery
15 Services Burton, et al. Ch. 17
7 Howells, et al. Ch. 13
February
2023 Seminar Lecture 14 Questions Please refer to On-campus delivery
s Moodle
Week 22 Lecture Money Markets & Capital Markets Mishkin, et al. On-campus delivery
16 Ch.11,12&13
14 Burton, et al. Ch.
February 11&12&13
2023 Howells, et al. Ch.
5&6
Seminar Lecture 15 Questions Please refer to On-campus delivery
s Moodle
Week 23 Lecture Management and Sources of finance Watson & Head Ch. 3 On-campus delivery
17 1
21
February Seminar Lecture 16 Questions Please refer to On-campus delivery
2023 s Moodle

Week 24 Lecture Management and Sources of finance Watson & Head Ch. 4 On-campus delivery
18 2 &5
28
February Seminar Lecture 17 Questions Please refer to On-campus delivery
2023 s Moodle

Week 25 Lecture Concept of Time Value of Money Berk et at. Ch. 3, 4 & On-campus delivery
19 5
7 March
2023 Seminar Lecture 18 Questions Please refer to On-campus delivery
s Moodle
Week 26 Lecture Project Evaluation (Non-discounting Watson & Head Ch. 6 On-campus delivery
20 methods)
14
March Seminar Lecture 19 Questions Please refer to On-campus delivery
2023 s Moodle

14
Week 27 Lecture Project Evaluation (Discounting Watson & Head Ch. 6 On-campus delivery
21 Methods)
21
March Seminar Lecture 20 Questions Please refer to On-campus delivery
2023 s Moodle

Week 28 Lecture Revision (Economics and Finance) Please refer to On-campus delivery
22 Moodle
28
March Seminar Lecture 21 Questions Please refer to On-campus delivery
2023 s Moodle
Week 29 Lecture Revision (Economics and Finance) Please refer to On-campus delivery
23 Moodle
4 April
2023
Seminar Revision Please refer to On-campus delivery
s Moodle

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7. Assessment

Assessment schedule:
First sit Deadline or Weighting out Maximum Marking type Learning outcomes
assessments exam period of 100%* length mapped to this
assessment.
Essay 22.03.2024 40% 1,500 Words Stepped 1, 2, 4 and 5
(coursework) By 11.30pm

Exam April/May 2024 60% 3-Hours Numerical 1,2,3,4,5 and 6

*The weighting refers to the proportion of the overall module result that each assessment
task accounts for.
Details of exam arrangements will be provided approximately six weeks before the exam
period.

Assessment Details
Suppose that you are currently employed by a consultancy firm. The senior management of
the consultancy firm has asked you to undertake research into one of the FTSE 100
companies on the London Stock Market. To help with your research, you are expected to use
firm annual reports, research papers, books, business magazines and newspaper articles.

Requirement

Based on the research undertaken, you are required to write an essay of 1,500 words and
answer the following in your discussion:

1) Select two external factors and analyse their effect on the performance of your
chosen company in the last three years (2021-2023).

External factors could come under the following categories: Economic, demographic,
political, legal, technological, global, sociocultural and physical.

2) In the post pandemic period, interest rates in the U.K. continued raising, from 0.5%
(December 2021) to 5.0% (June 2023). Analyse how this interest rate increase
could impact the business activities of your chosen company in terms of financing
their investment activities.

You are required to answer all questions. A coursework support session will be provided.
Furthermore, written feedback on the coursework will be provided on Moodle once the
marking is completed. This will follow a sandwich pro-forma feedback, indicating: 1) areas
where students did well, 2) areas of improvement and 3) what can be taken forward.

16
Important note: Coursework is marked on the understanding that it is the student’s own
work on the module and that it has not, in whole or part, been presented elsewhere for
assessment. Where material has been used from other sources, this must be properly
acknowledged in accordance with the University’s Regulations regarding Academic
Misconduct.

Additional Information

The coursework is to be submitted electronically through the MOODLE site on the: 22nd of
March, 2024, by 11:30pm.

You have a word limit of 1,500 words [+/- 10%].

The coursework should include an introduction and a conclusion.

Both questions must be answered.

You may use diagrams, charts, tables, figures and graphical illustrations to support your
discussion but be aware that they need to be relevant to your argument, properly labelled
and indicated with source.

You must include a full bibliography [reference list] in Harvard referencing format.

You may include additional information by way of appendices to support your assignment
response. Bibliography, footnotes and appendices WILL NOT be included within your word
count.

In your answer, please ensure that your essay has a strong academic foundation including
theory, empirical evidence and references. If you use material from case studies or company
websites remember that these need to be properly quoted and referenced just like all other
materials.

17
Coursework Marking Criteria
Please refer to the detailed marking rubric at the end of this course handbook for further
detail.

Marking Criteria Mark allocated to criteria

Focus:
Does the answer stay within and fulfil the sub- 20% of the overall mark
question and topic parameters?
Note: The research needs be carried out for one
company in FTSE100 over the period 2021-2023.
Synthesis:
Does the answer bring together the literature in a 28% of the overall mark
significant manner that addresses an essay
question?
Content, Soundness of knowledge and
understanding:
Does the answer indicate a comprehensive
understanding of the topic area and literature 36% of the overall mark
discussed?
Note: The answer needs to be supported by
evidence and data.

Structure, presentation, clarity and

references:
Is the answer well organized and presented, 16% of the overall mark
logically constructed to achieve synthesis while
being mindful of the needs of the reader? Is the
answer clearly written, spell checked and
grammatically sound and referenced
appropriately?

Marking Rubric:
Please refer to the end of this Module Handbook for the detailed marking rubric.

Important note: Coursework is marked on the understanding that it is the student’s own
work on the module and that it has not, in whole or part, been presented elsewhere for
assessment. Where material has been used from other sources, this must be properly

18
acknowledged in accordance with the University’s Regulations regarding Academic
Misconduct.
Formative Assessment Details
Students will be given an essay type of question during the coursework support seminar,
similar in nature to the one they have been asked to work on in their coursework. Further
details about the formative essay question are provided on Moodle. Students will work in
groups of 4 to 5 people per group to address this question. One to two students per group
will then present their answers to the class. Students from other groups will offer ways and
suggestions to improve this answer. The tutor will guide students throughout this process. In
addition, the tutor will further advise students about the coursework, including the structure
of the essay and Harvard referencing.

Marking, feedback and next steps

To pass this module, you must achieve an overall mark of 40+ percent for all assessments.

For coursework, the marks and feedback will normally be provided to students within fifteen
working days of the submission deadline. In exceptional circumstances, where there is a
delay in providing feedback, you will be informed by the module leader.

If you do not pass a module at the first attempt, you may be eligible for a resit opportunity
on the failed assessments. The Exam Board will decide whether you will have an opportunity
to resit. They will consider your overall set of results and profile, including other modules
and your engagement on the programme, for example, whether you have attempted
assessments or not. Note that marks on resit assessments are capped at 40% unless
extenuation has been applied for and granted.

For further details on resit assessments, please see section 7 below.

The assessment and feedback policy can be accessed at Assessment and Feedback Policy

Academic skills support

In addition to the teaching and learning activities within the module, additional academic
skills support, guidance, and resources are available at the following links:

Academic and Digital Skills support - https://www.gre.ac.uk/academicskills

Academic Integrity - https://libguides.gre.ac.uk/courses/integrity
Guidance on use of AI - https://docs.gre.ac.uk/rep/information-and-library-services/ai-
guidance

19
The IT handbook for new students - https://docs.gre.ac.uk/rep/information-and-library-
services/student-booklet

Strong academic skills will help you to act with academic integrity, honesty, and trust. These
are the values on which academic achievement at the University of Greenwich is based. As a
student, you are expected to take responsibility for the integrity of your own work, including
asking for clarification where necessary. Any improper activity or behaviour which may give
you an academic advantage in assessment is considered to be assessment misconduct.
Allegations of assessment misconduct will be considered under the University’s Assessment
Misconduct Procedure and may result in a penalty being imposed. More information about
this procedure can be found at Assessment Misconduct Procedure.

Extenuating circumstances
The University recognises there are times when matters that are unexpected and beyond a
student’s control will impact on their performance and ability to complete assessments
within the specified timeframe. Examples include unforeseen illness, a death in the family, or
injury. Guidance on submitting an extenuation claim can be found at: Extenuating
circumstances.

If you have a disability, specific learning difficulty, for example dyslexia, a long-term medical
condition or a mental health condition which might affect your studies and assessments, and
you have not already done so, then we advise that you seek support from the Student
Wellbeing Service by contacting wellbeing@gre.ac.uk in the first instance

Student Support
The University offers a range of support services including health and medical services, a
chaplaincy, disability and dyslexia support, and mental health & wellbeing support. Support
can be accessed at Student Support | Support and Wellbeing.

External Examiner
Not Applicable as this is a Level 4 course.

20
8. Resit assessments

Assessment schedule:
Resit Deadline Weighting Maximum Marking Learning
assessments out of length type outcomes
100%* mapped to this
assessment.
Essay (coursework) Exact 40% 1,500 Stepped 1, 2, 4 and 5
date TBC Words
Exam Exact 60% 3-Hours Numerical 1,2,3,4,5 and 6
date TBC

Resit information and supporting material for the resit assessments will be provided on
Moodle in due course. Students are welcome to contact the course leader and the teaching
team should they require any further support.

9. Resource recommendations
The following are suggested readings for the module. Additional, more detailed reading
recommendations will be provided for the module topics.
You can check availability of the resources by using the search tool LibrarySearch at
https://librarysearch.gre.ac.uk.
The following are suggested readings for the module. Additional, more detailed reading
recommendations will be provided for the module topics.

Essential Reading (for term 1 and term 2):

Author Title Publisher ISBN

Sloman, Economics, 10th Edition Pearson 978129218786

J, Wride, 0
A. and An earlier edition of the book is also acceptable.
Garratt Please note that an electronic version of this book (7th edition) is available
through the Greenwich Library, at the following link:
https://ebookcentral.proquest.com/lib/gre/detail.action?
docID=5139481

Mishkin, Financial Markets and Institution, 9th Edition Pearson 978129221500

F. S. and

21
Eakins, S 6
An earlier edition of the book is also acceptable.
Please note that an electronic version of this book (8th edition) is available
through the Greenwich Library, at the following link:
https://ebookcentral.proquest.com/lib/gre/detail.action?
docID=5175056

Watson, Corporate Finance: Principles and Practice, 8th Edition

D. and Pearson 978129224431
Head, A An earlier edition of the book is also acceptable. 0
th
Please note that an electronic version of this book (5 edition) is available
through the Greenwich Library, at the following link:
https://ebookcentral.proquest.com/lib/gre/detail.action?
docID=5137080

Supplementary Text Books (Term 2)

Nesiba, An introduction to Financial Markets and Institutions, 2 nd Edition 9780765622761
R. F. and Routledg
Brown B. An electronic version of this book is available through the Greenwich e
Library, at the following link:
https://ebookcentral.proquest.com/lib/gre/detail.action?
docID=1982495
Howells, Financial Markets & Institutions, 5th Edition Pearson 9780273709190
P. and
Bain, K. An electronic version of this book is available through the Greenwich
Library, at the following link:
https://ebookcentral.proquest.com/lib/gre/detail.action?
docID=5186445
Berk, J. B. Fundamentals of Corporate Finance, 4th Edition Pearson 9781292215075
DeMarzo
, P. and Please note that an electronic version of this book is available through the
Harford, Greenwich Library, at the following link:
J. https://ebookcentral.proquest.com/lib/gre/detail.action?
docID=5573777

22
10. Ethical Compliance for Research on Taught Courses
University policy requires any research which might involve human participants to use set
procedures for informing participants, obtaining their informed consent to provide data,
collecting, and storing data. This includes the collection of data for formative or extra-
curricular activities.

Normally this requirement will impact upon approval of topics for undergraduate and
postgraduate dissertations, but may also impact upon individual assignments where a
student or group of students will undertake primary research.
Where a module includes an assessment item involving student collection of data, whether
from human participants or not, before any data is collected each student on such a module
must:
1. Undertake and pass the Epigeum Research Ethics online course available at the
Business School Research Ethics - Approval for Coursework Moodle site, if they have
not already done so;
2. Register the details of the project by completing the online form linked on the same
Moodle site;

All data collected in the course of the project must be:

 stored on the student’s University Home (G:) or OneDrive only. Data may not be stored
on other online file storage depositories such as DropBox or Google Docs, nor on
personal laptops, mobile devices or memory sticks. Where interviews are recorded on
a mobile device, the device must be password protected and the recordings
transferred to the G: or OneDrive and the earliest opportunity and the copy on the
mobile device destroyed. Hand-written notes from interviews should be scanned and
stored on the G: or OneDrive with the originals destroyed;
 destroyed following the confirmation of results at the PAB or resit PAB.

In addition, any student collecting data from human participants must:

 not collect data that is sensitive in nature or is collected from University of

Greenwich staff, nor from vulnerable populations such as children;
 provide all participants with an offline or online participant information sheet
and consent form, using the authorised template;
 include the participant information sheet consent form template as appendices to the
submitted assignment;
 include any questionnaire or interview guide as appendices to the submitted
assignment;

23
  if collecting data online, utilise the University’s subscriptions to Qualtrics, JISC Online
Surveys, Mentimeter, Microsoft Forms, Microsoft Teams, Skype for Business;
 not collect data using other tools not approved by the University (e.g.,
SurveyMonkey, Google Docs, Google Chat, WeChat) which might store data outside of
EU regulations.
If – and only if - any variation from the set procedure detailed above is sought:
 an individual application must be made to the Business Faculty Research Ethics
Committee (FRECBUS) using a UREB form.
 The response of the committee will be emailed to the student’s University email
address. The email confirming ethics approval has been granted must be kept and
included as an appendix to the assignment submission it has been granted for.
 Where an application is not approved, the Committee will provide contact details for
the person the student should approach to negotiate the next steps.

Tutor responsibilities
The tutor must:
 ensure that students do not commence data collection without meeting the conditions
of this policy;
 check that participant information forms, consent forms and data collection
instruments comply with this policy, before they are employed;
 check that consent forms have been collected from all participants;
 advise students wishing to undertake activities in variance from the set procedure to
submit a full UREC form to the FRECBUS for approval before data collection
commences;
 Refer any student who collects data outside the conditions of this policy to an
academic offences panel.
 When marking the submitted assignment, assess the extent to which the ethical
requirements specified above have been met.

Module Leader responsibilities

The Module Leader must:
 include an ethics requirements component in relevant marking rubrics;
 include a review of ethics compliance in moderation of partner samples;
 notify FRECBUS of any students who have:
o collected data without the required approval;
o submitted assignments without any required appendices;
o otherwise not met the ethics requirements.

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Failing to comply with the conditions of this policy is an academic offence.
For further details, see FREC process - June 2023 version.docx

11. Additional module information

No

12. Digital Student Centre (non-academic queries)

Our new Digital Student Centre is your space to find answers 24/7 to your questions about
student life, helping you get the support you need when you need it. AskUoG provides you
with hundreds of up-to-date articles covering topics such as student engagement, student
finance, academic and personal conduct, accommodation, visa and international student
advice, disability, mental health and wellbeing support.

You can also download important documents like bank, student status and council tax letters
by visiting My Documents on the Digital Student Centre (eligibility criteria apply).

If you can't find the right answer or need more personalised support for your query, you can
create an enquiry and our specialist teams will respond swiftly. You will be able to track your
requests and check the status of your enquiries in real time.

For academic queries, always contact the staff who work with you on your academic
programme - your programme leader, module leader or personal tutor.

13. Changes to the module

At the University of Greenwich, we value feedback from students as well as External
Examiners and other stakeholders and we use this information to help us improve our
provision.

Important note: The University of Greenwich will do all that it reasonably can to deliver the
module and support your learning as specified in our handbooks and other information
provided. However, under some circumstances, changes may have to be made. This may
include modifications to the:

 content and syllabus of modules, including in relation to placements

 timetable, location and number of classes
 content or method of delivery of your module
 timing and method of assessments.

25
This might be because of, for example:
 academic changes within subject areas
 the unanticipated departure or absence of members of university staff
 where the numbers expected on a module are so low that it is not possible to deliver
an appropriate quality of education for students enrolled on it
 industrial action by university staff or third parties
 the acts of any government or local authority
 acts of terrorism.

In these circumstances, the university will take all reasonable steps to minimise disruption by
making reasonable modifications. However, to the full extent that it is possible under the
general law, the university excludes liability for any loss and/or damage suffered by any
applicant or student due to these circumstances.

Other Details
The majority of information relevant to you while you study at the University has been
brought together into your programme handbook. Please refer to your programme
handbook for any further information you might require including:

 Deadlines and extenuating circumstances,

 Plagiarism and referencing,

 Who to go to for advice or if you are concerned,

 How to provide us with feedback,

 Key administrative procedures.

26
 Marking Rubric FINA1126
TASKS Failed (0% to 29%) Poor (30% to 39%) Satisfactory (40% to 49%) Good (50% to 59%) Very Good (60% to Excellent (80% to 100%)
69%)

Focus Absence of any Limited presence of Satisfactory focus but The focus is clear and The focus is very clear, In addition to the previous,
Does the answer stay coherent argument or argument or leaves much space for engaging, key argument is catching and student has gone beyond
within and fulfill the reference to the essay reference to the improvement. criterias have been persuasive, key the requirements and
sub- question and sub-question(s). essay sub- The essay sub-question(s) researched, linked concepts are interesting, shown initiative, originality
topic parameters? Completely question(s). could be better focused to together and well well researched and and insight in researching
unfocused. The stay within the parameters explained. contextualized. the essay sub-question(s).
(20% of the overall answer is not within of each sub-question.
mark) the parameters of the
sub-question(s).

Synthesis Absence of evidence Very limited use of Satisfactory reference is Good ability to Very good ability to Excellent ability to present,
Does the answer of engagement with literature, including made to background present, evaluate and present, evaluate and evaluate and interpret
bring together the relevant reading. and/or use of reading but it is limited in interpret relevant interpret qualitative and qualitative and quantitative
literature in a No understanding of irrelevant material. nature and draws on a reading in order to quantitative data, in data, in order to develop
significant manner techniques needed for Limited restricted number of develop strong lines order to develop lines of lines of argument and
that addresses an quantitative and understanding of research papers, books, of argument and argument and make make sound judgments in
essay question? qualitative analysis. appropriate newspaper articles, etc... make sound sound judgments in accordance with basic
(28% of the overall Absence of techniques There is some evidence judgments in accordance with basic theories and concepts for
mark) understanding of how applicable to the that the literature has accordance with basic theories and concepts each sub-question in the
established research of the helped to inform student’s theories and concepts for each sub-question in coursework. Highly
techniques of essay sub- thinking when researching underlining essay the coursework. Good comprehensive range of
research and enquiry question(s). Limited into the topic of sub- sub-question(s). range of evidence that is evidence that is interpreted
are used to create originality in the question(s). Brings together the interpreted with insight in with insight in its
and interpret application of Some reference made to literature in a good its application of context application of context for
knowledge in the knowledge, together statistical and data. manner to addresses for each sub-question. each sub-question.
discipline. with a limited Discussion is more essay sub- Good range of evidence Excellent range of
understanding of descriptive than analytical question(s). and critical engagement evidence and critical
how established or critical. embedded in the work. engagement embedded in
techniques of Work supported by a basic Good ability to collect the work. Excellent ability
research and enquiry to standard range of and interpret appropriate to collect and interpret
are used to create sources. data and successfully appropriate data and

27
 and interpret undertake research for successfully undertake
knowledge in the each sub-question with a research for each sub-
discipline. Limited good degree of question with a very good
conceptual autonomy. degree of autonomy.
understanding that
enables the student
to evaluate critically
current research and
advanced
scholarship in the
discipline of sub-
question(s), as well
as to evaluate
methodologies and
develop critiques of
them.
Content,
Soundness of Lacks evidence of Minimal Satisfactory level of Demonstration of Very good Knowledge of Sophisticated and
knowledge and understanding of the understanding of the understanding of the essay good knowledge of the underlying concepts comprehensive Knowledge
understanding: essay sub- essay sub- sub-question(s). The the underlying and principles of the underlying concepts
Does the answer question(s).. Absence question(s). Lack of discussion is not very concepts and associated with and principles associated
indicate a of key elements or critical judgment and detailed and provides a principles associated coursework sub- with coursework sub-
comprehensive discussed too briefly, limited evidence of descriptive rather than an in with the essay question(s). A very good question(s). An excellent
understanding of the vaguely or critical analysis of the depth analysis. Overall, question. Good ability to evaluate and ability to evaluate and
topic area and inaccurately. essay sub- there is a satisfactory ability to understand interpret these within the interpret these within the
literature discussed? question(s). attempt at this criteria. and analyse most of context of each sub- context of each sub-
(36% of the overall Substantial errors or Sufficient awareness of the the research related question(s). Very Good question. Highly
mark) omissions. subject area but with minor to the essay’s sub- coverage of assessment comprehensive coverage
errors and/or omissions of question question(s). specifications alongside of assessment
essential material. Ability to critically accurate consistent specifications alongside
examine sub- knowledge and accurate consistent
question(s). understanding of main knowledge and
concepts and theories. understanding of main
Very Good awareness of concepts and theories.
the limitations of the Excellent awareness of the
knowledge base of each limitations of the

28
 sub-question, its knowledge base of each
terminology and sub-question, its
discourse. terminology and discourse.
Structure, No structure Work has The structure is satisfactory Good structure Very good structure. Excellent and sophisticated
presentation, clarity presented, lacking in disorganized overall but does need overall, which The work observes many structure.
and references: coherence, elements and reflects improvement. includes an academic conventions in Demonstrates a very clear
Is the answer well organisation and a Limited ability to Some sentences’ structure introduction, style and content and is understanding of how to
organized and proper use of plan. require revision as this can development and presented very clearly. communicate effectively for
presented, logically paragraphs. No The work is affect the flow of your work conclusion. Good use Very good writing style the benefit of the intended
constructed to clarity in the way hampered by errors in places. made of paragraphs. and grammatical audience. Excellent writing
achieve synthesis ideas are presented in Standard English. A number of errors appear The work observes accuracy. style and
while being mindful of Absence of It lacks academic in the use of Standard academic conventions Sources used are all Outstanding level of
the needs of the references. The style and does not English. The work does not in style and content acknowledged in the text grammatical accuracy.
reader? Is the assessment includes flow well. always flow well in several and is mostly and reference Sources used are very well
answer clearly a significant number Your have provided places and this affects presented in Standard list/bibliography using acknowledged in the text
written, spell checked of errors in Standard insufficient clarity. English. Some errors correct academic citation and
and grammatically English. It lacks references. The The assignment includes a and omissions could – including online all literature is correctly and
sound and academic style and reference reference list /bibliography. be present. Good sources. Referencing is consistently referenced
referenced this impedes flow. list/bibliography has However this referencing is presentation overall. consistent throughout. both within the text and
appropriately? many errors in its often inaccurate and/or A good range of Follows a professional reference list/bibliography.
(16% of the overall layout. Many there are several omissions. references used, approach to academic Reading list demonstrates
mark) references in the Reading list is short and which is relevant. practice. Bibliography is wide reading and
main text are incomplete. Sources are correctly of very good quality in its assignment includes many
incomplete or and consistently breadth and depth and primary sources. All
incorrect, and may referenced both within all sources are primary sources are referenced
be missing from the the text and reference sources. appropriately, all
bibliography. You list/bibliography. references written in the
need further support Reading list correct format – including
with this. demonstrate wide online sources.
reading. References Excellent range of
written in the correct evidence used.
format – including
online sources.

29