This course serves as an introduction for students seeking to understand banking operations, the functions and departments of banks, and the accounting processes specific to various aspects of the banking sector.
By the end of this course, students will be able to:
· Understanding Banking Operations
· Functions and Departments of Banks
· Banking Methods and Practices
· Accounting Processes for Banking Activities
· Financial Statement Preparation
· Regulatory Environment
· Risk Management in Banking
· Ethical Considerations in Banking
· Technological Advancements in Banking
· Global Banking Practices
This course covers the fundamental standards of auditing and identifies those standards related to the stages of auditing, operational auditing, control examination, analytical procedures, and detailed examination of operations. This material aids in understanding auditing procedures, enabling the student to obtain a professional qualification as an auditor. It serves as a new introduction for the student, building on their knowledge of accounting to develop auditing skills.
A المعرفة والفهم :
A1 إدراك ومعرفة دور نظام الرقابة الداخلية وعملية تدقيقه وثم تدقيق دورة الايرادات والمشتريات والاصول بالشكل المناسب
A2 محالولة الوقوف على أهمية الاثباتات و الادلة والتعرف على كيفية تجميعها و انواعها واستخداماتها, ثم التطرق للتقارير وربطها بنتيجة الادلة
B المهارات المعرفية
B1 توضيح أهمية نظام الرقابة الداخلية و عملية تدقيق الرقابة الداخلية.
B2 توضيح المقصود بالادلة و انواعها
B3 امتلاك القدرة على فهم المقصود بالتقارير و انواعها وكيفية استخدامها
B4 الانتقال الى التدقيق العملي والتطرق لتدقيق دورة الايرادات والمشتريات والاصول
Scientific planning and research form the basis for identifying our present and future needs. Consequently, every student in our universities is required to utilize scientific research, making the graduation research course an essential requirement for our students in the modern era. This course assists them in finding solutions, developing products, and contributing to community development.
This course is designed to present an understanding of accounting information systems and their role in the accounting environment. Particular attention is paid to transaction cycles and internal control structure. The three broad aims of the course are to provide students with:
an understanding of the real-life problems of designing, implementing and using accounting information systems and its sub-cycles.
A. Knowledge and understanding
A1: Explain what an accounting information system is and describe the basic function it performs.
A2: Demonstrate understanding of the role and importance of accounting information systems in the various types of business and other organisations.
A3. Identify information system documentation techniques and their use to understand, evaluate, and document an accounting information systems.
A4. Explain the difference between database and file-based systems.
A5: Discuss the relational database systems and informatively analyse and interpret accountant’s role of database systems development.
A6: Describe the basic business activities and related data processing operations performed in the accounting cycles.
A7: Identify and explain control procedures.
B. Cognitive skills
B1: Review and illustrate the purpose, context and functions of accounting information systems in business practices.
B2: Critically assess the impact and effective use of information systems in organisations for competitive advantage.
B3: Explain, analyse and apply the mechanism of system documentation techniques in the accounting cycle.
B4. Compare approaches to AIS including Enterprise Information, Enterprise Resource Planning, etc.
B5- Formulate a vision of the future and explain the evolving importance of AIS and Internal Controls due to the guidance and direction of Public Company Accounting Oversight Board (PCAOB) pronouncements.
C. Practical and professional skills
C1: Prepare system documentation, and use data flow diagrams and flowcharts to understand, evaluate, and document information systems.
C2: Design, implement, and effectively use relational database systems using MS-Access
D. Key transferable skills.
D1: Crucial participating in systems analysis and design.
This is an AOU based course. The goals of the providers of information may run somewhat counter to those of the users of information. Accordingly there is recognition of the social need for independent public accountants-individuals of professional competence and integrity who can tell us whether the information that we use constitutes a fair picture of what is really going on.On successful completion of BS312 course, students should be able to: 1) Determine an understanding of Certified Public Accountants, Professional standards, and Fundamental audit concepts. 2) Apply a range of audit procedures. 3) Apply auditing standards. 4) Demonstrate an understanding of the legal context within which auditing occurs.
A1 : Awareness and understanding of the role of the public accountant , audit standards, ethics , liability , audit evidence , documentation , audit planning, internal control , audit sampling
A2: Demonstrate the ability to audit financial statements based on the standards and procedures A3: Audit of The Sales and Collection Cycle. A4: Audit of The Acquisition and Payment Cycle
B1: Understand the purpose of auditing and be able to investigate and identify procedures Plan the audit, investigate evidence & identify procedures. B2: Acquire understanding of the audit standards and how to apply them in the audit process B3: Be able to distinguish between the different types of audit reports and which report is mostly applicable for each situation.
B4: Be able to identify the environmental influences that might impact the auditor’s plan and opinion.
C1: Perform basic audit based on auditing standards & GAAP.
C2: Perform audit procedures
C3: Establish a relationship between the audit process and environmental influences
D1: Select appropriate procedures for auditing financial statement accounts
D2: Prepare an audit program of a typical firm
A. Knowledge and understanding On successful completion of this programme student will be able to: A1: demonstrate a depth of knowledge and understanding of the variety of accounting contexts.A2: demonstrate a comprehensive understanding of the most widely used techniques and approaches of accounting.A3: demonstrate a variety of models, techniques and methods to solve practical problems arising in accounting.A4: demonstrate a core knowledge base including the essential facts, concepts, principles and theories relevant to the chosen area of specialization.
B. Cognitive skillsAt the end of the programme, students should be able to demonstrate:B1: critically assess and originality in tackling and solving problemsB3: think analytically, reflectively, creatively and logically, drawing on useful approaches developed in a range of cognate disciplines, including financial and management accounting, corporate governance, corporate social accountability, performance management, and decision analysis.B4: evaluate and interpret information, and engage in problem solving, thereby demonstrating a capacity to think clearly and systematically about a range of contemporary issues in accounting.
C. Practical and professional skillsHaving successfully completed this programme student will be able to: C1: select and apply appropriate techniques to solve practical problems in organisations.C2: demonstrate self-direction and some originality in tackling and solving problems.C3: act autonomously in planning and implementing accounting tasks.
D. Key/transferable skills
At the end of the programme, students should be able to demonstrate:D3: plan, organize, and prioritize their time.D6: Learn effectively for the purpose of continuing professional development.
This course focuses on variable and absorption costing and covers a number of methods of allocating costs and overheads. It covers Cost Management Concepts, Cost Accumulation Systems, Cost Allocation Techniques, Operational Efficiency and Business Process Performance, Cost Management Concepts Cost Management Terminology, Cost Behavior, Cost Classification, Costing Techniques, Job-Order Costing, Process Costing, Activity-Based Costing, Joint Product and By-Product Costing,
The objective of this course is to give you an overview of the main topics in Financial Accounting. The students will learn about financial accounting and procedures essential to the preparation of all financial statements with particular emphasis on the corporate form. Topics include an overview of the conceptual framework of accounting, valuation, recording, and presentation of financial statement. Students are introduced to time value of money concepts, as well as, accounting for cash, receivables, payables, bonds, investment, inventories, property, plant, and equipment, intangible assets, equities
B. Cognitive skillsAt the end of the programme, students should be able to demonstrate:B1: critically assess and originality in tackling and solving problemsB2: evaluate company accounts, audit reports and the uses to which these are put.B3: think analytically, reflectively, creatively and logically, drawing on useful approaches developed in a range of cognate disciplines, including financial and management accounting, corporate governance, corporate social accountability, performance management, and decision analysis.B4: evaluate and interpret information, and engage in problem solving, thereby demonstrating a capacity to think clearly and systematically about a range of contemporary issues in accounting.
C. Practical and professional skillsHaving successfully completed this programme student will be able to: C1: select and apply appropriate techniques to solve practical problems in organisations.C2: demonstrate self-direction and some originality in tackling and solving problems.C3: act autonomously in planning and implementing accounting tasks. C4: Prepare and analyse company financial accounts and audit reports.
D. Key/transferable skillsAt the end of the programme, students should be able to demonstrate:D1: appropriate communication skills such as ability to present quantitative and qualitative information, together with analysis, argument and commentary, in an appropriate form.D2: ability to work in groups and other appropriate inter-personal skills, including oral and written presentation skills.D3: plan, organize, and prioritize their time.D4: Critically review evidence including its reliability, validity and significance.D5: Manage resources and time effectively in order to achieve intended goals.D6: Learn effectively for the purpose of continuing professional development.
A. Knowledge and understanding On successful completion of this programme student will be able to: A2: demonstrate a comprehensive understanding of the most widely used techniques and approaches of accounting.A4: demonstrate a core knowledge base including the essential facts, concepts, principles and theories relevant to the chosen area of specialization.
B. Cognitive skillsAt the end of the programme, students should be able to demonstrate:B1: critically assess and originality in tackling and solving problemsB3: think analytically, reflectively, creatively and logically, drawing on useful approaches developed in a range of cognate disciplines, including financial and management accounting, corporate governance, corporate social accountability, performance management, and decision analysis.B4: evaluate and interpret information, and engage in problem solving, thereby demonstrating a capacity to think clearly and systematically about a range of contemporary issues in accounting.B5: exercise relevant personal and interactive skills.
C. Practical and professional skillsHaving successfully completed this programme student will be able to: C1: select and apply appropriate techniques to solve practical problems in organisations.C2: demonstrate self-direction and some originality in tackling and solving problems.
D. Key/transferable skillsAt the end of the programme, students should be able to demonstrate:D1: appropriate communication skills such as ability to present quantitative and qualitative information, together with analysis, argument and commentary, in an appropriate form.D4: Critically review evidence including its reliability, validity and significance.D5: Manage resources and time effectively in order to achieve intended goals.
This course is a comprehensive study of business combinations; the equity methods of accounting for investments in common stock, and consolidated financial statement preparation. In addition this course explores international accounting issues including foreign currency financial statement translation, and accounting for not-for-profit organizations.
Knowledge and understanding On successful completion of this programme student will be able to: 1: demonstrate a core knowledge base including the essential facts, concepts, principles and theories relevant to the chosen area of specialization.
Cognitive skillsAt the end of the programme, students should be able to demonstrate:1: evaluate and interpret information, and engage in problem solving, thereby demonstrating a capacity to think clearly and systematically about a range of contemporary issues in accounting.2: exercise relevant personal and interactive skills.
Key/transferable skills
At the end of the programme, students should be able to demonstrate:1: appropriate communication skills such as ability to present quantitative and qualitative information, together with analysis, argument and commentary, in an appropriate form.2: ability to work in groups and other appropriate inter-personal skills, including oral and written presentation skills.3: plan, organize, and prioritize their time.4: Critically review evidence including its reliability, validity and significance.5: Manage resources and time effectively in order to achieve intended goals.6: Learn effectively for the purpose of continuing professional development.
At the end of the programme, students should be able to demonstrate:D3: plan, organize, and prioritize their time.
D6: Learn effectively for the purpose of continuing professional development.
A. Knowledge and understanding On successful completion of this programme student will be able to: A1: demonstrate a depth of knowledge and understanding of the variety of accounting contexts.A2: demonstrate a comprehensive understanding of the most widely used techniques and approaches of accounting.A4: demonstrate a core knowledge base including the essential facts, concepts, principles and theories relevant to the chosen area of specialization.
B. Cognitive skillsAt the end of the programme, students should be able to demonstrate:B3: think analytically, reflectively, creatively and logically, drawing on useful approaches developed in a range of cognate disciplines, including financial and management accounting, corporate governance, corporate social accountability, performance management, and decision analysis.B4: evaluate and interpret information, and engage in problem solving, thereby demonstrating a capacity to think clearly and systematically about a range of contemporary issues in accounting.
D. Key/transferable skillsAt the end of the programme, students should be able to demonstrate:D1: appropriate communication skills such as ability to present quantitative and qualitative information, together with analysis, argument and commentary, in an appropriate form.D4: Critically review evidence including its reliability, validity and significance.D5: Manage resources and time effectively in order to achieve intended goals.D6: Learn effectively for the purpose of continuing professional development.
B. Cognitive skillsAt the end of the programme, students should be able to demonstrate:B1: critically assess and originality in tackling and solving problemsB2: evaluate company accounts, audit reports and the uses to which these are put.B3: think analytically, reflectively, creatively and logically, drawing on useful approaches developed in a range of cognate disciplines, including financial and management accounting, corporate governance, corporate social accountability, performance management, and decision analysis.B4: evaluate and interpret information, and engage in problem solving, thereby demonstrating a capacity to think clearly and systematically about a range of contemporary issues in accounting.B5: exercise relevant personal and interactive skills.
This course is designed to develop knowledge about the main management functions, and covering the following topics: Corporate Governance, Economic Concepts and Analysis, Financial Management, Information Systems and Communications, Strategic Planning, Operations Management.
Knowledge and understanding On successful completion of this programme student will be able to: 1: demonstrate a depth of knowledge and understanding of the variety of accounting contexts.2: demonstrate a core knowledge base including the essential facts, concepts, principles and theories relevant to the chosen area of specialization.
Cognitive skillsAt the end of the programme, students should be able to demonstrate:1: think analytically, reflectively, creatively and logically, drawing on useful approaches developed in a range of cognate disciplines, including financial and management accounting, corporate governance, corporate social accountability, performance management, and decision analysis.2: exercise relevant personal and interactive skills.
At the end of the programme, students should be able to demonstrate:1: appropriate communication skills such as ability to present quantitative and qualitative information, together with analysis, argument and commentary, in an appropriate form.2: Critically review evidence including its reliability, validity and significance.3: Manage resources and time effectively in order to achieve intended goals.4: Learn effectively for the purpose of continuing professional development.
A. Knowledge and understandingOn successful completion of this programme student will be able to: A1: demonstrate a depth of knowledge and understanding of the variety of accounting contexts.A2: demonstrate a comprehensive understanding of the most widely used techniques and approaches of accounting.A4: demonstrate a core knowledge base including the essential facts, concepts, principles and theories relevant to the chosen area of specialization.
D. Key/transferable skillsAt the end of the programme, students should be able to demonstrate:D1: appropriate communication skills such as ability to present quantitative and qualitative information, together with analysis, argument and commentary, in an appropriate form.D2: ability to work in groups and other appropriate inter-personal skills, including oral and written presentation skills.D4: Critically review evidence including its reliability, validity and significance.D5: Manage resources and time effectively in order to achieve intended goals.
A. Knowledge and understanding On successful completion of this programme student will be able to: A1: demonstrate a depth of knowledge and understanding of the variety of accounting contexts.A4: demonstrate a core knowledge base including the essential facts, concepts, principles and theories relevant to the chosen area of specialization.
At the end of the programme, students should be able to demonstrate:D1: appropriate communication skills such as ability to present quantitative and qualitative information, together with analysis, argument and commentary, in an appropriate form.D4: Critically review evidence including its reliability, validity and significance.D5: Manage resources and time effectively in order to achieve intended goals.D6: Learn effectively for the purpose of continuing professional development.
This course aims to provide the required knowledge of foreign regulations. It cover the following topics: Ethics, Professional and Legal Responsibilities, Business Law, Federal Tax Process, Federal Taxation of Property Transactions, Federal Taxation of Individuals, Federal Taxation of Entities.
B. Cognitive skillsAt the end of the programme, students should be able to demonstrate:B3: think analytically, reflectively, creatively and logically, drawing on useful approaches developed in a range of cognate disciplines, including financial and management accounting, corporate governance, corporate social accountability, performance management, and decision analysis.B5: exercise relevant personal and interactive skills.
C. Practical and professional skillsHaving successfully completed this programme student will be able to: C3: act autonomously in planning and implementing accounting tasks.
At the end of the programme, students should be able to demonstrate:D1: appropriate communication skills such as ability to present quantitative and qualitative information, together with analysis, argument and commentary, in an appropriate form.D2: ability to work in groups and other appropriate inter-personal skills, including oral and written presentation skills.D3: plan, organize, and prioritize their time.D4: Critically review evidence including its reliability, validity and significance.D5: Manage resources and time effectively in order to achieve intended goals.D6: Learn effectively for the purpose of continuing professional development.
In this module, students will build specialised expertise by putting the theory and central managerial aspects taught on the MSc into practice, engaging in a life-changing learning that can challenge students understanding of theories and accounting practices. Students will identify a real problem in the markets and organisations then look for a change that will help solve this problem. This will enable students to develop as leaders of change that go beyond mere applications of theoretical and practical skills to be reflective practitioners, critical thinkers, and independent professionals.
By the end of this module, students will be able to:
This course serves as an introduction for students seeking a foundation in double-entry bookkeeping, maintaining financial records, and preparing basic financial statements. It is also suitable for individuals aiming to obtain a professional qualification as a bookkeeper, accounting technician, or fully qualified accountant.
A المعرفة والفهم :
- أعطاء الطالب فكرة عن ماهية المحاسبة ودورها ونشأتها وتطورها
- التعريف بحقول المحاسبة
- معرفة الأطراف المستفيدة من المحاسبة وأنواع المشاريع
:B المهارات المعرفية
C المهارات العملية والمهنية:
- تسجيل العمليات والأحداث الاقتصادية ، والاحتفاظ بالسجلات المحاسبية .
- إعداد القوائم المالية الأساسية طبقاً للمبادئ المحاسبية المتعارف عليها (GAAP)
- أداء العمليات الأساسية باستخدام الأرقام ، على النحو المطلوب في مسك الدفاتر والمحاسبة .
D مهارات رئيسية قابلة للنقل:
- استخدام الرياضيات البسيطة لأغراض حسابية في مسك
This short course assists students seeking a foundation in double-entry bookkeeping, maintaining financial records, and preparing basic financial statements. It is also suitable for anyone aiming to obtain a professional qualification as a bookkeeper, accounting technician, or fully qualified accountant.
A 1: إظهار القدرة على معرفة المبادئ المحاسبية المتعارف عليها (GAAP)
A 2: إظهار القدرة على تحليل العمليات المالية للمشروع ، وتحديد أثرها على القوائم المالية الصادرة للمستخدمين الخارجيين.
A 3: إظهار القدرة على تحديد المخاطر في النظم المحاسبية والتوصية بضوابط رقابية للحد من تلك المخاطر.
B 1: تحليل وتفسير المعلومات المالية .
B 2: شرح وتوضيح المعلومات المفصح عنها في كل قائمة من القوائم المالية الأربعة الأساسية ، والطريقة التي يتم فيها استخدام تلك المعلومات من قبل متخذي القرار المختلفين .
B 3: تحليل العمليات النقدية وعلى اساس الاستحقاق والمعالجة المحاسبية الخاصة بها .
B 4: تحليل العمليات المالية ، التقييم والإقرار الخاصة بالمدينون
B 5: شرح العمليات المالية الخاصة بالاستثمارات والمعالجة المحاسبية الخاصة بها
B 6: تحليل العمليات المالية للمخزون واامعالجة المحاسبية والإفصاح الخاصة بها
B 7: شرح المعالجة المحاسبية للأصول الثابتة، وتأثير هذه المعالجة على القوائم المالية ..
C المهارات المعرفية
C 1: تسجيل العمليات والأحداث الاقتصادية ، والاحتفاظ بالسجلات المحاسبية .
C 2: إعداد القوائم المالية الأساسية طبقاً للمبادئ المحاسبية المتعارف عليها (GAAP)
C 3: أداء العمليات الأساسية باستخدام الأرقام ، على النحو المطلوب في مسك الدفاتر والمحاسبة .
D مهارات رئيسية قابلة للنقل
D 1: استخدام الرياضيات البسيطة لأغراض حسابية في مسك الدفاتر ، المحاسبة و إعداد القوائم المالية
D 2: استخدام رياضيات لأغراض احتساب استهلاك الأصول.
The main aims and objectives of this course are : • Recognize different types of business industries
• Interpret the accounting workflow within QuickBooks 2014
• Analyze and record business transactions
• Produce and interpret financial reports
• Process and analyze Accounts Receivable and Account Payable
• Prepare and record Payroll for a business
• Use General Journal Entries for adjusting entries
• Create a new company file, using various methods
A Knowledge and Understanding
A1: Demonstrate understanding of the role and importance of computer based accounting in the various types of business and other organisations
A2: Demonstrate understanding of the accounting for Accounts Receivable, inventories, Account Payable and other accounts using accounting software
A3: Demonstrate understanding of the computer based accounting transactional process cycle.
A4: Demonstrate the ability to prepare financial statements based on application of accounting concepts using QuickBooks Pro Accounting
B Cognitive Skills
B1: Review and illustrate the purpose, context of computer accounting for business practices
B2: Explain, analyse and apply the mechanism of double-entry bookkeeping and the accounting cycle in a computer based invironment.
B3. Explain and interpret the purpose, form and content of the computer-based customre and vendors transactions .
B4. Explain and review the relations between financial statements and other reports in a computer based invironment
C Practical and professional skills
C1. Design a computerized accounting system for merchandising and service organizations.
C2. Record information and Prepare related reports regarding inventory, accounts payable, accounts receivable, and payroll.
C3. Input data to record business transactions.
C4. Prepare financial statements and other related reports for the business.
D Key/transferable skills
D1: Use computer skills for the purpose of bookkeeping, accounting and preparing/analysing financial statements, including basic financial analysis.
This course serves as an introduction for students seeking a foundation in managing accounting systems, building accounting databases, operating the accounting cycles of the system, and implementing controls on accounting systems to protect resources and achieve efficient and effective operations.
B1 مراجعة وتوضيح مفهوم النظام المحاسبي , مكوناته، واهدافه التشغيلية والادارية والرقابية في شركات الأعمال.
B2 توضيح دور ادوات تطوير توثيق النظام في مساعدة المدقق والمحاسب في فهم آلية عمل النظام المحاسبي وتقييم نقاط القوة والضعف فيها
B3توضيح مفهوم مخطط تدفق البيانات وخرائط التدفق للنظام المحاسبي
B4 اعداد مخطط تدفق البيانات وخرائط التدفق للنظام المحاسبي.
B6شرح النموذج العلائقي ودوره في بناء قواعد البينات المحاسبية .5 شرح الفرق بين مفهومي نظم الملفات التقليدي ونظم قواعد البيانات في النظام المحاسبي
B7 شرح وتوضيح دورة الايرادات واهم الانشطة المتضمنة فيها اضافة الى القرارات والأنشطة الرقابية.
B8 شرح وتوضيح دورة النفقات واهم الانشطة المتضمنة فيها اضافة الى القرارات والأنشطة الرقابية.
C المهارات العملية والمهنية
C1 اعداد مخطط تدفق البيانات وخرائط التدفق للنظام المحاسبي.
C2 إعداد وبناء قاعدة بيانات محاسبية مبسطةا وفق النموذج العلائقي باستخدام برمجية Access
C3 اعداد مخطط للدورات المحاسبية في شركة اعمال وفق نموذج .DFD
D1 استخدام ادوات توثيق النظم لأغراض فهم الية عمل النظام المحاسبي وبناء قاعدة بياناته وعرض دوراته التفصيلية ، اضافة الى تقييم نقاط الرقابة في النظام
The course aims to help students understand various topics in cost accounting and assist them in preparing financial statements for industrial enterprises while recognizing the differences between financial statements for industrial and service enterprises. Additionally, the course aims to clarify the concepts of standard costing.
A1 إظهار القدرة على معرفة وفهم الانظمة المختلفة للتكاليف والفروقات بين هذه الانظمة وعيوب ومميزات كل اسلوب من الاساليب
A2 اظهار القدرة على تصنيف التكاليف حسب الطرق المختلفة وفهم الغاية من هذه التصنيفات والاستفادة منها في اتخاذ القرارات الملائمة
A3 إظهار القدرة على تحديد اثر طريقة التكلفة الكلية والتكلفة المتغيرة على ارباح الشركات والعلاقة بين صافي الربح حسب الطريقتين.
B1 تحليل وتفسير المعلومات المالية .
B2 شرح وتوضيح المعلومات المفصح عنها في كل قائمة من القوائم المالية الأربعة الأساسية ، والطريقة التي يتم فيها استخدام تلك المعلومات من قبل متخذي القرار المختلفين . وفهم طبيعة عمل الشركة من القوائم المالية
B3 تحليل انحرافات التكاليف وتحديد المسؤول عن كل انحراف
B4 تسجيل العمليات المالية اللازمة لتحضير قائمة تكلفة البضاعة تامة الصنع وكيفية تحضير القائمة وتحديد تكلفة الوحدة الواحدة.
B5 شرح المعالجة المحاسبية لنظام التكاليف حسب طريقة الاوامر الانتاجية والمراحل الانتاجية ونظام ABC
C1 تسجيل العمليات والأحداث الاقتصادية ، والاحتفاظ بالسجلات المحاسبية .
C2 استخدام الانظمة المختلفة للتكاليف لتسجيل العمليات المالية وتحديد تكلفة الوحدة الواحدة
C3 إعداد القوائم المالية الأساسية طبقاً للمبادئ المحاسبية المتعارف عليها (GAAP). معالجة الفاقد والتالف والمعيب.
C4تحضير القوائم والتقارير الخاصة بتحديد تكلفة الانتاج التام حسب الطرق المختلفة
Upon completing this course, the student should be knowledgeable about the following:
A1 إدراك ومعرفة دور المحاسبة الادارية في الشركات والمنظمات الأخرى ، و كذلك معرفة النظرية للفرق بين المحاسبة الادارية والمالية.
B1 عمل تصنيفات مختلفة للتكاليف
B2 تحديد نقطة التعادل بالوحدات والنقود ، هامش الامان
B3 تحديد معلومات التكاليف والايرادات الملائمة لاتخاذ القرار
B4 التعرف على طرق التسعير
B5 تقييم المشاريع الاستثمارية
B6 عمل الموازنات التشغيلية
B7 تحديد التكاليف باستخدام انظمة مختلفة
B8 التعرف على مراكز المسؤولية وتقييم الاداء
C1 التعرف على طرق مختلفة لتقييم المشاريع الاستثمارية
C2 تحليل العلاقة بين الربح والتكلفة والحجم للمساعدة باتخاذ القرار
C3 اعداد الموازنات التقديرية المختلفة
D1 استخدام الرياضيات البسيطة لأغراض حسابية لاحتساب وتحليل بعض المعادلات
The course aims to achieve the following:
A1 إدراك ومعرفة دور المحاسبة الحكومية في القطاعات الحكوميه ، و كذلك معرفة نظرية الاموال المخصصه ، اثر التشريعات الحكوميه على تطبيق الفروض والمبادئ المحاسبيه المتعارف عليها .
A2 معرفة ماهية الموازنات في القطاع الحكومي ، وتصنيفاتها ، والتعرف على التطور في إعداد الموازنات الحكومية .
A3 التعرف على الدوره المستنديه في القطاع الحكومي ، ومعرفة المستندات والقوائم الماليه المستخدمة في المؤسسات الحكومية .
B1 معرفة الفرق بين المحاسبه الماليه في المنشات الربحيه والمحاسبة الحكومية في الوحدات الحكومية ، واثر التشريعات الحكوميه على التطبيق المحاسبي .
B2 معرفة الفرق بين مفاهيم : الأساس النقدي، وأساس الالتزام، وأساس الاستحقاق ، وأساس الاستحقاق المعدل في المحاسبه الحكوميه .
B3 التعرف على معادلة المركز النقدي ، ونتيجة الاعمال في المؤسسات الحكومية ، وتمييزها عن المعادلات المستخدمة في المؤسسات الربحية .
B4 اكتساب المعرفة اللازمة حول المبادئ والفروض المحاسبيه، والمعايير المحاسبية المستخدمة في القطاع الحكومي ، والمعايير المحاسبية الدولية في القطاع العام .
B5 التعرف على طريقة تسجيل القيود للعمليات المالية الحكومية، واختلافها بناءً على الأساس المحاسبي المستخدم.
B6 التعرف على طريقة إثبات قيود الاقفال للحسابات المؤقتة (الإيرادات العامة ، والنفقات العامة) .
B7 التعرف على آلية اعداد الموازنات الحكومية ، والاسس التي يتم من خلالها تقدير بنودها ، والطريقة التي يتم فيها توزيع الايرادات المتأتيه للدوله ، وضبط عمليات الانفاق .
B8 توضيح مصادر الايرادات الحكومية ، وجهات الانفاق في القطاع الحكومي.
B9 التعرف على طريقة تسجيل القيود للعمليات المالية وفق أساس الاستحق المعدل (الأموال المخصصة العامة والخاصة)
B10 التعرف على طريقة اعداد الخلاصة الحسابية الشهرية ، وقائمة المركز النقدي في القطاع الحكومي، واعداد قائمة الحساب الختامي للدولة .
C1 امتلاك القدرة على تسجيل العمليات المالية الحكومية ، والترحيل ، والتعامل مع الدفاتر اللازمة لذلك .
C2 القدرة على القيام بتحليل مبسط للموازنة العامة للدولة ، والحساب الختامي ، وموازنة التمويل ، والتوصل الى نتائج بخصوصها .
C3 إمكانية أداء العمليات الأساسية ، والتعامل مع الدوائر الحكومية ؛ وفقا للأسس المحاسبيه المطبقه في الدوله ، والقدرة ايضاً على التعامل مع الأسس المحاسبية الحديثة .
C4 اعداد القوائم المالية الحكومية في اطار المحاسبه الحكوميه
D1 استخدام الرياضيات البسيطة لأغراض حسابية مثل إعداد الموازنة العامة ، وتقدير بنود الموازنة ، والتسجيل والترحيل في الدفاتر المحاسبية .
D2 تحليل الانحرافات المالية ، مثل تحليل أسباب الفروقات بين تقديرات الموازنة العامة ، والتنفيذ الفعلي لها ، وتحليل أسباب العجز .
D3 تحليل التغيرات في الأسس المحاسبية المستخدمة في الدولة، بما يتناسب مع تطبيق المعايير الدولية الحكومية IPSAS
This course serves as an introduction for students seeking a foundation in auditing accounting systems, building accounting databases, operating the system's accounting cycles, and implementing controls on accounting systems to protect resources and achieve efficient and effective operations.
This course represents an intermediate stage in building the knowledge and understanding required for students regarding the accounting processes of some advanced topics, as well as the descriptive characteristics related to the impact of different accounting processes on profit.
A1 إدراك ومعرفة دور معايير الابلاغ المالي الدولية في تحديد ربح الشركات والتصنيف الداخلي للقوائم المالية والتحديات التي تواجه الشركات في تطبيق المعايير
A2 إدراك ومعرفة أثار القيمة الزمنية للنقود على المعالجات المحاسبية والقوائم المالية
B1 عرض معيار الابلاغ المالي رقم 9 وتوضيح اثر المعالجات المحاسبية على القوائم المالية
B2 توضيح عملية احتساب خصم وعلاوة اصدار السندات وكيفية اطفائها
B3 توضيح الفرق في المعالجة المحاسبية للاستثمارات والالتزامات والاطفاءات المتعلقة بها
B4 توضيح القوائم المالية الأربعة المصنفة
B5 توضيح طبيعة وتقييم الالتزامات قصيرة الاجل
B6 تحديد تكلفة الاصول الثابتة والتحديات المتعلقة بالمباني الممولة خارجيا
B7 شرح طرق الاهتلاك المختلفة وتدني الاصول الثابتة
C1 تسجيل العمليات المالية والأحداث ، والمحافظة على السجلات المحاسبية .
C2 إعداد القوائم المالية الأساسية طبقاً للمبادئ المحاسبية المتعارف عليها IFRS
B1 التفريق بين الربح وفقا لاساس الاستحقاق والربح وفقا للاساس النقدي
B2 توضيح قائمة التدفقات النقدية
B3 تطبيق نسبة الاتمام المستخدمة في العقود طويلة الاجل
B4 توضيح المعالجة المحاسبية لعقود الانشاءات طويلة الاجل
B5 تحديد الخصائص المتعلقة بعقود التاجير التمويلي
B6 توضيح المعالجة المحاسبية لعقود التاجير التمويلي في دفاتر المستاجر
B7 تحديد نوعي التغيرات المحاسبية والمعالجات المحاسبية المبنية عليها
D1 استخدام الرياضيات البسيطة لأغراض حسابية في اعداد الحسابات
The course will prepare and help students in analyzing real company financial statements as follows:
In Chapter 1, students immediately learn about the basic financial statements. At once they learn four basic financial analysis ratios, common-size analysis, and trend analysis. They will use these tools throughout the course. Chapters 2 through 5 cover the basic financial statements, with full chapters dedicated to the statement of cash flows and the statement of stockholders' equity. Chapter 6 deals with topics that are traditionally covered in the first accounting course, such as inventory and property, plant and equipment. Chapter 7, students learn the accounting cycle, with the debit-credit system, adjusting, and closing journal entries.
A Knowledge and Understanding
A1 Use accounting and business terminology, and understand the nature and purpose of generally accepted accounting principles (GAAP).
A2 Explain the objective of financial reporting, the elements of the financial statements, and the related key accounting assumptions and principles.
A3 Recognize the information conveyed in each of the four basic financial statements and the way it is used by investors, creditors, regulators, and managers
B Cognitive skills
B1 Research into accounting issues relating to financial statement analysis, expertise and knowledge
B2 Synthesise material from a variety of sources in constructing arguments or describing financial analysis processes
B3 Evaluation and comparison of competing companies.
B4 Critical thinking, analysis, and synthesis.
C1 The ability to evaluate the nature of current assets including the measuring and reporting of items such as short-term investments, receivables and bad debts, inventory and costs of goods sold, and prepaid expenses.
C4 The application of course ideas to students’ own interactions with organisations and life experiences.
D1 Effective communication, both orally and in writing, of information, arguments and ideas, using language and styles appropriate for a business context and audience.
D2 Effective performance in a team environment both in face-to-face and/or virtual contexts.
D3 Effective use of information and communication technologies for business purposes.
This course aims to inform and impart knowledge to students on the current tax legislation, tax accounting procedures, and how to adjust accounting profit to taxable profit. It includes familiarizing students with the tax forms used for this purpose, enabling them to closely understand the procedures followed by the Income and Sales Tax Department and the mechanisms of interaction between the department and taxpayers in the process of imposing and collecting taxes in all its steps.
B المهارات المعرفية
B1 تحليل وتفسير الفرق بين الربح المحاسبي والربح الضريبي
B2 تحليل وتفسير التعديلات التي تتم على الربح المعلن في البيانات المالية للتوصل الى الربح الضريبي،وكذلك فيما يتعلق بالمبيعات/الايرادات لاغراض إحتساب ضريبة المبيعات .
C1 القدرة على تعديل الربح المحاسبي الى ربح ضريبي.
C2 القدرة على بيان المبرر القانوني والمحاسبي لكل عملية تعديل للربح المحاسبي.
C3 القدرة على إحتساب الضريبة المستحقة .
D1 تعبئة الاقرارات الضريبية
D2 استخدام الرياضيات البسيطة لأغراض إحتساب المصاريف والنفقات المقبول منها ،وغير المقبول خاصة فيما يتعلق بمصاريف الدخول المعفاه من الضريبة
D3 التوصل الى احلول ضريبية قانونية ومحاسبية بإستخدام المهارات المختلفة لبعض القضايا الضريبية التي يمكن ان تكون مطرح للنقاش بين دائرة ضريبة الدخل والمبيعات من جهة والمكلفين من جهة أخرى.
This course is essential for providing students with comprehensive knowledge of accounting for partnerships and corporations by introducing the different types and the mechanisms of establishment according to applicable Jordanian law. Additionally, this course aims to familiarize students with the accounting processes for the activities and operations of these companies from their formation to their liquidation.
The course reinforces complete understanding and communication through participation in discussions and the application of concepts to both practical and theoretical cases. It also aims to develop research and analytical skills by practicing sourcing information related to case studies and practically applying their content.
A1 معرفة تكوين شركات التضامن وإدارتهاوالمعالجة المحاسبية لتكوين شركة التضامن.
A2 معرفة المعالجات المحاسبية الخاصة بالمسحوبات الشخصية للشركاء وأعطاء القروض الشركاء في شركات التضامن.
B1 معرقة المعالجات المحاسبية الخاصة بكل من الحسابات الجارية للشركاء في شركات التضامن.
B2 إعداد القوائم المالية وتوزيع الأرباح والخسائر في شركات التضامن.
B3 معرفة أعداد كل من قائمة الدخل, قائمة توزيع الأرباح والخسائر, قائمة المركز المالي ,توزيع الأرباح والخسائر بين الشركاء و احتساب مكافآت لبعض الشركاء في شركات التضامن.
B4 معرقة التغير في ملكية شركات التضامن
B5 معرفة المعالجات المحاسبية لعمليات انضمام شريك جديد للشركة و انسحاب احد الشركاء من الشركة.
B6 انقضاء شركات التضامن وتصفيتها
B7 معرقة كل من إجراءات التصفية والمعالجة المحاسبية للتصفية وقائمة التصفية.
B8 معرفة أجراءات تأسيس الشركات المساهمة العامة المحدودة ومعرفة خصائص الشركات المساهمة العامة المحدودة .
C1 معرفة تكوين راس مال الشركات المساهمة العامة المحدودة ,أنواع الأسهم , الاكتتاب بأسهم الشركة المساهمة العامة المحدودة
C2 معرفة المعالجة المحاسبية لتكوين الشركات المساهمة العامة المحدودة وبالاضافة الى مصاريف التأسي
C3 معرقة إعداد الحسابات الختامية والقوائم المالية للشركات المساهمة العامة المحدودة مثال ذلك
قائمة الدخل
قائمة توزيع الارباح والخسائر
قائمة المركز المالي
التغيير في رأس مال الشركات
زيادة راس مال الشركات المساهمة العامة المحدودة
تخفيض راس مال الشركات المساهمة العامة المحدودة
المساهمة العامة المحدودة
D1 العمل على معرفة اجراءات تصفية الشركات المساهمة العامة المحدودة وفسخها والذي يتضمن معرقة كل من
تعيين المصفي وبدء إجراءات التصفية المعالجة المحاسبية للتصفية تصفية الشركة المساهمة العامة المحدودة بخسارة تفوق حقوق المساهمين
This course helps students to:
A1 معرفة الاطار المفاهيمي لطبيعة واغراض المحاسبة ونشأة المحاسبة وتطورها التاريخي و اسس بناء نظرية المحاسبة ( الفروض المحاسبية – المبادئ المحاسبية – الطرق والسياسات والاجراءات المحاسبية)
A2 فهم ومعرفة النظريات المحاسبية و تطبيقاتها في الممارسة المهنية (اسس تصنيف نظريات المحاسبة – انواع النظريات المحاسبية)
A3 فهم تطور المحاسبة من مهنة إلى نظام للمعلومات يتجاوز نطاق المنشأة إلى النطاق الاجتماعي .
A4معرفة وفهم الفروق بين الفروض المحاسبية والمفاهيم المحاسبية والمبادئ المحاسبية والمحددات المحاسبية
B1 فهم طبيعة واغراض المحاسبة المختلفة
B2 معرفة كيفية نشأة المحاسبة وتطورها التاريخي
B3 فهم ودراسة ركائز (اسس) بناء نظرية المحاسبة ، وتشمل الفروض، والمفاهيم ، والمبادئ ، والمحددات المحاسبية
B4 فهم ومعرفة مداخل (مناهج) بناء نظرية المحاسبة
B5 معرفة النظريات المحاسبية والتمييز بينها ، والتعرف على تطبيقاتها في الممارسات المهنية .
B6 فهم ومعرفة المقومات العلمية للقياس المحاسبي في كل من قائمة الدخل ، والمركز المالي
B7 فهم ومعرفة المقومات النظرية للمحاسبة الإسلامية (الفروض ، والمفاهيم ، والمبادئ)
C1 امتلاك القدرة على التفريق بين المناهج المتبعة في بناء نظرية المحاسبة (المدخل التقليدي، مدخل الافادة لمتخذ القرار، مدخل اقتصاديات المعلومات)
C2 امتلاك القدرة على التفريق بين المحاسبة المالية والمحاسبة الإسلامية
C3 امتلاك القدرة على معرفة أسس إعداد القوائم المالية في المحاسبة الإسلامية
C4 امتلاك القدرة على استخدام خطوات القياس المحاسبي في قياس بنود قائمة الدخل ، والمركز المالي
D1 استخدام معايير محاسبية لفهم المحتوى المعلوماتي للقوائم المالية .
D2 التمييز بين استخدامات معايير المحاسبة الدولية ومعايير المحاسبة الإسلامية
D3 استخدام مداخل بناء النظريات المحاسبية في استنتاج النظريات المحاسبية المعروفة .
This course covers the fundamental concepts of auditing and serves as a new introduction for students after they have studied financial accounting and other branches of accounting. Through this course, students will learn about the auditing profession, the requirements for practicing the profession, and the duties and responsibilities of auditors. It provides an introduction to auditing standards and their applications to major accounting operations and related accounts.
A المعرفة والفهم :
A1 معرفة الطالب بمفهوم التدقيق
A2معرفة الطالب بانواع التدقيق والخدمات التي تقدمها مهنة التدقيق
B1 توضيح أهمية الرقابة على الجودة ضمن شركة التدقيق.
B2 توضيح العلاقة بين معايير التدقيق الدولية و معايير التدقيق الأمريكية، واظهار الفرق بينهما
C1 امتلاك القدرة على فهم المقصود بواجبات و مسؤوليات المدقق وكيف يصبح المدقق مسائل مع التركيز على مصطلح بذل العناية المهنية اللازمة.
C2 قدرة الطالب في تفهم مسؤولية المدقق عن الغش والخطأ
C3 معرفة الطالب حول مسؤولية المدقق عن المخالفات القانونيه
C4
D1 معرفة الطالب بمباديء قزاعد السلوك المهني والقواعد وتفسيراتها
E1 معرفة ما المقصود بتخطيط عمل المدقق وكيف يتم ذلك بالاضافة لاسس توثيق المهام التدقيقيةقبول المهمة التدقيق وكيفيه استخدام المراجعه التحليليه للحكم على قبول الشركة
E2 مقدمه معرفيه غن الاهمية النسبيه
E3 معرفة عن مخاطر التدقيق وعلاقتها بحجم ادلة الاثبات
A1 معرفة حالات الدمج باشكالها القانونية المختلفة (الاندماج والاتحاد والسيطرة). (معرفة)
A2 تسجيل عمليات الاندماج والاتحاد وانتقال الاصول والالتزامات.(معرفة)
A3 اعداد القوائم المالية بعد الدمج او الاتحاد مباشرة
B1 اعداد القوائم المالية الموحدة بدون عمليات تبادلية.
B2 إعداد القوائم المالية الموحدة مع وجود عمليات تبادلية
C1 اعداد القوائم المالية الموحدة في تاريخ التملك
C2 اعداد القوائم المالية الموحدة بدون عمليات تبادلية.
The student will learn the conceptual framework for preparing and presenting financial statements, as well as become familiar with the issued International Accounting and Financial Reporting Standards and their associated details and interpretations. The student will also gain the ability to apply the most important of these standards to practical cases in a manner consistent with the interpretations and intended objectives of their issuance, while considering the latest amendments and updates to these standards.
A1 التعرف على عناصر الاطار المفاهيمي لاعداد القوائم المالية وصفات المعلومات المحاسبية
A2 إظهار القدرة على تحليل العمليات المالية للمشروع ، وتحديد أثرها على القوائم المالية الصادرة للمستخدمين الخارجيين .
A3 إظهار القدرة على تحديد هيكل كل معيار وكيفيه عرض هذة المعايير.
B2 شرح وتوضيح المعالجة المحاسبية للتغير في السياسات المحاسبية والتقديرات والاخطاء المحاسبية .
B3 تحديد اليه القياس الاولي لمجموعة من الاصول الملموسة وغير الملموسة
B4 تحديد اليه وطرق الاستهلاك والاطفاء
B5 تحديد الية القياس اللاحق لمجموعة من الاصول الملموسة وغير الملموسة .
C1 توضيح كيفية تسجيل العمليات والأحداث الاقتصادية ، والاحتفاظ بالسجلات المحاسبية وفق معايير الابلاغ المالي الدولية .
C2 التعرف على كيفية إعداد القوائم المالية الأساسية طبقاً لمعايير الابلاغ المالي الدولي.
C3 التعرف على نطاق كل معيار واهمية والغرض من كل معيار
D1 بيان المعالجة المحاسبية للسياسات المحاسبية والتقديرات و المخصصات و الاحداث اللاحقة وتكاليف الاقتراض والمنح الحكومية.
The main aims of this subject are to discuss the arguments for and against international harmonization of financial reporting, and the main efforts on this issue and to discuss the major differences between IFRS and U.S.GAAP.
A1 بيان اهم الفروقات في المعالجات المحاسبية بين الدول
A2 إظهار القدرة على فهم الحاجة لتوحيد دول العالم لاستخدام معايير واحدة وتقليل الاختلاف فيما بينها قدر الامكان.
A3 إظهار القدرة على معرفة الفرق بين معايير الابلاغ المالي الدوليه و المبادئ المحاسبية المتعارف علي (GAAP)
B1 توضيح اهم الفروقات في المعالجة المحاسبية بين الدول .
B2 توضيح اهم الجهات التي ساهمت في فكرة التحول لمعايير المحاسبة الدولية
B3 توضيح لدور مجلس معايير المحاسبة الدولي في فكرة التجانس بين الدول
B4 توضيح كبفيه اعداد القوائم المالية في بعض الدول واهم الفروقات فيما بينها
B5 توضيح كبفيه اعداد القوائم المالية الموحدة في بعض الدول واهم الفروقات فيما بينها
B6 توضيح اهم الاراء المؤيدة لفكرة توحيد معايير المحاسبة الدولية
B7 توضيح اهم الاراء المعارضة لفكرة توحيد معايير المحاسبة الدولية
C1 أمثلة عملية على الفروقات في المخزون و تقييم الممتلكات والمعدات والمصانع بين U.S.GAAP و IFRS وعكس هذا التأثير على قائمة المركز المالي وقائمة الدخل الشامل.
C2 أمثلة عملية على الفروقات في الاصول غير الملموسة واحتساب خسارة التدني بين U.S.GAAP و IFRS وعكس هذا التأثير على قائمة المركز المالي وقائمة الدخل الشامل.
C3 أهم أوجة الاختلاف بين GAAP في اليابان والصين و المكسيك و IFRS
D1 أمثلة عملية على الفروقات في المخزون و تقييم الممتلكات والمعدات والمصانع والاصول غير الملموسة واحتساب خسارة التدني بين U.S.GAAP و IFRS وعكس هذا التأثير على قائمة المركز المالي وقائمة الدخل الشامل.
D2 أهم أوجة الاختلاف بين GAAP في اليابان والصين و المكسيك و IFRS
This course helps students acquire technical and professional skills in accounting and financial sciences.
A. Knowledge and understanding
At the end of the module, learners will be expected to:
D. Key transferable skills
The academic aims of this module is to introduce you to the main functions and management of
a retail business and the key issues associated with understanding retail trading and retail
environments. After studying the course, you should be able to:
Continue to develop your awareness of how you learn and how different elements of the course applied to your individual learning style.
A1: retail technology, which focuses on the virtual world of e-retailing;
A2: the diversity of retail products and sectors;
A3: retail ethics and the environmental impact;
A4: the implications of globalisation
B1: Reflection and critical engagement into both domestic retail technology and e-retailing
B2: Critical thinking, analysis, and synthesis
B3: Valuation and comparison of retail management.
C1: Time management, skills appropriate to business, such as creativity, persuasion and attractiveness.
C2: Study skills, learning to learn and reflecting on students’ own development as learners.
C3: The ability to analyse work-related cases and situations to identify challenges for organisations in developing responses in relation to their environments.
C4: The application of course ideas to students’ own interactions with organisations and life experiences.
D Key transferable skills
D1: Decision making and problem solving making a viable approach to students to engage with data analysis, interpretation and extrapolation.
D2: Immerse in related information, arguments and ideas.
D3: Identify some of the key strengths and needs of their own learning and identify opportunities to address these.
By the end of this course you’ll have developed a new, more theoretical understanding of how and why managers do what they do in organisations. You’ll build a toolkit of management concepts, theories and models that you can use to tackle workplace issues. You’ll also feel more confident in embarking on further undergraduate study.
A1. Demonstrated how learning they have undertaken previously in the workplace can be utilised to inform the development of their management practice
A2. Selected and used a range of management theories, concepts and ideas to help identify, analyse and address issues and situations in their current practice setting.
A3. Worked in collaboration with others in assessing the applicability of selected management theories, etc. to their own and others’ identified practice problems.
A4. Reflected on the impact of their learning on their practice of management, and their future development as a management practitioner.
B1. Identify and draw upon appropriate forms of prior learning relating to the development of their management practice.
B2. Apply relevant theoretical knowledge of management to a practical problem.
B3. Collaborate with peers’ practitioners to, and begin to, critically evaluate the applicability of selected management theories etc.
B4. Reflect productively on the development of their practice of management.
C1. Communicate their understanding of management theory and its application to practice in writing.
C2. Work independently on identifying issues and situations in the workplace and apply academic theories and concepts to these to gain a deeper understanding of them.
D1. Use of a range of tools and websites for finding and recording information online: internet browsers, search engines, copy/ paste, e-portfolios and download functions
A1: Awareness and understanding of the role of accounting in business and other organisations and of its theory, principles, concepts, practices, techniques, ethics, limitations, and techniques central to bookkeeping and accounting.
A2: Demonstrate the ability to prepare financial statements based on application of accounting concepts, regulations and principles.
A3: Demonstrate understanding of the types of costs and how they behave in order to calculate cost-volume-profit relationships,
A4: Demonstrate understanding of management's decision-making process as it relates to product pricing, production, adding and dropping, etc.
A5: Demonstrate understanding of the types of budgets and be able to prepare operating budgets, financial budgets and capital budgets.
A6: Demonstrate understanding of the responsibility centers and balanced scorecard.
B1: Review and illustrate the purpose, context and environmental influences and constraints on financial accounting and business practices.
B2: Explain the balance sheet equation, the basic financial statements and the information conveyed in each of the statements.
B3: Explain the steps in the accounting cycle for service and merchandising companies.
B4: Explain the relevant factors in making different decisions.
B5: Explain methods that don't use present value versus those that do use present value
B6: Explain the features of responsibility reports and differentiate between cost centres, profit centres and investment centres.
C. Practical and professional skills
C1: Record transactions and events, and maintain accounting records as required for bookkeeping and accounting.
C2: Prepare basic financial statements based upon Generally Accepted Accounting Principles.
C3: Develop the general practical and professional skills of management accounting that can be used for personal and career goals.
D1: Use simple mathematics for the purpose of calculations in bookkeeping, accounting and preparing/analysing financial statements, including basic ratio analysis.
D2: Compare critically and use different approaches to issues and problems within management accounting.
D3: Communicate management accounting information effectively and appropriately.
D4: Use fundamental business mathematics and other quantitative methods effectively and appropriately.
B205A academic aim is to introduce students to number of fundamental concepts and theories of entrepreneurial innovation. It also re-apply some generic business and management concepts in an entrepreneurial and innovation-related concept (e.g. entrepreneurial marketing and entrepreneurial finance. The coverage of innovation and entrepreneurship subjects will be wide-ranging and integrative, with the aim of providing the necessary foundations for interested students to progress to a more in-depth study of specialist topics within this subject area during their level 3 studies.
Progression is also addressed within B205A - with a gradual development of knowledge and skills from Block 1 and Block 2 (covered in Part A of the course) through Block 3, Block 4 and Block 5 (covered in Part B of the course, B207B). There will be a logical progression of subject matter, from an introduction to core concepts in innovation and entrepreneurship (Block 1), followed by a more skills-oriented examination of teams, networks and associated concepts (Block 2), a comparative study of innovation and entrepreneurship in different contexts (Block 3), a simulated experience of entrepreneurial team-working and innovation (Block 4) and an opportunity for reflection and integration (Block 5). Study and employment skills will be integrated into the learning activities, with a particular focus on digital literacy, creative thinking and problem solving, team-working, persuasive communication and more general personal development and enterprise-related skills.
A1: knowledge of different forms of innovative and entrepreneurial practice around the world and at different scales, including: technological and social innovation; commercial and social enterprise; independent and corporate entrepreneurship.
A2: understand different research perspectives on innovation and entrepreneurship, recognising that these subjects can be studied at multiple levels of analysis.
A3: familiarize with core theories, concepts and frameworks that have been applied to innovation and entrepreneurship, with a particular focus on their implications for practice.
A4: Know the relationship between innovation and entrepreneurship, both at a conceptual and a practical level.
B1: Distinguish the key components of innovative and entrepreneurial processes and practices kinds (i.e. in comparison with more routinised approaches)
B2: Select innovative and entrepreneurial approaches that are likely to be appropriate in particular organisational contexts.
C1: Identify, search for and pursue entrepreneurial opportunities, with the aim of creating sustainable business models.
C2: Negotiate, influence, and gain legitimacy in an entrepreneurial setting.
C3: Engage in creative problem-solving.
C4: Apply design thinking approaches in order to develop practical solutions.
C5: Deploy effective networking and persuasive communication skills.
D1: Work constructively and ethically in entrepreneurial settings, which may be characterised by ambiguity, complexity and open-ended challenges.
B205A academic aim is to introduce students to number of fundamental concepts and theories of entrepreneurial innovation. It also re-apply some generic business and management concepts in an entrepreneurial and innovation-related concept, with the aim of providing the necessary foundations for interested students to progress to a more in-depth study of specialist topics within this subject area during their level 3 studies.
B205A academic aim is to introduce students to number of fundamental concepts and theories of entrepreneurial innovation. It also re-apply some generic business and management concepts in an entrepreneurial and innovation-related concept (e.g. entrepreneurial marketing and entrepreneurial finance. The coverage of innovation and entrepreneurship subjects will be wide-ranging and integrative, with the aim of providing the necessary foundations for interested students to progress to a more in-depth study of specialist topics within this subject area during their level 3 studies.
This module aims to introduce students to theories, concepts and techniques guiding how contemporary marketing practitioners understand consumers and business buying behaviour.
This module is designed to provide intermediate conceptual and practical learning to students in operations management, marketing and human resource management. The module comprises 16 study weeks (including final assessment).
Operations Management: (4 weeks)
The following subjects will be covered:
A1: Develop a critical appreciation of the interactions between various business functions (operations management, marketing and human resource management) and the integrative complexity that shapes business innovation.
A2: Develop a critical understanding of why new products and services are imperative to contemporary business practice. Also to develop knowledge and understanding of external issues affecting the successful running of organizations, including how they compete in a global context.
A3: Develop knowledge and understanding of the elements required to build long-term success in organizations, and how students can contribute to the fostering of long-term value creation.
A4: develop knowledge and critical understanding of the theories, concepts and models of different business functions (operations management, marketing and human resource management).
B1: Select and critically analyse information relevant to a particular problem or issue related to business and management.
B2/B3: Evaluate and compare competing perspectives, theoretical models and concepts in the context of practical situations
B2/B4: Gather and synthesise material from a variety of sources in constructing arguments applied to business and management
C3: Communicate in a professional manner in written work, face to face and online. Plan, monitor and review progress as independent learner, including a focus on personal skills development.
C4: Develop an awareness of ethical issues and professional standards relevant to business and management
D2: Search for and use relevant digital and non-digital information from sources other than the module materials.
D3: Compare critically and use different approaches to issues and problems within business management. Engage in critical reflection.
D4: Consolidate an understanding of academic language and literacy practices in order to effectively engage with the academic knowledge and skills of Level 5 study.
This module is designed to provide intermediate conceptual and practical learning to students in operations management, marketing and human resource management.
This module is designed to provide intermediate conceptual and practical learning to students in management and accounting. The module comprises 16 study weeks (including final assessment).
A1: Develop a critical appreciation of the interactions between various business functions (management and accounting) and the integrative complexity that shapes business innovation.
A2: Develop knowledge and understanding of the elements required to build long-term success in organizations, and how students can contribute to the fostering of long-term value creation.
A3: develop knowledge and critical understanding of the theories, concepts and models of different business functions.
B2: Evaluate and compare competing perspectives, theoretical models and concepts in the context of practical situations
B3: Gather and synthesise material from a variety of sources in constructing arguments applied to business and management
C1: Communicate in a professional manner in written work, face to face and online. Plan, monitor and review progress as independent learner, including a focus on personal skills development.
C2: Develop an awareness of ethical issues and professional standards relevant to business and management
D1: Search for and use relevant digital and non-digital information from sources other than the module materials.
D2: Compare critically and use different approaches to issues and problems within business management. Engage in critical reflection.
D3: Consolidate an understanding of academic language and literacy practices in order to effectively engage with the academic knowledge and skills of Level 5 study.
This module is designed to provide intermediate conceptual and practical learning to students in operations management, marketing and human resource management.
This is the course for students if they want a route into the accountancy profession or need to gain fundamental accounting skills for a management or other role. Students will gain an understanding of how financial statements are prepared and develop the skills to prepare financial statements. Students will explore differences in financial accounting for different businesses, building an understanding of the frameworks underpinning accounting and audit practice.
A1: Demonstrate understanding of the role and importance of accounting in the various types of business and other organisations.
A2: Demonstrate understanding of the accounting regulatory framework in the UK and EU as well as within the context of international financial and capital markets.
A3: Demonstrate understanding of the qualitative characteristics of financial accounting information, accounting concepts and principles.
A4: Demonstrate the ability to prepare financial statements based on application of accounting concepts, regulations and principles.
B1: Review and illustrate the purpose, context and environmental influences and constraints on financial accounting and business practices (Unit 1). B2: Explain, analyse and apply the mechanism of double-entry bookkeeping and the accounting cycle (Unit 2). B3: Identify, classify, measure and summarise the elements of financial statements applying accounting principles and concepts (Units 3 and 4). B4: Explain and interpret the purpose, form and content of the three main financial statements; income statement, balance sheet and cash flow statement (Unit 5). B5: Explain and evaluate the need for ethics in the behaviour of accountants and the need for independent auditing in the reporting process of public and large enterprises (Unit 6). B6: Explain and review the relations between corporate governance, auditing and financing (Unit 7).
C1: Record transactions and events, and maintain accounting records manually and gain some familiarity with computerised accounting software (Units 3 and 4).
C2: Prepare periodic financial statements for sole traders, partnerships, non-profit organisations and single-entity private and public limited companies (Unit 5)
B292 academic aim is to introduce students to number of fundamental concepts and theories of Management Accounting in order to guide managerial decision making by individuals and business units. It also develops the students’ knowledge of Management Accounting as well as skills in problem-solving, decision making relating to aspects of planning, costing, budgeting, evaluating. B292 also prepares students for advanced Management Accounting concepts. After studying the course, the students should be able to:
A1 : Demonstrate Understanding of the nature of management and the role of management accounting in the management process.
A2: Demonstrate the understanding of the different types of costs and the role of costs in decision making.
A3: Demonstrate understanding of how inventory is accounted for and managed within the organization and the methods for calculating the costs of different types of products , processes and services..
A4: Demonstrate the ability to prepare budgets.
B1. Understand the nature of organizations, the process of management and the role of information (including accounting information) in managing organizations. (Unit 1).
B2. Understand the nature of cost analysis for planning and decision making and be able to apply and explain the techniques covered. (Unit 2).
B3. Understand and explain the costing and accounting methods and systems which provide the management of an organization with relevant and reliable information on which to base decisions. (Unit 3).
B4. Explain the budgetary process and illustrate in detail a method of preparing budgets for planning and control purposes. (Unit 4).
C1: Understand the use of marginal costs , cost volume –profit Analysis and contribution analysis in costing and price decisions.C2:Calculate costs using the job , process and contract costing Methods , calculate the cost of a product or service from basic Information using batch and process costing.
C3:Prepare budgets and calculate the main variances used in Variance analysis.
C4:Be able to prepare accounting statements for planning and Control.
C5: Be able to prepare periodic reports
D1:Demonstrate understanding of the nature & types of costs
D2: Calculate Break-even points in units and in turnover.
D3: The use of Activity based costing as a more exact method
In indirect cost allocation.
D4:Demonstrate ability to prepare different types of budgets
D5: Work with qualitative & quantitative data drawing appropriate conclusions based on findings.
Marketing and Sociology. It is a level three course of the B.A. (Hons) in Business Studies with marketing degree.
This course will develop student's ability to synthesise arguments and assumptions from a variety of sources and perspectives, critically evaluate them and apply relevant concepts in a range of contexts. In particular, student will learn concepts, theories and debates about the roles and responsibilities of marketing in society:
A1: To understand and apply concepts, theories and debates about the roles and responsibilities of marketing in society to real life situations
A2: Apply marketing thinking to the field of health and social behaviour
A3: Demonstrate an understanding about ethics and marketing
A4: Green and environmental marketing, sustainability, fair trade and ethical consumption
B1: Evaluate the relevance of course concepts to a variety of other contexts
B2 Synthesise and critical evaluate arguments and assumptions from a variety of sources and competing perspectives
B3. Recognise the limitations of knowledge in the area
C1: Apply responsible marketing to their own professional context or one they are familiar with C2:Demonstrate a sensitivity to the problems and challenges in both commercial and social marketing
D1: Identify and critically analyse relevant issues involved in responsible social and commercial marketing
D2: Effectively communicate ideas and arguments to relevant audiences
D3: Integrate and use information and/or data in complex contexts
The aim of the course is fairly to provide students with ways if understanding and analysing different organisational, inter- organisational and international context and the ways in which such different contexts influence individuals’ experience of work. Secondly, the course aims to provide students with knowledge and understanding of themes and challenges pertaining to organising and managing across this different context; managing aims, power, politics, trust, cultural diversity and the darker side of organising. The course embassies the relationships between theory and practice; putting emphasis on the theoretical underpinnings and debates surrounding the themes whilst at the same time requiring students to draw on their own experience. Achieving the intended learning outcomes (covering both knowledge and skills) fully supports this dual aim.
A1: Inter-organisational collaboration, organisational behaviour, and international management theories and concepts relevant to managing across organisational and cultural boundaries.
A2: Themes and challenges pertaining to organizing and managing across intra, inter-organisational and international contexts including the management of aims, power, politics, trust, cultural diversity and the darker side of organising.
B1: Use conceptual frameworks to describe functions of organising and managing in and across organisational and international contexts.
B2: Identify and critically assess different perspectives on managing and organising.
B3: Synthesise, critically evaluate and challenge course relevant theories of inter-organisational collaboration, organisational behaviour, and international management.
B4: Critically evaluate theories in relation to personal experiences, organisational, inter-organisational and international setting with which you are familiar and the relative standpoints of others within different contexts.
C1: Use and adopt relevant concepts and theories to practically engage with a range of problems and issues in the work place.
C2: Use specific inter-organisational collaboration, organisational behaviour, and international management knowledge, cognitive and key skills developed during the course to enhance individual work / practice.
D. Key transferable skills.
D1: Read and interpret information presented in a variety of forms including academic journals, books and on-line text.
D2: Articulate ideas and communicate effectively using appropriate interorganisational collaboration, organisational behaviour, and international management theories and concepts. D3: Identify and ask questions appropriate to the exploration and complex concepts.
D4: Engage in reflective, experiential and collaborative learning in face to face and virtual context.
The areas of coverage in this course include issues concerning the operation of business combinations and consolidated financial statements, and international accounting issues. Students are expected to develop both an understanding of the concepts underlying these topics and the technical and analytical skills needed to apply the concepts in practice. The case method will be used to supplement problems.
A1: Demonstrate an understanding of current GAAP related to business combinations and its relationship to present reporting practices.
A2: Demonstrate an understanding of contemporary accounting theory and practice pertaining to business combinations and corporate consolidations.
A3: Demonstrate an understanding of the various methods of accounting for an investment in equity shares of another company.
A4: Understand concepts related to foreign currency, exchange rates, and foreign exchange risk. A5: Understand how foreign currency forward contracts and foreign currency options can be used to hedge foreign exchange risk.
A6: Describe guidelines as to when foreign currency financial statements are to be translated using the current rate method and when they are to be translated using the temporal method.
B1: Explain how acquisition expenses are reported.
B2: Explain the complexities of revenue recognition.
B3: the valuation of assets, including goodwill, and liabilities acquired in a business combination accounted for by the acquisition method.
B4: Analyse and interpret the relevant International Financial Reporting Standard (IFRS).
B5: Prepare and analyse accounts for importing and exporting transactions denominated in foreign currencies, as well as accounting for forward exchange contracts.
C1: Properly prepare consolidated financial statements as of the date of acquisition and for periods subsequent to the date of acquisition.
C2: Prepare a worksheet to consolidate the accounts of two companies that form a business combination.
C3: Adjust for foreign currency transactions and financial statements.
The academic purpose of this module is to enable learners to develop independent research and online collaborative skills necessary to engage in enterprise and innovation practices in new and existing organisations. The module encourages students to do so by articulating how entrepreneurship and innovation can be used to satisfy individual goals/objectives while contributing to solving societal problems in an ethical and sustainable manner. The module also explores the theoretical and practical connections between the distinct yet closely-interrelated fields of study.
A1: Create and manage sustainable forms of innovative and entrepreneurial ventures within a range of specialist areas, such as Engineering, science and information technology; Creative, leisure and cultural industries; Health and social care.
A2: Research entrepreneurship and innovations within a specialist real world setting, recognising that specialist areas have to be explored at multiple levels of analysis.
A3: Apply core theories, concepts and frameworks of innovation and entrepreneurship to understand the strategy, process and operations of enterprises at different stages of their life cycle. A4: Discuss the impact of innovation and entrepreneurship on society, both at a conceptual and a practical level, including ethics and sustainability, economic and social benefits to you, the economy and local communities.
B1: Differentiate the distinctive roles played by start-ups and established enterprises in the process of developing and commercializing various forms of innovations.
B2: Distinguish the responsibilities of founders, managers, employees and directors within particular types of sustainable enterprises and innovations, including roles and rewards.
B3: Use concepts from enterprise and innovation to critically analyse and evaluate solutions to a variety of societal challenges.
C1: Work independently and as part of a collaborative virtual team to develop attributes and capabilities for entrepreneurial success in a complex and changing environment.
C2: Undertake independent research to inform practice within your area of specialism.
C3: Critically evaluate and reflect on your own career development objectives.
D1: Select and apply conceptual thinking for the process of enterprise development.
D2: Critically analyse and design competitive and sustainable strategies for developing and introducing innovations into particular markets.
D3: Negotiating, influencing, and agreeing roles and rewards within founder teams in entrepreneurial settings, doing so in a legitimate ethical manner.
D4: Appropriately plan and solve problems in entrepreneurial and innovative settings.
In this module you will cover a range of topics related to marketing practice and will be encouraged to cultivate a broad spectrum of skills pertaining to marketing, employability and professional practice. The content, activities and assessments are designed to help you develop and demonstrate your mastery of these skills. You will be asked to reflect on and document your skills as you progress through the module; this will enable you to record and evidence them for future use. Many of these skills, such as cultivating creativity and staying up to date with developments, will have benefits to you beyond the practice of marketing.
This course provides a theoretical framework used to address issues in project appraisal and financing, the pricing of risk, securities valuation, market efficiency, capital structure, and mergers and acquisitions. It provides students with the tools required for further studies in financial intermediation and investments.
A1: understand the mathematics of portfolios and how risk affects the value of the asset in equilibrium under the fundaments asset pricing paradigms
A2: Understand how Managerial Incentives Affect Financial Decisions
A3: explain the characteristics of derivative assets (forwards, futures and options), and how to use the main pricing techniques.
A4: understand and explain the capital structure theory, and how information asymmetries affect it
A5: understand how corporate governance can contribute to firm value A6: discuss why merger and acquisition activities exist
B1: analytical skills based on using the key capital budgeting techniques
B2: Critical thinking, analysis and synthesis: ability to understand and use financial information and to critically analyze corporate performance based on financial information.
B3: valuating risk effects on assets using asset pricing.
C1 : evaluating projects through capital budgeting techniques
C2: enabling students to do problem-solving and risk valuation using appropriate quantitative and qualitative skills including data analysis, interpretation and extrapolation.
C3: explaining the characteristics of derivative assets (forwards, Futures and options).
D1: Effective communication, both orally and in writing, of information, arguments and ideas.
D2: Problem-solving and decision-making using appropriate quantitative and qualitative skills including data analysis, interpretation and extrapolation.
A1 : Understand the role of strategic management accounting and apply a strategic analysis framework in simple complex settings.
A2 :Critically select , apply and evaluate management accounting techniques in strategic costing and pricing including value chain analysis , activity based costing and business process optimization approaches.
A3: Understand, describe and evaluate the sources , costs and risks associated with the financing of investments.
A4: Apply and critically evaluate advanced techniques for investment appraisal.
A5: Explain, apply and evaluate methods of accounting control and performance evaluation for the purpose of improving strategic and operational performance of organizations.
B1: Develop the ability to integrate information and use reasoned approaches to select relevant information and analytical techniques in simple and complex settings.
B2: Compare critically and use different approaches to issues and problems within management accounting.
B3: Communicate management accounting information effectively and appropriately.
B4: Use information and communication technologies appropriately and effectively.
B5: Use fundamental business mathematics and other quantitative methods effectively and appropriately
C1: Apply digital technologies to analyse data using strategic management techniques, e.g spread sheets.
C2: Frame problems in ambiguous settings independently .Identify and critically select appropriate information both from digital and print sources to address these.
C3: Use a combination of electronic applications to communicate analysis and findings.
C4: Use tools and techniques of management accounting to improve managerial decision making.
D1: Provide students with knowledge and understanding of management accounting techniques that play an important role in in the formulation and implementation of business strategy.
D2: Examine two key areas of financial management of organizations and link them to the management accounting and strategic activities of organizations.
D3: Build on the material already studied by students on investment appraisal, adding theoretical depth and a critical evaluation of the techniques.
By the end of the course students will be enabled to critically reflect on and analyse workplace situations and their own ways of managing. It is ‘solution oriented’ to help students to not only understand work situations from a manager’s perspective, but also to help them to work out what to do, given that they may not be in charge of the organisation they work for. As they work through activities, problems and solutions, they will question the idea that there are single solutions or issues or that there is ‘one best way’. they will come to understand the constraints, choices and demands that operate and learn when to work within them and when and how they may be able to bring about change.
Module 1 : Managing
A1: the role and context of managerial work with particular reference to the development of own practice.
A2: managerial skills ( including problem solving , decision making, information gathering treatment and presentation)
Module 2:
A3: Key processes of people management, incorporating the recruitment and development of staff and the management and leadership of individuals, teams and change.
A4: Behavioural aspects of the management of leadership of individuals, teams and change.
B1:apply management concepts to work context.
B2: analyse and critically reflect on work practice and professional self knowledge.
B3: solve management problems through the use of the analytical skills including problem identification, analysis, logic, thinking and judgement to the advantage of one's own organization.
C1: Setting objectives for developing and implementing Operational plans for the area of responsibility.
C2: Reviewing and evaluating performance and practice.
C3: reflecting and questioning.
C4: presenting and reporting information.
C5: problem solving, innovation and decision-making.
C6: Managing business processes.
D1: Use interpersonal skills including those involved in team working and collaborating.
D2: communicate effectively , using management vocabulary, both orally and in writing and listen actively .
D3: Gather, handle , present and use information effectively; analyse and evaluate numerical data and information for specific purposes; use information technologies.
D4: Demonstrate numeracy and literacy
B629- Managing 2: Marketing and Finance will cover core topics in Marketing and Finance. Topics include; assessing the external environment, consumer relationship, market research, product/service analysis, price, promotion and delivery, quality, consumer expectations and satisfaction, financial planning and monitoring through budgets, cash flow, profit and loss. All these topics will focus primarily on student’s own work situations and practices. The teaching and learning strategy of this module is problem-based. Through this approach, the module aims to develop the skills an effective manager needs: such as analysis, constructing sound arguments, critical and reflective thinking, problem identification and solving, active listening and communication, sourcing and presenting information, and report writing. The course is a management development vehicle that aims to help student perform more effectively as managers. It does so by:
A1: Client communications, relationships, the role of marketing information and the development of value.
A2: Marketing planning, service quality with particular reference to own practice.
A3: Understand how financial information can be used to support managerial decision making (i.e. the relevance of the generation and reporting of financial information)
A4: Understand the importance of costs costing and budgeting processes in managerial decisions A5: Have a good understanding of how business concepts relate to real life businesses, organizations
A6: Importance of performance management for organisations
B1. Apply management concepts to work contexts
B2. Analyse and critically reflect on work practice and professional self-knowledge
B3. Solve management problems through the use of analytical skills including problem-identification, analysis, logic, critical thinking and judgment to the advantage of one’s own organization
B4. Communicate effectively, using management vocabulary, both orally and in writing and listen actively. Use interpersonal skills including those involved in team working and collaborating
B5. Gather, handle, present and use information effectively; analyse and evaluate numerical data and information for specific purposes; use information technologies B6. Demonstrate numeracy and literacy and Learn how to learn with an emphasis on self-monitoring and progress towards independent learning B7. Critical thinking, analysis and synthesis.
C1. Setting objectives for, developing and implementing operational plans for area of responsibility
C2. Reviewing and evaluating performance & practice
C3. Reflecting and questioning C4. Presenting and reporting information
C5. Problem-solving, innovation and decision-making by using tools and techniques and models C6. Apply key concepts to managerial decision making the Managing of business processes
D1. Use interpersonal skills including those involved in team working and collaborating
D2. Communicate effectively, using management vocabulary, both orally and in writing and listen actively
D3. Gather, handle, present and use information effectively; analyse and evaluate numerical data and information for specific purposes; use information technologies
D4. Demonstrate numeracy and literacy
A1: Understand the scope of financial knowledge and its application within a wide range of national and multinational organisations
A2: Understand the implications of corporate governance, agency theory and the related role of stakeholders.
A3: Understand quantitative finance and its practical applications to project appraisal, company valuation methods and risk management
A4: Understand organisational performance in terms of return on investment, investment risk and capital structure management.
A5: Understand the core features of Islamic finance
At the end of the module learners will be expected to:
B1: Carry out research in finance area drawing on the published empirical finance research.
B2: Be able to forecast key accounts appropriately.
B3: Evaluate implications of capital structures for company valuation.
B4: Demonstrate how to evaluate results and take decisions.
C1: Be able to monitor the efficiency of a company over time.
C2: Show how corporate performance is measured.
C3: Appreciate how organisations implement their capital appraisal procedures.
C4: Be familiar with the main methods of company valuation.
C5: Take decisions efficiently by using appropriate quantitative and qualitative techniques.
C6: Make use of the organisation's resources in highly efficient and effective way
D1: Demonstrate effective research skills and carry out financial calculations for use in corporate finance decisions, including the use of computer spreadsheets.
D2: Draw lessons from investigations and analyses of financial statements.
D3: work independently, reflecting on own actions and thoughts, and make effective use of constructive feedback.
D4: Acquire the skills for use of information technology.
D5: Demonstrate effective oral and writing skills.
This module enables students to:
A1: Understand investment objectives and constraints of different types of investors.
A2: Understand the trade-off between risk and return, and measure performance for securities and portfolios.
A3: Gain knowledge in valuing individual bonds and equities using a range of approaches.
A4: Gain an understanding of structured products, that is, combinations of securities and derivatives which deliver a particular risk and return combination.
A5: Gain knowledge in different asset classes and their characteristics to be able to create a portfolio with a suitable asset allocation.
B1: Carry out research in the field of portfolio management drawing on the published empirical finance research.
B2: Be able to create portfolios with suitable asset allocation.
B3: Evaluate risk and return trade-offs in securities and portfolio and using hedging for risk mitigation.
B4: Demonstrate how to measure performance of portfolios and different types of investment funds.
C1: Be able to monitor the performance of an investment portfolio.
C2: Show how to evaluate the risk and return trade-off in investments.
C3: Create structured financial products to mitigate various financial risks.
C4: Be familiar with the method of valuing all types of securities.
C5: Take investment decisions efficiently by using appropriate quantitative methods in the evaluation of portfolio performance.
C6: Make use of the organization's resources in highly efficient and effective way by creating investment portfolios with suitable asset allocation.
D1: Demonstrate effective research skills and carry out investment portfolio creation and risk mitigation for use in corporate investment decisions.
D2: Demonstrate how various investment objectives and constraints affect investment portfolio optimization.
D3: work independently, reflecting on own actions and thoughts, and make effective use of constructive feedback.
The primary aims of this course are:
specialists
Unit-3
Unit-4
and managing work-life balance
Unit-5
Unit-6
Unit-7
A1. Gain an understanding of the theoretical and practical aspects of human resource management to formulate strategies that will enable organizations to achieve both operational and strategic goals related to the organization's human capital.
A2. Define, explain, illustrate and reason with the key role of the HR professional and approaches to addressing ethical dilemmas.
A3. Identify the linkages between HRM functions and operations and performances in the workplace and leadership
B1. Skills to manage communication initiatives to create and implement human resources initiatives and programs that achieve organizational goals
B2. Critical thinking and problem-solving skills by assessing and interpreting source materials, evaluating arguments, examining, and applying both case-based and real-world business, as consulting teams in the development of business and human resource management solutions.
B3. Collaboration skills with all functional areas of an organization (accounting, human resources, operations, production, marketing, information technology, etc.)
C1. Appraise and apply techniques in talent management that human resource professionals may use to facilitate effective position planning, talent selection, placement, compensation, and rewards, as well as retention.
C2. Reflect and comment in a way that demonstrates awareness of the different contexts that impact on the operation of HRM
C3. Practice behaviour and performance that demonstrates enhanced competence in HR Skills, leadership, oral and written communication, critical thinking, problem-solving.
C4. Recognise the significance of ethical issues in HR practices and the management of people in the workplace.
D1. Gain skills necessary to work effectively in teams, assuming roles of leader and follower
D2. Learn through reflection on practice and experience.
D3. Demonstrate people management skills essential for HR work such as: selection interviewing; appraisal interviewing; disciplinary interviewing; delivering training; making presentations; project management; managing performance
D4. Gain proficiency in communication skills, independent action and team working.
D5. Manage and communicate information using IT applications and software packages in accordance with the requirements of the Digital Information Literacy Levels Framework.
The primary aims of this module are to:
A1: To be able to understand the changing nature of Human Resource Management in relation to changing environmental context.
A2: Acquire knowledge about how HR specialists are located within multiple layers and patterns of managerial context.
A3: understand how HR strategies are related to business and corporate strategy in the dynamic nature of global competition.
A4: To be able to understand and explain the dynamic nature of external environment and in particular the social and the technological trends and their significance to HRM practices.
B1: Think critically about the changing nature of HRM in relation to changing contexts.
B2: Analyze what is meant by inner and outer contexts and their significance for HR practitioners
B3: Identify and critically evaluate the points where HR practice and HR specialists are located within multiple layers and patterns of context, how HR strategies are situated within different market and quasi-market contexts, how the state and public sector contexts influence HR strategy and practice B4: Think about how HR strategies are related to business strategies, the dynamic nature of global competition and its implications for HR practice.
B5: Analyze how HR strategies can be informed by knowledge of labor markets and product markets locally, nationally, and internationally.
B6: Analyze the dynamic nature of global competition and of social and technological trends and their significance for HRM practice.
B7: Identify the importance of regulatory, legal, and governmental factors for HRM.
C1: Construct resourcing and talent management strategies for different segments of the workforce, and an ability to contribute to diversity management and flexible working.
C2: Demonstrate skills in the management of the recruitment, selection and induction activities effectively and efficiently while operating within legal frameworks.
C3: Be able to plan for short- and long- term talent deployment, for succession planning and to use information on employee turnover as the basis for developing staff retention strategies.
C4: Be able to lead and work in teams; make decisions; manage financial information; communicate effectively; and help others to learn.
C5: Have the ability to use digital literacy skills including accessing information through online databases and other online resources and developing skills in using social media through regular participation in online tutorials and discussion forums.
D1: Have effective communication skills (Oral and writing skills)
D2: Acquire the ability to draw lessons from analyses of problems associated with HR practices.
D3: work independently and in groups to achieve positive attitudinal interaction and making effective use of feedback.
D4: Acquire the key skills of the use of IT.
This module enables students to:
Unit II:
At the end of the module, learners will be expected to:
Unit III:
B1: Employ traditional and contemporary ideas about managing to extrapolate your learning across private, public and not-for-profit sectors.
B2: Critically engage with everyday news items, synthesising academic ideas with practical action.
C1: Reflect on the multiple possibilities available that may facilitate a thoughtful and considered approach towards leading and managing people.
C2: Use data from diverse actors and parts of the organisation to make effective decisions, while recognising the need to clarify and/or challenge underlying assumptions and limitations.
D1: Identify, challenge, and analyse examples of ethical and unethical practices from the perspective of socially
responsible managers, employees, and customers.
D2: Assess how contemporary and future technologies might change the practice of managing.
D3: Evaluate the diverse range of media available for analysis in relation to managing and maintaining relationships
D4: Demonstrate how integrating academic theories across a wide range of organisational contexts can promote a reflective, thoughtful, and considered approach for leading and managing people.
A1: Understand value creation in organisations and its relationship to organisational performance.
A2: Identify and analyse decision-making complexity in a range of product-focused and service organisations.
A3: Develop a theoretically informed understanding of the connections between strategy formulation, operational
Management and financial management.
A4: Understand how business intelligence creates value for organisations.
B1: Carry out research in the field of creating and sustaining value drawing on the published empirical research.
B2: Critically collect and use valuable information and develop analysis and synthesis across different organizational functions.
B3: Identify problems and suggest sustainable solutions.
B4: Create value in organisations and quantify its relationship to organisational performance.
C1: Be able to positively affect organizational performance by using strategies that contribute to sustainable value creation.
C2: Build a systematic value creation framework that can be implemented within diverse organisational contexts.
C3: Create a complementary strategy that enhances the dynamic between the fields of operational and financial management.
C4: Use business intelligence and data to create value within business organizations.
C5: Create solutions for sustainable solutions for problems inherent in the value chain.
C6: Create a value proposition of the firm including the value chain, value-based management, shareholder value, and value metrics
D1: Demonstrate effective research skills and carry out sustainable value creation strategies within the value chain of business organization.
D2: Demonstrate how objectives of organizations affect the process of creating and sustaining value.
D3: Work independently, reflecting on own actions and thoughts, and make effective use of constructive feedback.
D4: Acquire the skills for use of business intelligence in creating value.
The aim of this Module is to:
Unit-1
Unit-2
A1. Demonstrate a systematic critical understanding of the theories and frameworks underpinning the strategy process at the different levels where strategies are developed in organisations, including the international context.
A2. Demonstrate a systematic and critical understanding of the appropriate theories and frameworks to systematically analyse the external and internal environments of organisations, as well as the associated stakeholders.
A3. Demonstrate a systematic critical understanding of the challenges, risks, and ambiguities related to the strategic decision-making process and the implementation phase.
B1. Work with the appropriate data to generate information relevant to strategy development.
B2. Critically apply conceptual knowledge to the development of strategy in different situations and contexts.
B3. Apply appropriate information and theoretical concepts concisely and coherently to justify a point of view.
C1. Make management decisions based on the evidence available.
C2. Develop as an independent and reflective management practitioner.
D1. Understand the ethical implications of management practice and respond to ethical issues as a socially responsible professional.
D2. Communicate effectively using a wide range of media.
D3. Reflect critically on learning from workplace practice.
A1: Apply a range of decision-making techniques to maximise value within organisations, operating within an economic financial context.
A2: Understand how organisations make decisions in both the internal and external financial and strategic contexts, with particular emphasis on financial markets.
A3: Understand the linkages between financial and strategic goals to evaluate the optimum resource allocation leading to value generation.
B1: Collate and assess the usefulness of various data in making financial decisions.
B2: Assess the strength and shortcomings of data and analytic methods and the behaviours of decision-makers.
C1: Analyse and select appropriate decision-making tools and apply them to a range of scenarios.
C2: Reflect on the financial skills used and their applicability to the workplace and other financial contexts.
D1: Use an analytical toolbox for making optimal decisions in an entrepreneurial work environment.
D2: Explain and apply the decision-making techniques and knowledge via a range of media.
D3: Understand the importance of financial risk in effective leadership.
D4: Reflect critically on the knowledge acquired and it relation to workplace practice. Practical and/or professional skills.
At the end of Unit I, student will be able to:
At the end of Unit II students will be able to:
At the end of Unit III students will be able to:
At the end of the module, learners will be expected to:A1: Demonstrate a sound knowledge of a range of theoretical perspectives applied to a self-selected work problem and suggest a potential change
A2: Identify and manage complex problems that managers face
A3: Develop suitable ways that change can happen to deliver a positive outcome for a self-chosen work context
B1: Critically collect and use valuable information, develop analysis, and synthesise across different work functions
B2: Identify and critically analyse self-selected problems and develop actionable solutions
C1: Understand and respond to ethical considerations associated with practice-based research
C2: Exchange information and communicate research-based practices via a range of media
C3: Provide an effective and ethical change in a self-selected work problem
C4: Reflect critically on academic theories and apply them in a self-chosen work context
D1: Develop appropriate ways to solve problems and implement change in a self-selected work context
D2: Devise and apply evidence-based approaches to managing change
D3: Develop as an independent and reflective management practitioner
Students will be able to collect, analyse and synthesise relevant information in order to evaluate situations and alternative courses of action in the following topic areas:
Students will be able to:
C1: Analyse available data, critically reflect and select the appropriate decision-making and leading people tools to be applied to a range of scenarios for suitable decision within diverse organizational contexts to enhance the dynamics between the fields of operational and financial management.
C2: Create and sustain value proposition in value chain, value-based management, shareholder value and value metrics, while applying effective ethical considerations and any change required in some self-selected work problems.
C3: Critically reflect on supply chain practices and acquiring fundamental skills for managing supply chain, while recognizing ethical and corporate social responsibility in its contexts.
C4: Apply management practices for appropriate decision make king in organisational context and communicate using ICT in digital framework while applying entrepreneurial settings in an ethical and constructive ways to deal with complexity and ambiguity while learning from collective experiences.
C5: Practice techniques in human resource management professions and HRM main functions for effective and enhanced operational skills needed for talent mana genet to better deliver human resource objectives as well as recognizing ethical issues in practices and digital economy.
C6: Demonstrate competences to build competitive advantages and enhance performance within diverse organisational context through the integration of strategies and dynamic learning opportunities.
Students will be able to:
At the end of the course, students will have:
At the end of the course, students should complete thesis. The thesis should be organized into the following structure (though consult with student's advisor for more specific guidance):
Complete thesis should be between 6,000-8,000 words, including references and the curriculum appendices of curriculum projects.
The following are the learning outcomes of the course:1. Developing curriculum vitae and a cover letter for a job on their own.2. Acquiring the necessary skills of creating and sustaining network and relationship with people and organizations.3. Making career plans and learning the ways and means of implementing the careerplans.4. Learn and understand various job search methods available with its pros and cons.
5. (e) Improving the oral and written communication skills.
The module is designed for those who want their MBA to have a major finance element within it and who want to have high level competence in understanding financial and non-financial risks, and the methodology of risk management. As such, BB841 will not only provide an end in itself in terms of meeting student demand for such rigorous financial and non-financial knowledge but will also provide a high level tool kit for those employing detailed financial and organizational analysis. Furthermore, BB841 will provide students with the key skills in terms of identifying the relationship between risk and human behaviour and understand the behavioural finance at the individual and group levels.
A1 : Risk management and financial crisis
A2: A helicopter overview of risk
A3: Operational risk
A4: Behavioural finance and risk management
B1 Critically understand and evaluate how companies and organizations manage risk
B2 Defining risk and the risk management process
B3: Identify the implications of operational risk and how can be managed
B4: Identify the relationship between risk and human behaviour and understand the behavioural finance at the individual and group levels
C1: Awareness and understanding of types of risk and how much risk is an organization is exposed to
C2 Ability to identify risk exposure, measure it and form a risk mitigation strategy
C3 Ability to identify non-financial risk and ability of organizations to manage those core risks.
C4 Understanding the aspects of behaviour by decision makers
D1: Ability to define risk
D2: Ability to assess the types and degrees of risk to which the business is exposed
D3: Ability to measure risks using mathematical and other techniques
D4: Ability to apply risk management techniques and use mathematical skills to determine their effectiveness
Make appropriate use of ICT.
A1. Gain an understanding of key terms, theories/concepts and practices within the field of strategic human resource management.
A2. Evaluate the impact of human resource management strategies, concepts and values upon the organisation's success
A3. Developing strategic thinking about HRM policies and issues
A4. Be able to identify and appreciate the significance of ethical issues in HR practices and the management of people in the workplace.
A5. Assess the global human resources environment in which the organization operates.
B1. Demonstrate critical thinking skills in analysing theoretical and applied perspectives of strategic HRM
B2. Analyse problems and develop managerial solutions to employment relations problems at both national and workplace level.
B3. Obtain the practical skills required by managers actively engaged in the strategic management of people within organisations.
C1. To be able to develop personal effectiveness: improve self-awareness and self-management; time management; develop sensitivity to diversity in people and different situations; and the ability to continue learning.
C2. To be able to reflect and comment in a way that demonstrates awareness of the different contexts that impact on the operation of HRM.
C3. To learn through reflection on practice a range of human resource management activities and experience.
C4. Exhibit behaviour and performance that demonstrates enhanced competence in decision-making, group leadership, oral and written communication, critical thinking, problem-solving, planning and team work.
C5. Apply theories and concepts relevant to strategic human resource management in contemporary organisations
D1. In terms of information and knowledge, scan and organize data, abstracting meaning from information and sharing knowledge.
D2. To be able to use effectively Information and Communication Technology (ICT), including word-processing and spread sheet software, messaging and conferencing, and the internet.
D3. To be able to communicate effectively: listen, negotiate and persuade or influence others; develop oral and written communication skills using a range of media, including the preparation of business reports. And working collaboratively with others and in accessing and managing information, in accordance with the Digital Information Literacy Levels Framework.
By the end of this module, you will have:
A. Knowledge and understanding
The aim of this module is to:
At the end of the module, learners will be expected to: A1. Develop an understanding of the role of the supply chain manager, the nature of the supply chain profession and the approaches to addressing decisions in the supply chain context A2. Enhance your understanding of supply chain management theories, including supply chain dynamics, supply chain risk management and supplier relationship management A3. Develop a critical understanding of the impact of external contexts on companies' supply chain decision making, including internationalisation and globalisation, social and technological change, and government policies and regulation
A4. Develop an understanding of the challenges of implementing supply chain solutions in the context of your own professional environment.
B1: Critically appraise ethical implications of supply chain activities, arrangements, and decisions
B2: Think analytically, creatively and in an integrated manner about different dimensions of supply chain management
B3: Keep up to date with current and developing thinking in the field of supply chain management
B4: Solve problems and make decisions: establish criteria, using appropriate decision-making techniques, including identifying, formulating, and solving business problems; create and evaluate options; implement and review decisions.
At the end of the module, learners will be expected to: C1: Learn through reflection about supply chain practice and experienceC2: Recognise issues of ethics, corporate social responsibility, and sustainability in modern-day supply chain contexts C3: Develop the foundation skills for key competencies in a supply chain management role
C4: Manage and communicate information using IT applications and software packages in accordance with the requirements of the Digital and Information Literacy Framework.
D1: Communicate effectively – orally and in writing – using a range of media and including writing assignments and business reports
D2: Demonstrate self-awareness and the ability to reflect on experience to help problem-solving in a supply chain environment.
D3: Work independently, reflecting on own actions and thoughts, and making effective use of constructive feedback.D4: Acquire the skills for use of information technology.
The module aims:
At the end of the module, learners will be expected to: A1: Different forms of entrepreneurial practice around the world, including the activities of social and commercial enterprises
A2: Contrasting research perspectives on entrepreneurship, recognising that it can be studied at multiple levels of analysis
A3: Selected entrepreneurship theories, concepts, and frameworks, with a particular focus on their implications for practice
A4: Ethics and values in entrepreneurship.
B1: distinguish between entrepreneurial and managerial approaches and practices (e.g., in relation to marketing and finance)
B2: identify distinctive features of entrepreneurial contexts
B3: select entrepreneurial approaches and practices that are likely to be appropriate contexts
B4: develop an entrepreneurial mindset.
At the end of the module, learners will be expected to: C1: work constructively and ethically in entrepreneurial settings, which may be characterised by ambiguity, complexity, and open-ended challengesC2: use digital technologies to support entrepreneurial initiatives
C3: display resilience and an ongoing capacity to learn from direct personal experiences, and those of others, including entrepreneurial success and failure.
D1: identify, research, and pursue entrepreneurial opportunities, with the aim of creating sustainable business models
D2: negotiate, influence, and gain legitimacy in an entrepreneurial setting
D3: effective networking and persuasive communication with key actors (e.g. finance providers)
D4: use distinctive entrepreneurial approaches, thereby considering potential resource constraints and individual circumstances.
At the end of the module, learners will be expected to: A1: Describe key digital concepts, theories and technique which is been used currently.A2: Identify and demonstrate the dynamic nature of the new digital economy that will transform the business for successA3: Understand the new business models in a competitive, dynamic global competition
A4: Develop an understanding the leadership for transformation and leadership for digital frontier
B1: Think critically and creatively: manage creative processes in yourself and others; organise thought, analysis, synthesis, and critical appraisal; including identifying assumptions, evaluate statements in terms of evidence, detect false logic or reasoning, identify implicit values, define terms adequately and generalise appropriately.B2: Solve problems and make decisions: establish criteria, using appropriate decision techniques including identifying, formulating and solving business problems; create, identify and evaluate options; implement and review decisions.B3: Demonstrate the ability to justify the importance of leadership in the new digital economy which will support and enhance the performance of the organization.B4: Analyse digital economy and examine the new responsibilities for the business.
At the end of the module, learners will be expected to: C1: Demonstrate engagement with ethical issues relevant to digital economy
C2: Ability to develop leadership strategies based on new business models which will fit the current digital transformation
C3: Manage and communicate effectively using ICT and to perform well in a team environment, contributing to and benefiting from group processes.
C4: Ability to learn through reflection on practice and experience.
D1: Demonstrate effective writing and oral communications skills.D2: Draw lessons from investigations and analyses of problems associated with digital economy and implementation and opportunities for improvement.D3: Work independently, reflecting on own actions and thoughts, and making effective use of constructive feedback.
The goal of this module is to enhance students’ confidence, performance and progression potentials. This course will implement a context-exposure oriented approach; most concepts and skills covered are rooted in contexts and scenario analysis. In a way, each module in the course enables students to further practice analysis of communication situations. The course focuses on new/social media business communication and e-communication strategies.
This module aims to enhance the confidence, performance and progression potentials of the students and ultimately academic standards will be positively influenced as well as widening participation, retention and completion rates. The course implements a context-exposure oriented approach, as most concepts and skills covered are rooted in contexts and scenario analysis. In a way, each module in the course enables students to further practice analysis of communication situations. More than 20 communication situations and sample documents provide concrete examples and shed the light on exemplary approaches as well as areas for improvement.
A1: Understand performing various calculations that are relevant and mostly used in finance and accounting function of a business.
A2: Identify keys of financing and investment concepts like Annuity, Annual Percentage Yield, Rate of Return etc.
A3: Understand tools and techniques that are widely used in investment field by general investors and their relevance in making crucial financing and investment decisions.
A4: Describe the relevance of core financing and investment concepts that help corporates in making short-term and long-term business decisions.
B1: Knowledge to develop interpreting and commenting on a computed valueB2: Apply and integrate mathematics in day-to-day personal financing decisions made. B3: Analyse mathematical models for problems solving.B4: Knowledge to use mathematical techniques in the right manner and in the right environment.
C
At the end of the module, learners will be expected to know:
C1: Reflect on skills needed to deal with numbers and interpret them according to the scenario given.
C2: Knowledge and techniques to use calculator to perform various calculations
.C3: Knowledge and skills to analyse given scenarios and recommend actions accordingly
D Key transferable skills
D1: Gain knowledge and skills to work independently as well as in a team meeting the expectationsD2: Acquire skills and knowledge on mathematical concepts and business calculations that have practical relevance in the business environment.
D3: Recognise variety of calculations and interpret those calculated values better that goes hand in hand with the scenario provided.
A1: Understand data collection methods, presenting data in tables and graphs, perform simple statistical analysis manually.
A2: Understand calculating statistical variables that are relevant for making certain decisions within an organization and interpreting those variables appropriately.
A3: Explain how to make judgments in selecting and using the right technique for analysing the given data set/scenario and making inferences on the calculated values, so better conclusions on the given problems can be made.
A4: Identify specific problems faced by an organization and using appropriate techniques to analyse that problem well and establishing conclusions on the problems being studied.
B1: Conceptual understanding for a given problem well and use data for performing some analysis on the scenario given. B2: the ability to integrate statistical techniques in solving business related problems and interpret calculated values well. B3: Apply appropriate statistical technique for analysing a scenario and understand the scenario in a broader sense through analysis done.
B4: Knowledge to use tables and charts for presenting and analysing the data.
C1: Manage to use various statistical techniques for exploring, summarising, presenting, analysing, and interpreting data.
C2: Reflect on quantitative concepts and models on the unstructured scenario given and analyse the scenario and suggest recommendations for solving an issue through statistical inferences
Upon completion of this module, learners will be expected to:
D1: Gain skills to effective performance in a team-based assignment with other team members with good inputs like data analysis and inferences. D2: Acquire skills to deal with numbers and estimate appropriate solutions for a given problem based on statistical analysis performed.
D3: Effective communications, of information, arguments and ideas using language and styles appropriate for a business context and audience.
Learning Objectives: Upon completion of the course students will have a firm understanding of the following business topics:
A1: Identify business functions
A2: Recognize different business models and forms
A3: Acquire knowledge of business ethics and social responsibility
B. Cognitive skills
B1: Differentiate between business structures and business forms.
B2: Examine different models and theories and its effect in business life.
B3: analysing and evaluating different perspectives, identifying biases and hidden assumptions in different models and forms of businesses.
C1: Analyse different business-related situations and forms.
C2: Deduce problems and solutions and its pathways
D1: Read financial and business related reports
D2: Communicate knowledge and understanding of business issues to different stakeholders.
D3: Analyse situations in an academic manner.
The primary objective is to give the student an understanding of basic business principles. Global business, entrepreneurship, management, marketing, information technology, and financial management. Another purpose of this course is to build a foundation of knowledge on the different theoretical approaches to management and decision making • develop analytical skills to identify the links between the functional areas in management, organisations, management practices and the business environment.
The course develops the student's understanding of entrepreneurship and the needed competencies of the entrepreneur. The following topics will be emphasized: entrepreneur's success factors, developing business plans, understanding financial statements, completing market assessment, marketing and market research, and how to obtain financing for the new business venture. After studying the course, you should be able to:
To establish a level of confidence in creating a business plan as a tool to assess, create and communicate a business concept.
A1: Entrepreneurship and the role of the entrepreneur in the economic development of nations A2: Entrepreneurial competencies
A2: Understanding and writing the business plan
A3: Understanding financial statements and completing sales forecasts and projections
B1: Reflection and critical engagement into the differences between franchising versus building your own business concept
B3: Valuation and comparison of small business management.
D2: Market assessment: consumers, competitors, etc….
D3: Identify some of the key strengths and needs of their own learning and identify opportunities to address these.
The aim, of this module is to provide students with a well-grounded understanding of essential entrepreneurial business principals, and to develop an understanding of important business opportunities and issues as they relate to new ventures. The objectives of this course are to identify, appreciate, and assess the knowledge, attitudes, and skills of an entrepreneur and to study and observe entrepreneurial settings and entrepreneurial role models through exposure to actual business settings and experiences. Students will be encouraged to establish a level of confidence in creating a business plan as a tool to assess, create and communicate a business concept, and to have an expanded awareness of the resources available for creating a business plan.
This module is an extension of BUS102. The module covers a higher level of statistical concepts and introduces advanced topics and tools that are very useful for decisionmakers in different business disciplines. The topics include hypothesis testing, regression analysis, analysis of categorical data and time series.
An emphasis will be given to the understanding, applicability of statistical analysis and interpretation of output using MS Excel spreadsheets and/ or any available open source statistical software.
Attitudinal aims In addition to specific learning outcomes, the module aims to shape the attitudes of learners regarding the field of Statistics. Specifically, the module aims to
A1: Knowledge of how to formulate data analysis problems in a statistical framework.
A2: Knowledge of how to assemble relevant information and construct appropriate arguments.
A3: Knowledge of how to exercise judgment in selection and application of a wide range of statistical tools and techniques.
B1: the ability to approach statistical problems and tasks in a flexible way.
B2: the ability to choose appropriate models for situations involving uncertainty, and understand their key elements and properties
B3: the ability to comment critically on choices of model and analyses resulting from them.
B4: the ability to evaluate statistical evidence and to interpret the results of a statistical analysis
B5: the ability to create statistical models and draw justifiable inferences
C1: confidently use a variety of hypothesis testing techniques to test for different types of parameters.
C2: easily find/use different types of models including simple regression, multiple regression, time series generated models (Moving Average “MA”, Auto-Regressive “AR”)
D1: work with others effectively and to participate as a member of a team and thus contribute to group effort.
D2: collaborate with classmates to solve a problem and teach others new skills.
D3: work hard to satisfy others expectations.
D4: exercise Leadership and communicate ideas clearly to convince others and responsibly challenge his classmates having other ideas, opinions, or methods of solving.
D5: communicate in writing relevant information accurately and effectively, using a form, structure and style that suits the purpose.
D6: apply technologies to task (exercises, problems, situations) and use information technology with confidence to develop statistical insight, acquire statistical knowledge, present data to model, and solve problems.
This module aims to enable students to develop independent research and online collaborative skills necessary to engage in contemporary marketing practices in new and existing organisations. Students will be encouraged to do so by articulating how modern marketing can be used to satisfy individual goals/objectives while contributing to satisfying various individual and organisational needs. This course will allow students to explore the theoretical and practical connections between the distinct yet closely-interrelated fields of study.
The aims of this course are to:
Provide students with concepts and tangible strategic skills that can readily be put into practice in often changing business environments. -Present the 21st century competitive/business landscape from a strategic management perspective and to assess how global and technological influences shape it
-Provide students with a critical overview of the main tools of contemporary strategic practice in organizations in a way which is relevant to their professional needs
Achieving the intended learning outcomes (covering both knowledge and skills) fully supports this aim.
A1. The structure and dynamics of business environments; how businesses seek to track and analyse their environments;
A2. Markets, market economies and how they function; how consumers, firms and governments behave as economic agents; why and how markets fail and how this failure is managed;
A3. Business processes and how they operate; the nature, structure and functioning of organisations; how and why organisations are changing;
A4. Key business functions such as Marketing, Human Resources, Information Management, Accounting & Finance, Operations – their nature and contribution to organisational success, their historic origins and their interactions;
A5. How businesses develop strategies; the different forms and theories of strategy;
A6. How organisations make decisions and organise decision-making processes; the various sources of decision-making irrationality; the nature, role and implications of governmental, regional and supranational business policy on businesses;
B1. Read material questioningly, identifying and recording key ideas and concepts in business studies;
B2. Synthesise material from a variety of sources, analysing and evaluating different perspectives, identifying biases and hidden assumptions;
B3. Classify, recognise and organise material in distinct and relevant categories;
C1. Transfer and use relevant key skills in the workplace context;
C2. Use the more specific knowledge, analytic skills and methods, rooted in the different disciplines as a strong basis for work in many professions;
Students will have become better informed, more active and questioning members of an organisation by:
C3. The ability to engage critically with the underlying challenges and problems facing a business;
D1. Interpersonal skills of effective listening, negotiating, persuasion and presentation;
D2. Ability to conduct research into business and management issues, either individually or as part of a team for projects/dissertations/presentations. This requires familiarity with and an evaluative approach to a range of business data, sources of information and appropriate methodologies, and for such to inform the overall learning process; including the development of personal and team attributes and capabilities for entrepreneurial success;
D3. Self reflection and criticality including self awareness, openness and sensitivity to diversity in terms of people, cultures, business and management issues;
D4. Skills of learning to learn and developing a continuing appetite for learning; reflective, adaptive and collaborative learning.
The primary objectives of this module are:
In this module, you will cover a range of topics related to international business and will be encouraged to cultivate a broad spectrum of knowledge and skills pertaining to globalisation, national differences, the global trade and investment environment, the global monetary system, the strategy and structure of international business, International business functions, and professional practice. The content, activities and assessments are designed to help you develop and demonstrate your mastery of these skills. You will be asked to reflect on and document your skills as you progress through the module; this will enable you to record and evidence them for future use. Many of these skills, such as cultivating creativity and staying up to date with developments, will have benefits to you beyond the practice of business management. In addition to including leading-edge theory, in light of the fast-changing nature of the international business environment, the author was aiming to render this version of the book as up-to-date as possible.
The academic purpose of this course is designed to introduce learners to the internal and external elements of Macroeconomics. The module will have a student-cantered approach in developing and applying economic theories and debates to serious worldwide economic problems, and the critical assessment of proposed solutions. Transferable and vocational skills students will acquire include:
A1. Modelling and its importance in economic thinking; Be able to engage in the economic debate on the role of demand stimulus vs. fiscal constraint in recovery; monetary policy; and the scope for supply side restructuring and growth;
A2. The use of abstraction in developing economic theories and models; Recognise the implications of global imbalances in balance of payments (deficits and surpluses), credit and debt, rising inequality, and the need for ‘rebalancing’ economies.
A3. How specific economic models are constructed;
A4. Competing theoretical perspectives and the assumptions underlying economic theories; Understand how macroeconomics feeds into economic arguments for policy in areas such as privatisation/nationalisation; trade restriction and promotion; welfare state policies including health and education.
A5. How to apply appropriate theories, models and concepts to economic problems, events and processes.
B1. Construct and combine economic arguments and recognise the differences between economic and other forms of argument;
B2. Manipulate economic models to analyse the impact of changes in variables; Interpret, manipulate and criticise different types of data.
B3. Evaluate economic theories and use them to explain and analyse policy questions;
B4. Integrate diagrammatic and verbal analysis of economic issues;
B5. Interpret economic data presented in a variety of forms including
basic regression results and undertake data analysis using economic data and appropriate analytical tools;
B6. Search library catalogues and bibliographic databases and select a range of academic literature focusing on a particular theoretical proposition or economic issue and conduct fieldwork research.
C1. Demonstrate an awareness of skills and abilities in relation to the requirements of own work role;
C2. Identify and evaluate the range of resources related to working effectively;
C3. Choosing appropriate methods and apply a model of a national economy as constructed and used to analyse the roles of consumer spending, investment, government taxes and spending and imports and exports;
C4. Analyse the macroeconomic problems rather than a matter for national governments; gain familiarity with a computer-based statistical package and search and manipulate and present different sources of data.
C5. Seek for convenient policy to stabilise the economy and keep unemployment and inflation low;
C6. Communication of complex information, arguments and ideas in ways appropriate to a business context and audience;
D1. Read and synthesise information from a variety of sources for a specified purpose and apply economic theory to real-life situations.
D2. Read and construct scale drawings, graphs, charts and diagrams from numerical data; read and interpret large and complex numerical data sets;
D3. Carry out multistage calculations with numbers of any size incorporating the use of powers and roots;
D4. Calculate measures of average distribution; apply standard formulae, equations and expressions in calculating economic measures and indicators;
D5. Select and use appropriate methods to illustrate findings, show trends and make comparisons; numerical and verbal analysis of economic issues.
The academic purpose of this course is designed to introduce learners to the internal and external elements of Macroeconomics. The module will have a student-cantered approach in developing and applying economic theories and debates to serious worldwide economic problems, and the critical assessment of proposed solutions. Transferable and vocational skills students will acquire include:
The academic purpose of this course is designed to introduce learners to the most important elements of Microeconomics. The module will have a student-centered approach in developing and applying economic theories and debates to serious worldwide economic problems, and the critical assessment of proposed solutions. Transferable and vocational skills students will acquire include:
Analysing how global trade and the pursuit of growth creates imbalances that may have caused a macroeconomic crisis.
A1. Modelling and its importance in economic thinking; Be able to engage in the economic debate on the role of demand stimulus vs. fiscal constraint in recovery; and the scope for supply side restructuring and growth;
A4. Competing theoretical perspectives and the assumptions underlying economic theories; Understand how microeconomics feeds into economic arguments for policy in areas such as trade restriction and promotion; welfare state policies including health and education.
B5. Interpret economic data presented in a variety of forms including basic regression results and undertake data analysis using economic data and appropriate analytical tools;
C4. Analyse the microeconomic problems, gain familiarity with a computer-based statistical package and search and manipulate and present different sources of data.
C5. Communication of complex information, arguments and ideas in ways appropriate to a business context and audience;
C6. Problem-solving and decision-making using appropriate quantitative and qualitative skills including data analysis, interpretation and extrapolation
D4. Calculate measures of average distribution; apply standard formulae, equations and expressions in calculating economic measures and indicators;
D5. Select and use appropriate methods to illustrate findings, show trends and make comparisons; numerical and verbal analysis of economic issues.
D6. Work with qualitative and quantitative data, drawing appropriate conclusions based on findings, including how possible sources of error may affect the results.
The academic purpose of this course is to introduce learners to the most important elements of Microeconomics. The module will have a student-centred approach in developing and applying economic theories and debates to serious worldwide economic problems, and the critical assessment of proposed solutions. Transferable and vocational skills students will acquire include:
A1 : How decisions taken in various contexts, such as consumption, labour market participation, savings, investment in education and training. And how households, as well as individuals, can make decisions.
A2: Key theories underpinning the efficiency and productivity in the production of goods and services. Although the issues about choice of technology, entrepreneurship, innovation, employment relations, outsourcing and competition policy
A3: The overall organisation of the economy. The strengths and weaknesses of markets and governments in the organisation of economic activities, explores issues concerning the environment and ethics, and looks at economic theory that underpins government behaviour.
A4: Economic theories and their applications to various areas. Three available theoretical strands: environmental economics, business and finance or economics and society.
A5; Research Methods, how to carry out a literature review and then choose which research methods to be applied in A6. The qualitative methods – which include interviewing and case studies – and quantitative methods, which involve analysis of economic data.
A6: Project work, choosing and completing a project.
B1: Thinking strategically in the context of a case study
B2: Critical thinking, analysis and synthesis: including identifying and questioning assumptions, weighing evidence appropriately, identifying and challenging false logic or reasoning, and generalising in a way which recognises the limits of knowledge in firm.
B3: Evaluation and comparison of competing perspectives from a variety of sources, including some informed by current issues or research developments.
B4: The ability to argue relevantly and to justify a point of view
C1 : Communication of complex information, arguments and ideas in ways appropriate to a business context and audience.
C2: Problem-solving and decision-making using appropriate quantitative and qualitative skills including data analysis, interpretation and extrapolation.
C3: Effective performance in a team environment in a virtual context.
C4. The application of course ideas to students' own interactions with organisations and life experiences.
C5: Selecting and using information and communication technologies for business purposes.
D1 : Engagement, as appropriate, with practical and professional business strategy skills and ethical issues.
The aim of the course is to provide students with a critical overview of the main tools of doing economies focusing on people, markets and policy. It thus places emphasis on the theoretical underpinnings of the economic theories, and the debates which surround it, as well as developing practical skills relevant to work in a range of organisations. Achieving the intended learning outcomes (covering both knowledge and skills) fully supports this aim. This is a Level 3 course. Level 3 courses build on study skills and subject knowledge acquired from studies at Levels 1 and 2. The students should take Economics and economic change (DD209) course before studying DD309.
A1 : Modeling and its importance in economic thinking;
A2 : The use of abstraction in developing economic theories and models;
A3 : How specific economic models are constructed; A4: Competing theoretical perspectives and the assumptions underlying economic theories;
B1 : Construct economic arguments and recognise the differences between economic and other forms of argument;
B2: Manipulate economic models to analyse the impact of changes in variables;
B3 : Evaluate economic theories and use them to explain and analyse social issues and policy questions;
B4 : Integrate diagrammatic and verbal analysis of economic issues;
C1: Transfer and use relevant key skills in the workplace context;
C2: Use the more specific knowledge, analytic skills and methods, rooted in the different disciplines as a strong basis for work in many professions. Students will have become better informed, more active and … questioning members of an organisation.
C3 :The ability to engage critically with the underlying challenges and problems facing a business;
C4: The ability to identify and evaluate conflicting arguments, including recognising the significance of different value positions in these arguments.
D1: Read and synthesise information from a variety of sources for a specified purpose.
D2: Read and construct scale drawings, graphs, charts and diagrams from numerical data; read and interpret large and complex numerical data sets;
D3 : Calculate measures of average and distribution; apply standard formulae, equations and expressions in calculating economic measures and indicators;
The aim of the module is to provide students with a critical overview of the main tools of doing economies focusing on people, markets and policy. It aims with an emphasis on the following:
The aim of this course is to introduce learners to the internal and external elements of Microeconomics. The objectives of this module are to educate students to understand the domain of economics as a social theory and the main analytical tools which are used in economic analysis. Students will be encouraged to apply the principles and techniques for economic analysis and to develop their understanding of the organisational and policy implications and to participate in debates on economic matters.
The aim of this course is to introduce learners to the internal and external elements of Microeconomics. The objectives of this module are to educate students to understand the domain of economics as a social theory and the main analytical tools which are used in economic analysis. Students will be encouraged to apply the principles and techniques for economic analysis and to develop their understanding of the organisational and policy implications and to participate in debates on economic matters.
D. Key transferable skills
The academic purpose of this course is designed to introduce learners to the internal and external elements of Microeconomics. Students are not expected to have taken any courses in economics, or to have any knowledge or experience of ICT. Nevertheless, this is a Level 2 course and students need the general study techniques appropriate to Level 2 study in the social sciences. After studying the module students should be able to:
A1: A strong set of introductory chapters.
A2: Early coverage of policy issues.
A3: Complete coverage of monopolistic competition.
B1: Recognise, compare, and contrast different ways of analysing business case studies within the Arabian region and other material about contemporary business practice.
B2: Apply their knowledge in the analysis of practical business problems and issues.
B3: Recognise, compare and contrast different interpretations of and approaches to practical business problems and issues
C1: The ability to understand the labour market and other factors of production.
C2: Pricing strategy
D1: Students develop many transferable skills that are highly valued by employers such as time management, self-reliance, problem-solving, the ability to understand and evaluate new concepts, and prioritising effectively. Skills required include:
i) effective communication skills – both written and oral (These are extremely important, as is the ability to work well as part of a team.)
ii)taking the initiative in the classroom but also allowing the students enough freedom to further develop their own personality and abilities
iii) working closely with other teachers, parents and other education professionals
iv) creativity in presenting ideas
v) time management both inside and outside the classroom
This module aims to provide students with the general study techniques, including reading actively, engaging with the argument of the text and taking notes, the ability to extract information from different sources, including numerical tables and graphs, handling evidence in support of arguments and making critical analyses of topics and of different views of them.
It also develops the students' knowledge of economics as well as skills in problem-solving, decision making, and written and oral communication. ECO340 also aims to prepares students for business-economics concepts and making sense of the business-world. Thus, after studying the course, the students should be able to:
A1 : Understand the economic environment that affect business strategies, business behaviour and managerial decisions in order to realize firms’ goals and objectives.
A2 : Identify the determinants and variation of supply and demand and their impact in the context of local economy.
A3: Understand the importance of production functions in managerial decisions.
A4: Understand the importance of cost in managerial decisions.
B1: Identify economic factors determining the firms’ decisions.
B2: Evaluate and interpret economic ideas, views and evidence.
B3: Analyse demand estimation and forecasting
B4: Identify the relation between production and cost
B5: Identify and explain issues related to pricing and output decisions
C1: apply the economic way of thinking in order to identify microeconomic problems (market resources allocation, prices rise and fall, budgets allocation, production decisions...)
C2: Implement managerial decisions in high-risks environment and turbulent economies
C3: Apply key concepts and theories of economics to managerial decision making
C4: Implement appropriate pricing strategies and output decisions in different market types
C5: Use tools and techniques of economics to improve managerial decision making
D1: Develop a broad and inclusive understanding of how the economic environment affects business strategies and decision making in domestic and global economy.
D2: Develop effective communication, both in speaking and writing to convey solid arguments while adapting the language approach to the relevant business situation and audience.
D3: Identify some of the key strengths and needs of their own learning and recognize opportunities to address these.
D4: Effectively use information and communication technologies when analysing economic situations and using appropriate tools for managers’ decision-making.
The aim of this course is to introduce students to
1. the theoretical foundations of development economics and also to recent advances in the use of empirical methods in the study of developing countries.
2. apply the tools of economic analysis to problems of growth, poverty, and environmental sustainability in developing countries.
3. analyze the economic, social, and environmental impacts of specific initiatives and promote development through policies and investment projects
4. use economic data to conduct development analyses such as growth diagnostics, poverty assessments, impact analysis of development projects, and environmental impact assessments
A. Knowledge and Understanding
A1. Gain knowledge and understanding of the theories,
principles, historical trends, current issues and practices
relevant to economic development.
A2. Understand measurement of economic growth, poverty and inequality, agriculture and industrialization,
population, education and human capital, health and
nutrition, savings and credits; and trade and
development.
A3. Understand what affects economic growth, inequality and poverty.
A4. Understand why do some countries achieve high levels of economic development and others do not.
A5. Understand the policies that government can implement to change the growth path of their countries
B1. Learn how to think systematically and strategically about aspects of economic development
B2. Reflect on and begin to critically evaluate the aspects that affect economic development.
B3. Use conceptual frameworks to describe economic development and economic development policies and what needs to be done to implement these policies and to achieve development; particularly for developing countries.
B4. Critically evaluate theories in relation to economic development and international setting with which they are familiar and the relative standpoints of others within different contexts;
C1. Evaluate the impact of economic development on the
country prosperity and international stand.
C2. Demonstrate advanced professional and educational
capabilities using appropriate interpersonal, written
communication and critical thinking skills that are required
for economic development policies
.C3. Apply theories and concepts relevant to economic
development in all its dimension within local, regional and
international contexts.
C4. Develop knowledge, skills, attitudes and values
necessary for economic development policies
implementation particularly in developing struggling
countries.
D1.Be creative and assertive in presenting ideas related to economic development and economic development policies.
D2.Articulate ideas and communicate effectively using appropriate theories pertinent to the concept of economic development in general and in particular economic development in developing countries.
D3.Communicate effectively, using economic vocabulary, both orally and in writing and listen actively;
D4.Conduct research into economic development issues related to the course topics, either individually or as part of a team for projects/dissertations/presentations. This requires familiarity with and an evaluative approach to a range of economic data, sources of information and appropriate methodologies, and for such to inform the overall learning process.
D5.Self-reflection and criticality including self-awareness, openness and sensitivity to diversity in terms of various aspects related to and affecting economic development; particularly in developing countries
The aim of this course is to introduce students to
This course highlights the significance of current economic issues and demonstrates how economics can be utilized to address these problems. It explores economic theory and its practical applications, emphasizing their impact on society. Students will learn essential concepts and tools to understand economic theory, the nature of economic resources, and the fundamental problem of scarcity. Additionally, the course introduces institutional economics. Key topics include the law of demand, market competition, market structure, and decision-making within companies amidst economic variables. The course also covers the market for production factors.
Upon successful completion of this course, students will be able to:
Upon completing this course, students are expected to be familiar with the following topics:
Explore important topics such as aggregate expenditure and production, aggregate demand and supply, money and the banking system, the money market, the capital market, international trade, and business cycles.
Microfinance theory and Practice is to make students understand the economic theory behind the rise of microfinance and how microfinance institutions contribute to economic development. It also aims to make students understand current trends in microfinance and challenges of managing microfinance institutions. This shall help in integrating theoretical knowledge and practice as a way of preparing students to be future professionals in microfinance institutions. Students are expected to gain in-depth knowledge about micro-finance and how they contribute to the economic development. Analytical skills in credits appraisals, monitoring and evaluation of loan performance are expected to be gained. Field studies in microfinance institutions shall make students gain experience of practical microfinance operations. Students will be introduced to mix of lectures, seminars, case studies and student presentations. The seminar case method encourages collaborative learning by working in groups to expand insights and cover more perspectives. It helps articulate arguments based on facts through presentation of investment conviction. It enhances analytical capabilities through expressing opinions based on multiple resources.
A1: Appraise contemporary issues and trends in sustainable finance.
A2: Appraise the implications of sustainability for financial tools and techniques And investment opportunities.
A3: Understand Financial services, Financial service providers and Delivery Channels
A4: Identify the challenges of implementing new financial initiatives. A5: Apply financial tools and techniques explicitly in a green, clean Tech and ethical context.
B1 : The ability to identify assumptions, evaluate statements in terms of evidence, to detect false logic or reasoning, to identify implicit values, and to define terms adequately and to generalize appropriately;
B2: The ability to create, evaluate and access a range of options, together with the capacity to apply ideas and knowledge to a range of business and other situations;
B3: Generic intellectual skills such as literacy and informationprocessing skills, interpersonal and presentational skills;
B4: The ability to apply business modules to business problems and phenomena;
B5: Facility with key concepts used in decision making, including opportunity cost, incentives, equilibrium, strategic thinking, expectations and marginal analysis;
B6: Effective self-management in terms of time, planning and behavior, motivation, self-starting, individual initiative and enterprise;
C1: Analyze and appraise alternatives and make decisions based on evidence.
C2: Demonstrate effective written communication skills, particularly in explaining and justifying choices.
C3: Demonstrate effective debating and presentation skills.
C4: Demonstrate effective skills in independent private study.
C5: Ability to assess the feasibility of business propositions.
D1: Negotiated or ad hoc budgets whereby a specific amount of public money is allocated to an institution (with or without prior negotiation)
D2: Present the argument clearly and in an appropriate academic style and format
D3: Identify and evaluate the relevance of information from a variety of sources
D4: categorical or earmarked funds whereby governments specifically target one or various institution(s) based on predetermined criteria;
The aim of this module is to provide students with the basic knowledge of the role of microfinance institutions (MFIs) and banks in providing financial services to poor and low-income customers in developing countries. Students will learn how the microfinance industry evolved and how it works. Students will be encouraged to develop an understanding of the skills and techniques used by microfinance analysts, managers, and investors. Students also will explore how governments and central banks can support the growing microfinance industry, and what are the current challenges facing microfinance.
FinTech has seen a dramatic increase of popularity in terms both of business applications and academic research in the last decade. Importantly, FinTech has the potential not only to improve profit-margins of financial service companies but also to democratise finance, help unbanked individuals and support responsible financial enterprises. The course will equip students with a sound understanding of the technology underlying FinTech by introducing topics in block chain, machine learning and artificial intelligence. Building on this technological basis, the course will provide an overview of key trends and discuss the impact of FinTech on financial services such as payments, investing, lending, borrowing and spending.
This course aims to familiarize students with financial management concepts, including sources of short-term financing and their components, as well as external financing options such as common and preferred stocks, bonds, and loans. It also covers the use of financial analysis tools and explores financial planning through the examination of operating leverage and financial leverage.
Upon completing this course, students are expected to be knowledgeable about the following topics: a general introduction to financial management, the role of financial management in utilizing accounting information, and key concepts in financial management. The course will also cover long-term and short-term investment decisions, long-term financial planning, final accounts, financial analysis, and the time value of money.
The aims of the module are to promote the student understanding of derivative markets, options, bonds, warrants and convertibles, yield curves & the term structure of interest rates, currency exchange rate and the international exchange rate parity, portfolio risk and diversification, risk and return. The course provides a thorough understanding of international portfolio diversification and the principles behind financial derivative markets.
Upon completing this course, students will gain understanding of the following concepts:
The aim of the course is to provide students with a critical understanding of the game of returns and risk in portfolio theory, and to facilitate the application of standardized portfolio selection techniques in real-life while guiding them in critical-thinking with regard to recent advances in portfolio selection process.
Upon successful completion of this course, students will achieve the following:
A2 Understand how Managerial Incentives Affect Financial Decisions
A4: understand and explain the capital structure theory, and how information asymmetries affect it.
A5: understand how corporate governance can contribute to firm value
A6: discuss why merger and acquisition activities exist.
This course provides an overview and understanding to the main concepts and theories of Islamic Finance.
A1: The Economic System, Financial Contracting and Riba (interest). The Islamic Financial System. Islamic Financial Services Industry.
A2: Risk Management of Islamic Financial Institutions,
A3: Regulation of Islamic Financial Institutions.
A4: Globalization and Challenges for Islamic Finance
B1: Understanding the Islamic Financial System
C1: The ability to work in any financial institution following the Islamic Finance rules and regulations.
This course provides an overview and understanding to the main concepts and theories of Islamic Finance.
To develop a thorough understanding of bonds, interest rates, currency exchange rates, exchange rate parity theories, international portfolio diversification and the principles behind financial derivative markets.
A1: An overview of the financial system, function and structure, money and capital market instruments, function and types of financial intermediaries.
A2: An overview of the commodities Market: physical Trading, derivative trading & world exchanges.
A3: Bonds, Bond Yields, Prices and Bond Swaps, Bond Price Sensitivity
A4: Yield Curves and the Term Structure of Interest Rates
A5: Currency Exchange Rates, International Exchange Rate Parity Theories
A6: International Portfolio Diversification, Measuring Portfolio Risk, Return and Performance
A7: Introduction, Definitions, and the Economic Logic of Derivative Markets, Forward Contracts and Markets, Futures Markets
A8: Introduction to Options, The Binomial Model and the Factors Affecting Option Prices, Black-Scholes Model, Using Options
A9: Warrants and Convertibles
B1: understand how financial & securities markets work and what functions they fulfil in market economy & how they promote economic efficiency.
B2: How to assess risk & return & liquidity of different investment instruments in addition to acquiring the ability to valuate stocks & bonds by applying procedures and models of fundamental analysis.
B3: Understand & analyse interest rates & their behaviour, currency exchange rates & analysis of international exchange parity.
B4: Describe & compare selected world exchanges.
B5: Understand & compare how markets function & the instruments traded.
B6: Students will be enabled to apply instruments & principles of technical psychological analysis on the capital markets.
B7: Students will be expected to develop & demonstrate knowledge in derivative markets, forward contracts, future markets, options, warrants and convertibles.
B8: Students will be able to review and assess key trends in the financial and securities markets.
C1. undertake empirical analysis employing statistical and financial tools, and report on the empirical findings;
C2. set up and manage a project;
C3. deal appropriately with the range of (inter-related) theoretical concepts as they relate to the subject area;
C4. Produce a well-structured and well-argued report on a specialist topic in the area of Financial Markets and Derivatives.
By the end of the Financial Institutions module, students will:
A1: Define HRM and explain how HRM contributes to an organization's performance and discuss the significance for HRM
A2: Discuss how to plan for Human Resources needed to carry out the organization's strategy and how to link training programs to organizational needs.
A3: Identify the activities involved in performance management.
A4: Explain how organization contribute to employees' job satisfaction and retain key employees.
B1: Analyse the types of competencies needed for HRM
B2: Apply conceptual knowledge of job analysis, description and specification, and compare the common methods used for selecting human resources.
B3: Knowledge to design motivating jobs through different approached, and the criteria to measure the effectiveness of performance management system.
A1: Understand and articulate the basic legal terminology/principles of employment and labor law and social security law
A2: exhibit good understanding of key concepts, regulations and framework sustaining labor and equality rules and regulations
A3: Identify different kinds of legal problems when encountering them at work
A4: Recognize forms of legal remedies available under employment and labor laws
B1: Assess situations that frequently present legal issues affecting the employment relationship
B2: Appreciate the nature, form and content of the employment contracts
B3: Discuss the diverse statutory entitlements available to employees, including maternity and paternity leave
B4: Recognize the individual legal obligations of managers in confronting legal problems at work.
C1: Demonstrate and use the legal principles of employment/labor for a more successful employment relationship at work
C2: Apply principles and regulations governing the employer-employee relationship to workplace issues and formulate solutions
C3: Examine and distinguish the individual and collective labour relationships
C4: Establish and promote the right principles, practices and environment in the workplace as per employment, labor and social security laws
D1: Effective communication, both orally and in writing, of information, arguments and ideas using language and styles appropriate for a business context and audience.
D3: Effective performance in a team environment both in face-to-face and/or virtual contexts. D4: Develop critical thinking, self-appraisal and reflective thinking ability in the areas of Employment, social security and Labor Laws
The goals of this course is to provide the students with relevant information on the nature and legal terminology of employment law, the most common laws and how they affect organizations and the legal principles applicable to a wide range of work-related concerns.
On successful completion of this course students are expected to be able to:
The module will prepare students with practical skills in HR that are in line with the Quality Assurance Agency's benchmark statement expectations for business studies. It provides students with an understanding of main concepts of organizations' strategic staffing, enabling them to apply ideas, perspectives and concepts to help firms better manage their human resources. In this module, staffing is treated as an integrated process that begins with an understanding of a company's business strategy and continues through planning, sourcing, recruiting, selecting, negotiating, socializing, career planning, retaining, and transitioning the workforce. These stages enable organizations to meet hiring objectives and ensure that talent is in the right place at the right time.
The focus will be on specific areas in order to take an in-depth look at different concepts and theories of staffing systems. Upon the completion of this module, students are expected to develop:
A1: The importance for an organization to view all components of staffing functions including recruitment, selection, managing workforce flow
A2: The difference between the internal selection decisions and external selection decisions and identification of different recruitment methods and sources for both internal and external recruitment
A3: The different approaches to decision making in the context of staffing policies and staffing practices
A4: The concept and principles of performance management and the importance of communicating them to employees
A5: The dimensions of employee relations and cultural differences
A6: The perspective of career development and succession management as a retention tool
B1: Distinguish external and environmental influences on staffing
B2: Contrast job analysis, job description and job specification and relate between the three of them
B3: Analyse a position requirements in order to establish appropriate selection criteria
B4: Identify ethical issues pertaining to recruitment, selection and staffing decisions and their impact on firm performance
B5: Relate employee performance assessment to rewards and benefits
B6: Evaluate and handle situations of disputes and complaints
C1: Find sources for qualified candidates and demonstrate ability to interview and select applicants
C2: Design a job description and relate it to a job specifications based on job analysis
C3: Use HR information systems for tracking applicants and other functionalities
C4: Design appropriate assessment methods to evaluate employee performance and take corrective actions
In this module, staffing is treated as an integrated process that begins with an understanding of a company's business strategy and continues through planning, sourcing, recruiting, selecting, negotiating, socializing, career planning, retaining, and transitioning the workforce. These stages enable organizations to meet hiring objectives and ensure that talent is in the right place at the right time.On successful completion of this module, students are expected to:
The aims of the HR 210 module include the development of students’ knowledge of the skills, competencies, and practical elements for employee development and performance enhancement in organizations.
The module begins by introducing the training and development concepts reflecting on their importance for organizational growth and success. It focuses on how those concepts are integrated in organizational strategy and how these are considered among the main sources of competitive advantage for companies. Furthermore, it highlights the necessity of conducting employees’ needs assessments (including job analysis, person analysis, and organization analysis) and SWOT analysis in order to choose the appropriate training program that will fill employees’ weaknesses.
It aims also to provide students with the skills to develop training programs starting from assessing needs, setting objectives, establishing the principles of learning, making proper selection and using effective training methods which includes methods of management development, techniques of career development, ways to transfer training to the job. It emphasizes as well on training evaluation and training programs cost.
This module helps the students in addressing the main components of training evaluation, including the estimation of training costs and benefits, the ability to develop training assessment guidelines and to capitalize on results to further improve the quality and outcomes of training programs. It also helps decisions making process concerning the training and development function.
A1: Theoretical framework, models, concepts, and debates about employees training and development in organizations which lead to organizational success and performance improvement.
A2: Learning Theories and principles and their implications for the effectiveness of training programs.
A3: The key processes, practices and stages for involved in designing, developing and implementing a training program
A4: The interrelationships between theory and practice.
A5: Ways to evaluate the effectiveness of training programs in terms of training criteria and evaluation designs.
A6: Various approaches to training, different kinds of training programs, and topical issues concerning the training function
A7: Approaches used in training management and development while linking its function to organizational objectives and bottom-line.
A8: Identifying training programs usefulness, including determination of training costs and resources and quantifying benefits of training in order to give pertinent feedback/data to corporate management and contribute to decision-making process.
B1: Describe the field of Training and Development and its role in optimizing performance.
B2: Identify training needs and objectives before training programs development and assess to what extent the training fulfils its performance objectives.
B3: Evaluate learning theories and principles and their implications for the effectiveness of training programs.
B4: Assess training programs usefulness, including determination of training costs and resources and quantifying benefits of training in order to give pertinent feedback/data to corporate management and contribute to decision-making process.
B5: Explain the link between organizational strategy and training and development strategies
B6: Link employees' performance and career development needs to training
B7: Select appropriate training methods based on training objectives, trainee characteristics, and organizational constraints.
C1: Utilize a working knowledge of Human Resource Training and Development theory and practices
C2: Formulate measurable training objectives taking into consideration expected learning outcomes
C3: Apply theoretical concepts and models to training design.
C4: Conduct training needs assessments and SWOT analysis in order to find and implement the training program that suits the most with varied organizational situations
C5: Develop a detailed performance-based training filling employee's gaps and deficiencies extracted from training needs assessments.
C6: Assess; implement; evaluate and design training interventions using a variety of methodologies.
C7: Calculate training return on investment
C8: The application of course ideas to students’ own interactions with organisations and life experiences.
C9: Provide pragmatic guidelines and develop relevant competences for analyzing and addressing problems/opportunities situations.
The aims of the HRM 210 module include the development of students’ knowledge of the skills, competencies, and practical elements for employee development and performance enhancement in organizations. This module helps the students in addressing the main components of training evaluation, including the estimation of training costs and benefits, the ability to develop training assessment guidelines and to capitalize on results to further improve the quality and outcomes of training programs. It also helps decisions making process concerning the training and development function.
The course will prepare students with practical skills in examining the financial reward systems of organizations. These skills are in line with the Quality Assurance Agency’s benchmark statement expectations for business studies. It provides students with an understanding of basic compensation concepts and the context of compensation practices, research techniques and the necessity of statistics in human resources and the role of job analysis/job design in compensation decisions. Specific areas in managing employee benefits are also included in the course i.e. paid time off, retirement plans, health and wellness benefits.
A1: Different compensation philosophies
A2: Legal aspects that influence compensation and benefit systems
A3: Basis for calculating pay increases related to merit pay, pay-forperformance, incentives and bonuses, group incentives
A4: Market-based strategies in order for the company to match market pay rates
A5: The difference between statutory and voluntary benefits
A6: Basis for retirement plans and different types of health-care plans and other benefits
A7: How different incentive plans contribute to differentiation and lower cost corporate competitive strategies
B1: Differentiate between different pay systems and levels
B2: Analyse job requirements and design in order to take appropriate decisions in pay and compensations
B3: Identify market factors and labour unions that have direct influence on a company’s compensation practices
B4: compare between statutory and voluntary benefits
B5: design systems for paid time off, retirement plans and health and wellness benefits
B6: link between employee performance aspects and employee compensations
B7: identify situations where outsourcing benefits administration and management is necessary
C1: Create and communicate a compensation philosophy of a company
C2: Design a base for pay systems and increase calculations: : merit pay, payfor-performance, incentives/bonuses, profit sharing, group incentives
C3: Set market-based strategies in order to match market pay rates
C4: Apply federal insurance programs regulations
C5: Evaluate employee performance and apply compensations accordingly
C6: Manage employee benefits in terms of cost control, action planning and strategic planning
D1: Effective communication, both orally and in writing, of information, arguments and ideas, using language and styles appropriate for a business context and audience.
D3: Effective performance in a team environment both in face-to-face and/or virtual contexts. D4: Effective use of information and communication technologies for business purposes
The purpose of the course is to introduce students to a variety of models and theories of compensation practice and its role in promoting competitive advantage for the companies. The objectives of the module are to provide students with knowledge to examine the context of compensation practice, design and challenges facing compensation professionals.
This course aims to familiarize students with the concept of human resource management, emphasizing its significance, nature, various fields, and key functions. It covers essential human resource topics including job analysis and design, human resource planning, recruitment and selection, training and development, performance management, and employee retention strategies.
The module introduces students to the Occupational Health and Safety Act (OHSA) and its regulations. It provides student with adequate understanding of how to prevent/reduce problems or hazards associated with the workplace. The module explains the nature of occupational safety, why it is important and how it affects an organization. It explains precautionary measures to facilitate generating a safer work environment. Common issues in occupational health and safety areas are considered in this course, including laws and regulations, employee health, safety management, security concerns at work, ergonomics, data protection/security, monitoring, surveillance, privacy and inspection.
A1: Understand the nature and importance of occupational health and safety and its impact on workplace safety nowadays
A2: Describe the Occupational Health and Safety Act (OHSA) and its rules/regulations
A3: Explain occupational safety, health and inspection and describe routine inspection practices A4: Discuss occupational health matters, including mental health in the workplace
A5: Articulate the harmful effects of certain significant environmental and occupational hazards on human health
B1: Recognize and assess occupational hazards, accidents and risks and evaluate their causes
B2: Analyze information and data to identify trends and issues in the workplace
B3: Use conceptual frameworks to describe methods for risk reduction & control for workplace hazards
B4: Design and evaluate health and safety programs and procedures
B5: Differentiate between health and safety in the workplace
C1: Recognize the human element problems in the workplace (e.g. violence and harassment) and use conflict resolution approaches to resolve them as OHSA
C2: Apply industry standards, and best practices in work settings
C3: Use realistic evaluation tools, interpret their findings and develop sensible solutions for the organization
C4: Apply principles of ergonomic workplace design and demonstrate the use of exposure assessment tools for ergonomic hazards
C5: Devise preventive action methods and apply them at work, as well as carry out hazard analysis and risk appraisals to guarantee occupational health and safety best practices
D3: Effective performance in a team environment both in face-to-face and/or virtual contexts. D4: Develop critical thinking, self-appraisal and reflective thinking ability in the areas of Workplace Health and Safety.
The module introduces students to the Workplace Health and Safety (WHS) and its regulations. It provides student with adequate understanding of how to prevent/reduce problems or hazards associated with the workplace. The module explains the nature of workplace safety, why it is important and how it affects an organization. It explains precautionary measures to facilitate generating a safer work environment. Common issues in workplace health and safety areas are considered in this course, including laws and regulations, employee health, safety management, the audit process, hazard identification, risk management, incident reporting, incident management, and incident investigation.
Of the theories, principles, historical trends, current issues and practices relevant to human resource management strategy in organisations; enable students to recognise the opportunities and challenges facing contemporary human resource management; encourage an approach which views human resource management as a core element of the overall organisational strategy rather than a purely procedural or reactive activity; and develop knowledge of the skills required by organisational leaders for successfully managing human and knowledge capital.
A1. The theories, principles, historical trends, current issues and practices relevant to human resource management strategy in organisations.
A2. How human resource management strategy is Developed in response to internal and external environmental factors.
A3. The key issues and challenges relating to HRM processes and practices (e.g. recruitment and selection, learning and development, performance management, and reward management).
A4. Understand various functions of the HR (including reward systems, performance management, high-performance human resource systems, training and development, recruitment, retention, equal employment opportunity laws, work-force diversity, and union-management relationships) from a strategic perspective.
A5. Understand the relationship between human resource management strategy and organisational performance
B1.Think systematically and strategically about aspects of managing the organization’s human assets.
B2. Reflect on and begin to critically evaluate the evidence of own and organization’s practice in light of the theoretical knowledge.
B3. Use conceptual frameworks to describe functions of the strategic management of human resource and what needs to be done to implement these policies and to achieve competitive advantage.
B4.Critically evaluate theories in relation to personal experiences, organizational, inter-organizational and international setting with which they are familiar and the relative standpoints of others within different contexts.
C1. Evaluate the impact of human resource management strategies, concepts and values upon organisation’s success.
C2. Demonstrate advanced professional and educational capabilities using appropriate interpersonal, written communication and critical thinking skills that are required for successful performance and progress in an organization.
C3. Develop skills in communicating, influencing and negotiating with peers, subordinates and senior managers.
C4. Apply theories and concepts relevant to strategic Human Resource management in contemporary organisations.
C5. Develop knowledge, skills, attitudes and values necessary for success in human resource management positions in a variety of business, governmental education and non-profit settings.
D1. Be creative and assertive in presenting ideas and leading teams.
D2. Articulate ideas and communicate effectively using appropriate theories pertinent to the concept of human resource management in general and in particular strategic human resource management.
D3. Communicate effectively, using management vocabulary, both orally and in writing and listen actively;
D4. Conduct research into business and management issues related to the course topics, either individually or as part of a team for projects/dissertations/presentations. This requires familiarity with and an evaluative approach to a range of business data, sources of information and appropriate methodologies, and for such to inform the overall learning process; including the development of personal and team attributes and capabilities for entrepreneurial success;
The primary objective of this course is to provide students with a critical understanding of the theories, principles, historical trends, current issues and practices relevant to human resource management strategy in organisations. On successful completion of this course students will be able to recognise the opportunities and challenges facing contemporary human resource management; encourage an approach which views strategic human resource management as a core element of the overall organisational strategy rather than a purely procedural or reactive activity; and develop knowledge of the skills required by organisational leaders for successfully managing human and knowledge capital.
This course addresses the fundamental principles of commercial law, including its emergence and development. It examines various types of commercial activities under Jordanian Commercial Law, such as those intrinsic by nature, maritime commercial activities, associative commercial activities, and mixed businesses. Additionally, it defines the term "merchant" and outlines the conditions required to attain this status, along with the associated obligations like maintaining commercial books, registering in the commercial register, and adopting a commercial address or trade name.
Furthermore, the course explores commercial contracts in general as defined by Commercial Law, with a detailed examination of specific contracts such as commercial mortgages, commission agency agreements, brokerage contracts, and transportation contracts. It also provides an overview of companies operating in the Hashemite Kingdom of Jordan, discussing their characteristics, types, and the essential elements of incorporation contracts. Finally, the course delves into commercial papers, including checks, bills of exchange, and drafts, detailing the unique characteristics of each.
Upon successful completion of this course, students will be able to:
A. Legal KnowledgeRecall, understand, and compare the detailed provisions of the Jordanian Commercial Law, including basic concepts and principles related to commercial legislation and judicial applications. Review and understand e-commerce laws, specifically the Electronic Transactions Law.
B. Legal UnderstandingComprehend and explain the principles of Jordanian Commercial Law, using examples and comparisons to illustrate key concepts such as the merchant, the store, and commercial contracts. Review the Electronic Transactions Law and its applications.
C. Legal AnalysisAnalyze and compare commercial and civil work, understanding their characteristics and identifying various types of traders.
D. Legal ApplicationApply knowledge to real-world cases by collecting, explaining, and solving issues that distinguish commercial work from civil work and traders from non-traders.
E. Presentation SkillsDevelop presentation skills by working individually or in groups to present course-related topics to peers.
LB170’s design will be relevant for students from OUBS Openings to Level 2 courses. Students’ confidence, performance and progression potentials will be enhanced and ultimately academic standards will be positively influenced as well as widening participation, retention and completion rates. The emphasis in the course is on processes and practices (the ‘skills’) of communication rather than on content in a ‘traditional’ academic sense. As such the course reverses the balance present in other OUBS courses where communication skills are fore grounded but are always at the service of the course content and consequently occupy a less significant position in the learning outcomes. The model of communication skill development outlined above is a positive rather than a deficit model. It draws on current thinking about literacy development in which a more traditional skills development model which treats communication as an all-purpose set of skills with universal application is overlain, firstly, with a model that places literacy in context and sees literacy practices as situated within particular spheres of activity (in this case, business, broadly, and business studies more specifically). Secondly it draws on a model that highlights the ideological and personal investment that come into play when individuals and organisations engage in communicative acts.
A1: Can understand and use familiar everyday expressions and Phrases aimed at the satisfaction of needs of a concrete type.The internal and external factors affecting business organisations and their stakeholders.
A2: understand sentences and frequently used expressions related to areas of most immediate relevance in one’s major such as the operation and management of the HR function of a business organisation.
A3: Can produce clear, detailed text on a wide range of subjects and explain a viewpoint on a topical issue giving the advantages and disadvantages of various options.
A4: Can understand a wide range of demanding, longer texts, and recognize implicit meaning. Such as the operation and management of the marketing function of a business organisation.
B1 After studying the course, the student will have developed the language they need to exercise the following thinking and communication skills and have developed a critical perspective on this language in the light of a range of alternative, available language and communication practices:
B2: recognize, compare and contrast different ways of analysing business case studies and other material about contemporary business practice.
B3: apply their knowledge in the analysis of practical business problems and issues.
B4: recognize, compare and contrast different interpretations of and approaches to practical business problems and issues.
C1: analyse work-related cases and situations to identify problems in the organization and management of a functional area.
C2: identify and communicate potential solutions based on knowledge of theory and apply it to their own work situation.
C3: related the communication skills needed for academic study to those needed in the workplace.
D1: Read and précis written text materials for key salient points.
D2: communicate effectively in writing, showing recognition of audience and purpose.
D3: select data, information and ideas from different sources and present in an appropriate fashion to support an argument.
The aim of this course is to understand the fundamental concepts of mathematics and its connections to other social and human sciences, as well as its functions and areas of application.
The purpose of this module is to introduce the student to a variety of management models and theories, as well as to begin to improve their critical thinking abilities, while aiding in acquiring strong investigation, analytical, and evaluation skills.
The module's objectives are to educate students to alternative psychological and social science theories as well as key arguments in understanding traditional and modern organizations. Students will be encouraged to consider and evaluate various methods to comprehending work and organizational procedures.
The aim for this module is:
This course aims to introduce students to the concept of management, its nature and skills, and the practical application of theoretical concepts. It focuses on analyzing administrative problems and finding effective solutions.
After completing this course, students are expected to achieve the following objectives:
C1: Reflect on different operational, managerial, and strategic support systems.
C2: Distinguish critical success factors and how to use them to measure the success of MIS projects.
C3: Compare types of Business Intelligence.
C4: Analyse how managers can use strategic support systems for E-Business and Collaboration.
Upon completion of the course, students will:
This module aims to:
This Module aims to develop knowledge of various types of projects in current business organisations. The students will learn the different stages involved in the conception and implementation of projects, writing project proposals, carry out feasibility studies, organising and managing project teams, understand the role of project management in business organisations, project planning and scheduling, project finance, effective information and stakeholder management, contractual arrangements, and project supervision
This module aims to provide students with a framework for defining and meeting business requirements with technological solution. The module will take students through sufficient concepts that bases on each other to build information systems. Also, the module will put together previous concepts from the MIS track. For instance, students will discover how programming skills or database design and management knowledge take a part in the process of systems design and implementation.
The purpose of this module is to introduce the student to a variety of marketing models and theories, as well as to begin to improve their critical thinking abilities, while aiding in acquiring strong investigation, analytical, and evaluation skills.
The objective of this course is to introduce students to the concept of marketing and clarify its relationship with other disciplines, as well as to present the elements of the marketing mix (product, price, place, promotion) and explain the role of each element in marketing strategies. Throughout the course, students will study the marketing environment and analyze its impact on marketing management, in addition to identifying and evaluating market segmentation methods. The course will also outline the steps involved in developing new products and examine the characteristics and types of products available in the market. Finally, students will explore consumer behavior among final consumers and business organizations, as well as the promotional methods used in marketing campaignsز
A1: Evaluate the role and implications of digital methods within marketing.
A2: Evaluate examples of contemporary electronic marketing methods such as microsites and banner ads and compare them to conventional approaches.
A3: Appreciate the marketing implications of the design and application of multimedia/Web based products and evaluate them from an e- marketing perspective.
A4: Evaluate the advantages and limitations of different approaches to Web based marketing including text and information based pages, virtual worlds, interactive graphics and animation
A5: Evaluate the impact of web based innovations on marketing and consumer behavior.
A6: Consider the impact that modern technology has (Internet, social media, etc.) on marketing innovation.
A7: Consider what new ways of thinking are needed in E-marketing
B1: Use critical analysis to evaluate e-marketing tactics within a business perspective
B2: Provide a theoretical and practical basis for critically assessing the range of e-marketing tools as well as their advantages and disadvantages
B3: Explore the impact of online communities and evaluate their uses in E-marketing.
B4: Evaluate the utility of concepts, tools and frameworks to solve ebusiness problems.
B5: Evaluate the advantages and limitations of virtual worlds, interactive graphics, animations and social media.
B6: Evaluate the impact of digital marketing strategies on consumer decision making.
C1: Have developed market awareness of E-marketing issues
C2: Analyse e-marketing cases and identify organizational challenges in developing responses relevant to the environment.
C3: Apply course concepts to students’ own interactions with organisations and life experiences. C4: Build upon important workplace skills (e.g. cooperative, teamwork, meeting deadlines, report writing) through cooperative learning activities
C5: Appreciate multicultural influences on the e-marketplace, on ebusiness ethics, and on socially responsible E-marketing.
D1: Make Decisions and solve problems in a viable approach engaging with data analysis, interpretation and extrapolation.
D2: Work independently, communicate effectively, planning, monitoring, reflecting on and improving their own learning.
D3: Find, assess and apply information from a variety of sources, using information technology where necessary Immerse in related information, arguments and ideas.
D4: Identify some of the key strengths and needs of their own learning and identify opportunities to address these.
This is a compulsory module in the Marketing track. This course provides students with a comprehensive introduction into the field of online marketing. It is designed in a way, which builds on students’ pre-existing knowledge in general marketing management to elaborate the concepts of digital marketing;
This is a compulsory module in the marketing track. The module is designed to give learners a broad understanding of the key concepts and business practices in service marketing. The module provides an overview of the nature and scope of services marketing and its role in achieving business objectives. The module aims to:
A1. Differentiate between product and service characteristics, and know how this can be used to establish competitive advantage for a firm.
A2. Understand why the application of the marketing mix in a service environment is built up from the interaction between customers and their suppliers.
A3. Develop an understanding of the links between the service providers (people), the procedures (processes), and the physical evidence of the service offering.
A4. Understand service quality management as the basis for developing customer satisfaction and develop skills in service quality problem diagnosis and service improvement.
A5. Understand the importance of customer retention, service recovery, relationship development, and the role of internal marketing.
A6. Consider the impact that modern technology has (Internet, social media, etc.) on service(s) marketing innovation.
A7. Consider what new ways of marketing thinking are needed in service dominant modern economies.
B1. Use critical analysis to perceive service shortcomings in reference to create service excellence;
B2. Provide a theoretical and practical basis for assessing service performance using company examples;
B3. Identify and discuss characteristics and challenges of managing service firms in the modern world using cultural implications;
B4. Discuss key linkages between marketing and other business functions in the context of designing and operating an effective service system.
B5. Explain the unique challenges of services marketing, including the elements of product, price, place, promotion, processes, physical evidence, and people.
C1: Integrate course concepts into individual performance to become better customer service representatives in the service environment.
C2: Analyse work-related cases and situations and identify organizational challenges in developing responses related to the environment.
C3: Apply course concepts to students’ own interactions with organisations and life experiences.
C4: Build upon important workplace skills (e.g. cooperative, teamwork, meeting deadlines, report writing) through cooperative learning activities
C5: Discuss the influences of the multicultural marketplace, business ethics, and socially responsible marketing on services marketing
C6: Describe how customer relationship marketing (CRM), including retention strategies, creates an environment that achieves excellence in customer service
D2: Work independently, communicate effectively, planning, monitoring, reflecting on and improving their own learning
D4: Identify some of the key strengths and needs of their own learning and identify opportunities
Provide learners with a clear understanding of the concepts and business functions of services marketing
Give learners an overview of the environmental factors which influence services marketing decisions
Introduce learners to the need to develop an appropriate services marketing mix and identify and analyze the various components of the services marketing mix
Familiarize learners with the role of marketing to service providers.
Appreciate the challenges embedded in marketing and managing services and study the tools and processes to respond to these challenges.
Evaluate the key issues required in managing customer satisfaction and service quality
Appreciate the role of employees and customers in service delivery, customer satisfaction and service quality.
Understand the critical aspects of service businesses such as managing supply and demand, relationship management, and the overlap in marketing/operations/human resource systems.
These course objectives ensure that students are equipped with the statistical knowledge and skills necessary to analyze data, make informed decisions, and contribute effectively to managerial and economic sciences.
Upon completing this course, students are expected to be familiar with:
At the end of both parts of the module, students are expected to attain the following objectives:
Understand the significance of technology, innovation and their management
Identify the key MTI concerns in strategy
Understand both product and process innovation
Recognize the foundations of internal innovation and its implementation
Determine if the firm has achieved the desired outcomes and design a proper tool for evaluation and control
Identify elements for planning for acquiring, implementing and evaluating technology
Understand the core capabilities for a sustainable competitive advantage
Determine what information the firm actually has and to turn this information into knowledge
A1: Understand how organisations manage the internal process of innovation, including effective search and knowledge acquisition, implementation, learning and re–innovation
A2: Appreciate the links between Innovation and competitive advantage, the different kinds of innovations (radical vs. incremental, continuous vs. discontinuous, etc.)
A3: Understand innovation as a core business process and how it can be managed.
A4: Information gathering, Analyzing the external environment using management models
A5: Conducting proper evaluation and control in innovation
B1: Develop an awareness of the range, scope, and complexity of the issues and problems related to the strategic management of technology and innovation.
B2: Develop an understanding of the “state of the art’ of the strategic management of technology and innovation.
B3: Expose students to tools and concepts used by organisations engaged in technology intensive industries.
B4: Designing Organizational structure based on the degree of innovation needed B5: Develop appropriate capabilities for a sustainable competitive advantage
C1: Learn the basic skills necessary to construct a technology strategy for an organisation.
C2: Offer some practice in defining and working out strategic management problems related to technological innovation and corporate entrepreneurship.
C3: Develop skills in leadership and engagement for a proper implementation of an innovation strategy
The aim of this module is to familiarize students with an integrative approach to the management of technology and innovation. It introduces the concept of MTI and examines internal innovation planning, implementation and evaluation and control. It also introduces building the capabilities necessary for MTI success. The course provides students as well with a clear understanding and appreciation of innovation dynamics both within and across firm’s boundaries. By drawing from state-of-the-art innovation literatures as well as the extensive use of in-depth case study materials, the course analyses opportunities and challenges related to creating, sustaining, managing innovation and most of all integrating strategy and technology, with a specific focus on technology-based organizations.
SYS280 is a compulsory course in Business Studies/Systems' track. Systems thinking is an inquiry-based method of learning that uses the technique of perspective-taking, fosters holistic thinking, and engages in belief-testing. Systems theory identifies and analyzes the linkages among various elements in a system. For those new to systems theory, it is important to note that “systems" is plural. Thus, systems theory does not presume that there is one grand system to be studied. One intellectual thread of systems theory is the field of systems thinking. Systems thinking is a methodology for understanding and managing complex feedback systems such as the ones at work in business and other social systems. Systems thinking uses mapping of interrelationships as a mean to improve decision-maker understanding of how to intervene and improve system performance.
Understanding the interworking of a system, or the relationships between the various actors of a system, is useful because it improves understanding of the outcomes of the system. For example, to understand why communities experience traffic congestion in a road system despite extensive road building requires an understanding of the relationships between the actors in the system. Students must understand how governments decide where to build or expand roads and how individuals select driving routes. If a government widens a congested road, it is likely to become congested again even if the destinations of current drivers, employment patterns, location of entertainment and service venues, and other determinants of driving patterns have not changed. The systems thinking approach builds theories for how the system works and uses them to develop insights about the behavior of the system over time, with the goal of improving system performance. The primary tools of systems thinking include system diagramming.
After completing this course student will have opportunities to conduct inquire into, and represent their learning about holistic systems. Learning objectives might include:
A1: Systemic thinking and the systems concepts and language.
A2: The various ways to think about the messes they are analyzing, helping them understand one another, appreciate one another’s viewpoints and reduce conflicts and misapprehensions.
A3: How they might function more effectively in a group by improving their working relationships.
A4: Different diagrams that are mostly used in systems thinking and practice.
B1: Critically assess the differences between being a manager and a systems practitioner.
B2: Better think about their relationships with others and thus better understand the dynamics of these relationships.
B3. Develop a mentality to work as systems practitioners
B4. Recognize the importance of building explicit and implicit models and drawing diagrams to facilitate the understanding of complex situations.
C1: Learn how to learn and reflect on their learning journey.
C2: Develop techniques and practical skills that can often help to improve relationships and understandings with other people.
C3: Develop teamwork and leadership skills
C4: Become a systems thinker and practitioner who is able to link theory to practice focusing on the context.
D1: Better handle complex and messy situations.
D2: Develop their learning abilities and reflection skills
D3: Hone their critical and systemic skills and thus be able to have a helicopter view of each situation and thus better understand it and better cope with it.
This course introduces students to system dynamics modelling for the analysis of business policy and strategy. Students will learn to visualize a business organization in terms of the structures and policies that create dynamics and regulate performance. The principal purpose of this module is to improve students understanding of the ways in which an organization's performance is related to its internal structure and operating policies as well as those of customers, competitors, and suppliers. Students will learn to recognize and deal with situations where policy interventions are likely to be delayed, diluted, or defeated by unanticipated reactions and side effects. They will have a chance to use state of the art software for computer simulation and gaming. Assignments give hands-on experience in developing and testing computer simulation models in diverse settings.
A1. Modern trends in information systems and systems practice
A2. The key concepts of software development and maintenance, including principles of design, and the representation and meaning of data
A3. Systemic methods of analysis, based on diagramming, modelling and other tools, and how these can be used to improve computing practice and management decision making
A4. The range of situations in which information systems are used, the ways in which people interact with them and the ethical, social and legal problems that information systems can create.
B1. Apply systems thinking to academic literature and to organisations, identifying suitable areas for systemic analysis and appreciating the technical, economic and other factors at work
B2. Analyse complex systems, and design and evaluate strategies or software solutions for improving them
B3. Describe, compare and contrast a variety of methods and tools, identifying the best choices and applying them to specific problems
B4. Develop and apply suitable analytical and management techniques
B5. Explain the various roles, functions and interactions of Members of a workplace team.
C1. Design, test and evaluate information systems
C2. Use modern approaches and tools
C3. Identify and handle the ethical, social and legal issues that may arise during the design and use of information systems
C4. Use diagramming and modelling tools to analyse complex Systems.
D1. Work independently, planning, monitoring, reflecting on and improving their own learning
D2. Work in a group, communicating effectively
D3. Find, assess and apply information from a variety of sources, using information technology where necessary
This course aims to achieve varied, multiple, and wide range objectives, which include:
This module is designed to provide intermediate conceptual and practical learning to students in operations management, marketing and human resource management. The module comprises 16 study weeks (including final assessment).
This module is designed to provide intermediate conceptual and practical learning to students in management and accounting. The module comprises 16 study weeks (including final assessment).
The primary objective is to give the student an understanding of basic business principles. Global business, entrepreneurship, management, marketing, information technology, and financial management will be discussed. Another purpose of this course is to build a foundation of knowledge on the different theoretical approaches to management and decision making • develop analytical skills to identify the links between the functional areas in management, organisations, management practices and the business environment.
At the end of the module, learners will be expected to: develop and demonstrate the following Knowledge and understanding:
At the end of the module, learners will be expected to:
The aims of the art and design in context are:
A. Knowledge and understanding
On completion of the course students will be able to:
Upon completion of the course students will be able to:
On completion of this course the student will be able to:
On Completion of this course the student will be able to :
This course is aimed at the students who wish to complete the Arab Open University's degree in Graphic and Multimedia Design program. The purpose of this course is related to its two academic sub components: semiotics and applied media aesthetics as well as general design culture. In the first part the aim is to introduce students to the formal elements of semiotics through composition and structure. In this course students develop a language to help them articulate what films, photographs, or advertisements look like, what formal or stylistic choices were made in their production, and what distinguishes one media artifact from another. This part of the course describes the fundamental aesthetic elements of applied media aesthetics such as, light and color, two-dimensional space, three-dimensional space, time-motion, sound, and how they can serve as basic criteria for analysis of video and film. It also explains how these elements can be structured and applied to produce maximally effective visual and sound images in video and film. By placing these essential image elements into their particular contextual fields, their interdependence and structural potential in aesthetic synthesis, the clarification, interpretation, and communication of significant experiences are made clear.
This part of the course will enable the students to:
General Design Culture:
Studying the design process develop the convergence of diverse skills as well as the theoretical knowledge, which are necessary for reaching the right outcomes for any given design project. This module covers the design process' different layers: research, decoding, encoding, narrative, content development, experimentation and concept driven outcomes. Every area is explored both horizontally and vertically with a main focus on the transitions between the steps linking those areas.
The module aims to:
Upon completing this module, students will be able to:
After studying the module, learners will be able to:
At the end of the module, learners will be able to:
B. Cognitive skills
D. Key transferable skills
After studying the module, the student will be able to demonstrate:
After studying the module, the student will be able to:
A. Knowledge and understanding
At the end of the module, learners will have knowledge and understanding of:
A.1. A range of advanced data analysis techniques, building on those introduced at level
2. A.2. Normal linear models (including analysis of variance, multiple regression and enhanced knowledge of simple regression).
A.3. Generalized linear modelling (including logistic, Poisson and loglinear models for contingency tables as special cases).
A.4. Residual and influence diagnostics for linear and generalized linear models.
A.5. An appreciation of techniques in one of two specialisms: econometrics or data science (including legal and ethical issues).
B.1. Formulate real-world data analysis problems in a linear or generalized linear modelling framework.
B.2. Interpret and critically evaluate the outcomes of statistical data analysis in terms of the real-world problem from which the data arose.
B.3. Compare and contrast alternative models for the same data.
B.4. Use a modern statistical software package (in particular, R) to analyse data using linear and generalized linear models (including data exploration and the use of diagnostics).
C.1. Fit and critically evaluate for linear and generalized linear modelling
C.2. Use R to build suitable statistical models
C.3. Understand the requirements of a statistical analysis that is given using non-technical language and communicate the results of that analysis in a similarly non-technical way.
C.4. Analyse, evaluate problems and plan strategies for their solution
D.1. Organise study time, study independently, act on feedback, and meet deadlines
D.2. Communicate solutions to problems and the outcomes of statistical data analyses clearly and coherently, and to comment critically on statistical analyses, using appropriate language for specialists and nonspecialists.
D.3. Select, and use accurately, appropriate data analytic approaches.
D.4. Develop the ability for dealing with problems given in an open-ended way.
M811-part A aims to provide the skills and knowledge necessary to develop and run a practical information security management system, in accordance with current international standards. In particular, it aims to:
Additionally, M811 aims to
M811-part B aims to provide the skills and knowledge necessary to develop and run a practical information security management system, in accordance with current international standards. In particular, it aims to:
Additionally, M811 aims to:
M813-Part A is the first part of the M813 course, a core module of the MSc award in Computing/ software development.
M813 aims to provide the skills and knowledge necessary to develop software in accordance with current professional practice, approaches and techniques.
In particular, it aims to:
This course is a pre-requisite to the M813-part B where the focus is on the testing, software architectures and system integration.
At the end of the module, learners will be expected to have the knowledge and understanding of the following:
M813-Part B is the second part of the M813 course, a core module of the MSc award in Computing / software development.
At the end of the module, learners will be expected to have the knowledge and understanding of the:
M814-Part A is the first part of the M814 course, a core module of the MSc award in Computing/ software development. M813 aims to provide students with a holistic perspective of technical and non-technical factors involved in developing useful and safe software systems in complex social and organisational contexts. In particular it aims to:
M814-Part B is the second part of the M814 course, a core module of the MSc award in Computing/ software development. M813 aims to provide students with a holistic perspective of technical and non-technical factors involved in developing useful and safe software systems in complex social and organisational contexts. In particular it aims to:
This main aim of this module is to introduce students to the basic concepts of Project Management methods and techniques across the standard and extended lifecycle. Students will be taught about various project concepts and definitions. Emphasis will be placed on
This main aim of this module is to develop effective professional project management practitioners through rigorous teaching of Project Management methods and techniques across the standard and extended lifecycle. Students will be taught how to analyse data and situations, select appropriate techniques and apply them in a technological project management context. Emphasis will be placed on
M816 (A & B) aims to provide the skills and knowledge necessary to develop data management policies, procedures and systems in accordance with current professional practice, approaches and techniques.
M816 (A & B) aims to provide the skills and knowledge necessary to develop data management policies, procedures and systems in accordance with current professional practice, approaches and techniques.
After completing the course, the student will be able to:
A. Knowledge and understanding
After completing the module, you should be able to:
Having studied this course you will:
A. Knowledge and understanding
Use the learning Management System (LMS) effectively to improve own learning performance.
A.1. Solve a constant coefficient second order linear initial value problem with driving term exponential time’s polynomial.
A.2. Perform calculus operations on vector-valued functions, including derivatives, integrals, curvature, displacement, velocity, acceleration, and torsion.
A.3. Compute Fourier coefficients, and find periodic solutions of linear ODEs by means of Fourier series.
B.1. Judge if the results of ODEs solutions are reasonable, and then interpret and clearly communicate the results.
B.2. Think critically by setting up and solving application problems involving double and triple integrals.
B.3. Demonstrate ability to think effectively to interpret and use functions of several variables.
C.1. Utilize Delta functions to model abrupt phenomena, compute the unit impulse response, and express the system response to a general signal by means of the convolution integral.
C.2. Locate and use information to solve calculus problems in several variables.
C.3. Competence in solving problems related to vectors in 2- and 3- dimensions and their applications.
C.4. Work effectively with others to complete homework and class assignments.
D Key transferable skills
D.1. Analyse real world scenarios to recognize when ordinary differential equations (ODEs) or systems of ODEs are appropriate.
D.2. Demonstrate the ability to communicate with colleagues on the topics of ODEs and systems of ODEs
D.3. Formulate problems about the scenarios, creatively model these scenarios (using technology, if appropriate) in order to solve the problems using multiple approaches.
D.4. Apply the computational and conceptual principles of calculus to the solutions of real-world problems.
D.5. Recognize ODEs and system of ODEs concepts that are encountered in the real world, understand and be able to communicate the underlying
mathematics involved to help another person gain insight into the situation
The aims of the course in context are:
This course provides a thorough overview of the interface, tools, features, and production flow for using Premiere Pro. The course is an ideal combination of instructor-led demonstration and hands-on practice for getting to know this revolutionary nonlinear video-editing application.
The course focuses on the basic editing functions while familiarizing the students with the user interface. It also allows them to use Premiere Pro's powerful real-time video and audio editing tools to give them precise control over virtually every aspect of the production.
The second part of the course is full hands-on practice of Adobe after effects which would allow the students to deliver cinematic, visual effects and motion graphics faster than ever before with new Global Performance Cache, extend their creativity with built-in text and shape extrusion, new mask feathering options, and get into motion graphics.
Adobe Premiere pro
The module aims to:
Students should be able to:
The course aims to:
The course aims to:
Student will be able to:
Students should be able to demonstrate that they can:
D.3. Organise your study time, study independently, exploit feedback and meet deadline
A. Knowledge and understanding
A.1. Demonstrate understanding of techniques for analysing and interpreting data.
A.2. Realize time series data, trend and seasonality, additive and multiplicative models, transforming time series, moving averages, estimating the trend, seasonal and irregular components.
A.3. Define the concepts of multivariate data, scatterplots, matrix scatterplots and profile plots, mean vectors and the covariance matrix, standardisation and the correlation matrix.
B.1. Apply mathematical and statistical manipulation and calculation on choices of model and analyses resulting from them.
B.2. Assemble relevant information for proofs and construct appropriate mathematical arguments, and exercise judgment in selection and application of a wide range of mathematical and statistical tools and techniques.
B.3. Represent groups in multivariate data and measure the separation between and withingroups covariance matrices
C.1. Apply Markov chain simulation, burn-in, practical Bayesian data analysis with MCMC; and interpret MCMC output.
C.2. Analyse objective and subjective probability, Bayes’ theorem. Prior distributions, the likelihood, posterior distributions.
C.3. Gain membership of the Royal Statistical Society and the Institute of Mathematics such as London Mathematical Society.
D.1. Apply statistical modelling and analysis techniques to a wide range of practical problem such as simple, Holt and Holt-Winters exponential smoothing, autocorrelation and prediction, the correlogram, tests for zero autocorrelation, prediction errors.
D.2. Analyse and evaluate practical problems involving statistical data and plan strategies for their solution.
D.3. Use professional mathematical and statistical software with confidence.
D.4. Communicating statistical ideas clearly and succinctly.
D.5. Acquire further knowledge with little guidance or support.
The module aims to give solid understanding about the following:
This Module discovers the concepts and technologies for the state of art topics: Service-Oriented Architecture (SOA) and Cloud Computing. It identify a comprehensive and systematic understanding to the latest SOA and Cloud Computing technologies. Moreover, it examine practical experience in designing large-scale composite web service applications.
After finishing successfully this Module you should be able to:
Upon completing this Module, students will be able to have:
Upon completing this Module, students will be able to:
The aims of this module are to:
On successful completion of this course, the student will be able to demonstrate knowledge and understanding of:
On successful completion of this course, the student will be able to:
The aims and objectives of this module are to:
After studying the module you will be able to:
Upon completing this module, students should be able to:
After studying the module the student will be able to:
After studying the course you will be able to:
After studying the course, you will be able to:
The aim of T802 is to enable students to carry out a significant piece of research in the subject area of their degree, and to write up the research and conclusions in a formal dissertation. The research will have professional relevance, but may or may not be directly associated with a company or other organization.
In the process of following the module, students will:
Students will learn how to develop a research proposal; carry out a literature search and write a critical review of the literature; select suitable research methods and integrate them within a research methodology; carry out research processes; analyze results to draw conclusions; and write up their research in the form of a dissertation. The students' research work will be related to their individual pathway of study (i.e. either the Software Development pathway or the Information Security and Forensics pathway).
The T828 (parts A and B) module aims to give students a holistic understanding of the fundamentals of network security together with the skills required by a network security professional. In particular, it aims to:
Enable students to have significant hands-on interaction with IT equipment to prepare them for certification exams and career opportunities
Once you have completed your study of this module, you will have knowledge and understanding of:
Once you have completed your study of this module, you will have the ability to:
Once you have completed your study of this module, you will have the professional skills to:
Once you have completed your study of this module, you will also be able to:
The T828 (parts A and B) module aims to give students a holistic understanding of the fundamentals of network security together with the skills required by a network security professional. In particular, it aims to:
To emphasize on the concept of computer organization.
To emphasize on the concept computer architecture.
To comprehend the different core concepts behind the hardware layer of a computer system.
To recognize the mathematical concepts of the low level computer structure (circuits and gates).
To know the processor's instruction sets architecture and implementation.
To recognize the memory organization concept and methods
The module provides student with an understanding of:
To be able to
After studying the module, the student should be able to:
Upon completing this module, student should be able to:
At the end of the module, learners will have knowledge and
understanding of:
A1. Demonstrate knowledge and critical understanding of the ITIL Service Management terminology, practices and framework; the structure and concepts of ITIL, and the core principles of service management.
A2. Demonstrate knowledge and critical understanding of the principles, concepts and techniques associated with the process of project management.
A3. Describe the various types of project and project lifecycles and apply them in an information technology context.
A4. Reflect on the issues and processes that relate to the collaborative planning and execution of an information technology project in a virtual context
B. Cognitive skills
At the end of the module learners will have developed the following
cognitive skills:
B1. Apply your knowledge and understanding to a range of issues and problems in Service Management.
B2. Use a variety of techniques to draw up a project plan that will meet the competing demands of scope, time, cost and quality.
B3. Critically appraise a project and its organisation, management, process and outcomes, and reflect on the experience of working in a small team.
B4. Apply your knowledge and understanding to a constrained problem and analyse the outcomes.
B5. Analyse and specify requirements
B6. Apply the analytical skills of analysis and design
B7. Identify key elements of problems and apply problem solving techniques in designing an appropriate model
C1. Communicate effectively about the subject, choosing appropriate media, using appropriate notations, terminology and references for the subject domain
C2. Plan and manage your own time to study and to interact electronically with others.
C3. Demonstrate numeracy in understanding, reasoning about and presenting project and service management problems from a quantitative perspective e.g. risk management issues that involve resources such as people, time and money.
C4. Provide appropriate, effective documentation for the development process
D1. Demonstrate an awareness of the ethical issues relevant to project management and service management.
D2. Demonstrate an understanding of the professional certification frameworks in Project Management and Service Management.
D3. Have an awareness of the software development process
D4. Plan a complex task
A1.Understand the key principles and concepts of digital communication and information systems and be aware of their major trends and developments.
A2.Have a clear understanding of the key principles of interaction design, its processes and the importance of user centred design.
A3.Understand the key concepts, issues and technologies associated with online communication and collaboration.
A4.Be able to demonstrate your understanding of the key principles and methods of securing digital data an
At the end of the module learners will have developed the following cognitive skills:
B1.Apply your understanding of the communication and information systems that feature in the module in specified contexts and updating yourself about these systems and technologies as necessary.
B2.Use knowledge gained from the module to help you to describe and explain the technologies of communication and information systems and to understand new or unfamiliar communication and information systems in specified situations
B3.Evaluate or compare communication and information systems suggested for a particular need and give a justified recommendation on their appropriateness.
B4.Select, adapt and apply suitable interaction design approaches and techniques towards the design of an interactive product.
C1.Critique draft materials in order to improve them
C2.Use standard office and specialised software effectively to support your work, both as an individual and in collaboration with others in a distance setting.
C3.Describe and discuss some of the technological, social, legal, ethical and personal issues that relate to communication and information systems and technologies
D1.Communicate complex information, arguments and ideas effectively on a range of topics relating to communication and information systems through a variety of different media, using styles, language and images appropriate to purpose and audience.
D2.Use numerical skills to perform basic calculations relating to communication and information systems and analyse data.
D3.Work effectively as part of a group in a distance setting where collaboration is undertaken via computer-mediated communication.
D4.Communicate effectively about requirements, design, and evaluation activities relating to interactive products.
A1. Be aware of the principles, methods and tools relevant to the technical and human factors of cyber security.
A2. Demonstrate techniques and processes involved in assessment of security infrastructure and related hardware and software controls.
A3. Understand theory and practice of systems security that includes identifying associated threats, controls and policies.
A4. Describe the governing principles of cyber operations, incident response and management.
A5. Discuss of the role of digital forensics within the larger discipline of forensic science and the appropriate use of scientific methods, including the legal requirements
B1. Recognise threats, vulnerabilities and attack methods and propose appropriate mitigation and security controls towards the design and implementation of secure system and infrastructure.
B2. Evaluate the key principles involved in operation and management of cyber incidents.
B3. Select appropriate concepts, tools and techniques for a given digital forensics event.
C1. Demonstrate understanding of prevailing standards applicable to digital forensics and can recognise their application, in a given context.
C2. Undertake ongoing learning to keep up-to-date cyber security developments within digital systems.
D1. Communicate and analyse problems effectively within computing environments using appropriate personal and technical skills.
D2. Formulate arguments and make informed decisions in choosing appropriate techniques in solving a range of technological problems.
The module aims to: increase students awareness of the ethical, professional and legal issues of IT and computing and the responsible use of ITC.
Upon the successful completion of this module students will be able to:
After completing this module, students will be able to:
Upon completion of this module the student will:
Upon completion of this module the student will be able to:
C. Practical and professional skills
A. Knowledge and understanding
C.Practical and professional skills
Upon completing this module, learners will be able to:
D. Key skills
B. Cognitive skills At the end of the module learners will be expected to:
After studying this module, the student will be able to:
Aspects of business that were once seen in isolation – the people, organisation, process, information and technology – are now expected to operate as part of a seamless whole, both within and across enterprises. Information systems managers are responsible for delivering this seamless integration efficiency. This module aims to:
1. Explain basic concepts for IT/IS management
2. Discuss organizational, business and strategic issues surrounding IT/IS, and
3. Analyse and evaluate uses of strategic IT/IS in practice.
This module aims to introduce students to the software development process in general with emphasis on the software modelling and analysis phase. The unified modelling language is used throughout the module to illustrate the different models.
The aims of this module are to illustrate methods for handling and compressing different kinds of data, such as text, images, audio and video data and show data compression techniques for multimedia and other applications, especially the once used in the Internet.
A.Knowledge and understanding
B.Cognitive skillsAt the end of the module learners will be expected to:
C.Practical and professional skillsAt the end of the module, learners will be expected to:
D.Key transferable skillsAt the end of the module, learners will be expected to:
B.Cognitive skills
A. Knowledge and understanding
This module aims to address some of the key concepts required for the traditionally important area of data management, and the increasingly important area of data analytics. The module will compare traditional relational databases with an alternate model (a NoSQL database), and will enable students to choose between the alternatives to select an appropriate means of storing and managing data, depending on the size and structure of a particular dataset and the use to which that data will be put. Students will be introduced to preliminary techniques in data analysis, starting from the position that data is used to answer a question, and introduced to a range of data visualisation and visual analysis techniques that will instil an understanding of how to start exploring a new data set.
To ensure that students are comfortable with handling datasets, they will explore a range of openly licensed real-world datasets (either downloaded from their host websites, or provided as snapshots) to illustrate the key concepts in the course. Sources such as data.gov.uk, the World Bank, and a range of other national and international agencies will be used to provide appropriate data. The module will aim to divide approximately equally between issues in data management (technical and socio-legal issues in storing and maintaining datasets), and issues in data analytics (using data to answer questions). Students are not expected to have a background in statistics, but should be comfortable working with mathematical concepts and will need to be competent programmers.
The module will be framed around a narrative that looks at how to manage and extract value and insight from a range of increasingly large data collections. At each stage, a comparison will be drawn between different ways of representing the data (for example, using different sorts of charts or geographical mapping techniques), and limitations of the mechanisms presented. To enable students to get a feel for the use of data, each stage will also include an overview of some data analysis techniques, including summary reporting and exploratory data visualisation. The module will be driven by Richard Hamming's famous quote: The purpose of computing is insight, not numbers.
Some of the key ideas are:
Concepts in data analytics. These sections will focus on using data to answer a real question; the focus will be on exploratory techniques (such as visualisation) and formulating a question into a form which can realistically be answered using the data that is available. Issues in processing techniques for large and real-time streamed data collections will also be addressed along with techniques and technologies (such as mapreduce) for handling them. This part will use a statistical package such as the python scientific libraries and/or ggplot to visualise the data and carry out appropriate analyses. It is not anticipated that students will need to understand statistical methods in depth.
Upon completing this course, students will be able to:
Communicate the results of data analysis to stakeholders at appropriate level
Knowledge and understanding of:
TM355 is framed fairly precisely by its areas of interest: layers 1 and 2 of the OSI seven-layer model, that is the Physical Layer (layer 1) and the Data Link Layer (layer 2); and the three access technologies of optical fibre, DSL broadband and wireless.
Within this framing, TM355 is concerned to reveal and explore commonalities that cut across these technologies, such as Shannon's law, multiple access (which increasingly means orthogonal frequency division multiple access, or OFDMA), modulation techniques (in the digital world, almost synonymous with quadrature amplitude modulation, or QAM), error detection and correction, and coding. A thorough understanding of the principles of these common technologies will equip students to understand a range of communication technologies, and to understand their potential and limitations
The student will learn the value of moving away from his/her desk and 'stepping out into the world' to involve potential users in his/her early design ideas for interactive products. It is all too easy to assume that other people think, feel and behave in the same way as the designer or developer, do. It is essential to take into account the diversity among users and their different perspectives and getting their feedback will help to avoid any errors and misunderstandings that may not have thought of. Involving users in the process is vital to creating great products and makes good business sense.
Through hands-on activities the student will work through the design process on a topic chosen by himself/herself (with tutor's guidance). The student will develop skills that will be important to him/her in a variety of employment settings – whether working as a developer as part of a large software development team, as a partner in a small start-up, or in some other role involved in the managing of, or decision making around interactive products that will be used by people
After studying the module students will have knowledge and understanding of:
After studying the module students will be able to:
A1: Understand the context of Artificial Intelligence, Machine Learning and deep learning, including understanding the basic mechanisms and appropriate uses of a range of alternatives to deep learning.
A2: Describe the range of situations in which machine learning systems are used and the possibilities and limitations of these systems.
A3: Understand the key elements and mechanisms of deep neural learning systems, together with their strengths and weaknesses.
A4: Understand the social, professional, legal, and ethical issues associated with machine learning systems.
B1: Explain the strengths, weaknesses, and limitations of machine learning, and deep learning in particular, including understanding when machine learning techniques are not appropriate.
B2: Apply and critically evaluate deep learning tools and techniques to solve real-world problems.
B3: Select and apply appropriate techniques and tools for designing, implementing, and testing deep learning systems, and be aware of their limitations.
B4: Justify why deep learning tools and techniques are either suitable or not for a particular problem or domain
C1: Analyse and evaluate problems and plan strategies for their solution.
C2: Select an appropriate set of machine learning techniques for a given task and dataset, marshal one or more tools into a coherent machine learning system, apply the machine learning system correctly, and evaluate its performance (including limits of applicability).
C3: Select and appropriately pre-process a dataset for machine learning and evaluate how biases inherent in the data will affect the reliability and fairness of the trained machine learning system.
D1: Relate the strengths, weaknesses, and limitations of machine learning to wider social issues, including social justice, privacy and security, and access to resources and services.
D2: Communicate information, arguments, ideas, and issues clearly and in appropriate ways, considering the audience and purpose of the communication.
D3: Select and use accurately analytical techniques to solve problems.
D4: Develop skills to become an independent lifelong learner, as the field moves on.
To provide the students with an understanding of the fundamental concepts involved in natural and artificial intelligence (ASO, PSO, neural networks, evolutionary computing, robotics and genetic computing).
Upon completion of this module the student will gain knowledge and understanding of:
The module aims to provide an understanding of e-business and its associated technologies. The basics of online commerce will be introduced along with the elements that are particular to an electronic marketplace.
The module aims to provide students with:
On completion of the module students will be able to:
On successful completion of this course, students will be able to:
A. Knowledge and understanding
D. Key transferable skills
On successful completion of this course, students will be able to:
After studying the course, the student will be able to:
A112A aims to:
Explore texts which began as 'popular' works but which have come to be regarded as
At the end of the module, learners should be able to:
A1: Demonstrate understanding of how people are inspired by ancient places, including those who encountered them in the eighteenth and nineteenth centuries.
A2: Understand the role of cultures in text production
A3: Develop knowledge of the principle skills of creative writing, including how to read as a writer and the essentials of structure, character construction, language, and setting.
A4: Develop knowledge of the techniques that artists used to show how works of art have been used to represent power as well as to challenge it.
A5: Develop knowledge of cultures with reference to the module's four subject areas: art history, classical
At the end of the module learners should be able to:
B1: Develop awareness of the role of culture in studying art history, classical studies, creative writing and English literature
B2: Understand the requirements of looking at evidence from ancient cultures to appreciate how they continue to have relevance in later centuries.
B3: Discuss the requirements of a classic text
B4: Develop an understanding of the role of different types of texts.
B5: Develop different reflective strategies that critically and constructively explore how writing involves a journey of discovery.
C1: Demonstrate awareness of the role of culture in impacting texts
C2: Adopt and apply suitable professional attitude in looking at art history, classical studies, creative writing and English literature
C3. Demonstrate a reflective approach through an integrated understanding of the role of cultural identities and how they emerge and are expressed.
D1: Discuss with confidence issues related to how are cultures produced and encountered.
D2: Demonstrate skills on working co-operatively with others.
D3: Develop an enhanced self-awareness of and confidence in own skills and how these skills might be disseminated
and used in new situations.
C1: Demonstrate awareness of the role of culture in
impacting texts
D3: Develop an enhanced self-awareness of and confidence in own skills and how these skills might be disseminated and used in new situations.
A1: Develop an understanding of the strategies used in creative writing.
A2: Develop a critical appreciation of the most popular forms or writing; fiction, poetry and life writing.
A3: Develop knowledge of the key linguistic tools and terminologies for the analysis and evaluation of forms of narrative, fiction and autobiography, including collected examples.
A4: Develop a perspective on creative writing, including aspects of structure and genre, role and function, representation of self and other.
A5: Develop an understanding of requirement for professional presentation of manuscripts, audience and market.
B1: Develop awareness of the requirements of writing in a range of genres.
B2: Understand the role of memory and experience in advancing and building a daily discipline for writing.
B3: Discuss the characteristics and styles of popular forms or writing; fiction, poetry and life writing
B4: Develop different reflective strategies that critically and constructively explore aspects of structure and genre, role and function, representation of self and other, in different forms of creative writing.
C1: Demonstrate awareness of the range of strategies that are applied in creative writing.
C2: Adopt and examine examples of creative writing from a range of genres.
C3. Demonstrate a reflective approach through an integrated understanding of the significance of professional presentation of creative writing, audience and market.
D1: Discuss with confidence issues related to styles and genres of creative writing.
D3: Develop an enhanced self-awareness of and confidence in own skills and how these skills might be disseminated and used in new situations.
A230 aims to:
The module builds on the knowledge and skills acquired on A112 and E121. The module is designed to start with a gentle introduction to the discipline and to become gradually more challenging as it progresses, so that by the end of the module students will be prepared to move on to the study of English Literature at Level 6. In an effort to enhance the students' sense of their progression from Level 4 and Level 6, it takes care to identify the specific study-skills being taught at different stages of the module. The assessment will invite students to reflect on their own experience of learning as they progress through the module.
A230 adopts a chronological approach to the study of English Literature, introducing students to the six principal literary periods – the Renaissance, the Long Eighteenth Century, the Romantic period, the Victorian Age, and the early and late Twentieth Century. Each of these has a corresponding block of study lasting four weeks which focuses on a few representative literary texts of the period. This clear and logical structure will further contribute to students' sense of progression as well as providing them with a solid grounding in the study of English Literature. Each block of study will also introduce students to particular study skills and to a particular theoretical concept which will aid them in making the transition to the Department's Level 6 modules. A230 module aims at the following:
At the end of the module, learners will be expected to show knowledge and understanding of:
A1: the formal characteristics of the principal genres and sub-genres of literature (novel, short story, plays, romance and realist novel, novel of growth, tragedy, comedy, life-writing, travel-writing, letters, film, popular fiction, and writing for children).
A2: a range of writers coming from many cultural backgrounds, including English, Irish, Scottish, French, German, American, African, and Caribbean writers.
A3: how literary texts have been written and received within literary, cultural and socio-historical contexts from the Renaissance to the present.
A4: theoretical concepts such as 'literature', textuality, the nature of context and inter-text, the idea of the author, the history of reading and the book.
A5: the problematic nature of a literary history conceived in terms of period and nation, and the development of the concept of 'literatures'.
B1. work with a novel, play or a critical text that is the product of a culture other than that of the reader, and to appreciate the historical changes with reference to issues like gender, race, culture, nation.
B2. construct an argument, comparing and contrasting two or more literary texts (novels, plays, characters, themes).
B3. engage with literary criticism of the assigned texts.
B4. Use appropriate literary, critical, and linguistic terminology to describe and discuss specific theories, concepts and evidence.
B5: Synthesise information and ideas from different sources in order to reach their own conclusions.
C1. be able to keep to the focus of a question while answering
C2. write an essay in the correct format, with proper beginning, and in logical and coherent development;
C3. use correct language: syntax, grammar, spelling, punctuation and quotation marks;
C4. use word processing skills effectively, to present a typed answer in a format that aids understanding, using different fonts, highlighting devices, margins and indentations;
C5.use secondary sources ethically by avoiding plagiarism.
D1. be able to write in an appropriate academic register, using scholarly conventions, like acknowledging borrowings from other sources, like audio video, the internet, and relevant critics, with proper referencing.
D2. be able to read and synthesize from a large range of texts.
D3. develop listening strategies, especially in relation to audio video course material, and to gain an extended understanding of narrative and dramatic texts.
D4. make effective use of feedback from a tutor to improve performance continually.
A230 aims to:
At the end of the module, learners will be expected to show knowledge and understanding of :
B1. work with a novel, play or a critical text that is the product of a culture other than that of the reader, and to appreciate the historical changes with reference to issues like gender, race, culture, nation.
The underlying principle of the module design has been to provide:
offering considerable scope for students to explore specific texts, contexts, literary processes and critical perspectives in depth.
At the end of the module, you will be expected to display:
A1. A broad knowledge of literature in English in a range of genres between c.1800-present.
A2. A detailed knowledge of the set texts written in (or translated into) English, particularly in terms of style and form.
A3. An understanding of how an interpretation of any given text is determined by exploring its historical and cultural contexts, including its production, distribution, consumption and reception.
A4. An awareness of the relationship between literary text and media (print, performance, recorded audio-visual, digital convergence).
A5. An understanding of the processes through which texts come to be regarded as canonical or non-canonical.
At the end of the module, you will be expected to:
B1. Show the ability to compare and contrast set texts from both a thematic and a critical perspective.
B2. Show the ability to read and engage with a range of scholarly voices and critical perspectives and to question them appropriately.
B3. Show the ability to identify and understand issues for further study, and to select appropriate tools to answer them, by searching and using a range of online resources.
B4. Show the ability to examine and understand any of the set texts in relation to their historical and cultural contexts, including the material conditions of production, distribution, consumption and reception.
C1. Communicate clearly and effectively in the register appropriate for the task.
C2. Demonstrate the ability to use a range of tools to acquire, organise, critically evaluate and accurately reference information from a variety of printed and online sources.
C3. Demonstrate the ability to logically structure a considered argument in written and/or in-class presentation.
C4. Demonstrate competence in independent study and learning, including the ability to meet deadlines, organise your time effectively, solve problems and show initiative.
D1. Assimilate, understand, and critically synthesise information and ideas from multiple sources, and use these to support your own argument.
D2. Evaluate and effectively use a wide range of online resources appropriate to the discipline.
D3. Communicate complex ideas clearly and effectively through written and/or in-class presentations.
D4. Demonstrate the ability to improve your own learning and performance through the development of independent study skills (including research).
The underlying principle of the module design has been to provide:
The general aims of the module are to:
The module also aims to teach students about
A1 : know a range of research tools and methods appropriate to postgraduate study in the humanities;
A2 : understand current issues and debates in one or more humanities subject area.
A3: plan an essay at postgraduate level;
A4: design a research project with some support from the course materials and a tutor;
A5: use feedback from your tutor and fellow students effectively to improve your work;
A6: use other resources, such as libraries and ICT resources, to improve your learning.
B1: evaluate critically current research in one or more areas of literary studies;
B2: evaluate and critique some of the methods used in literary studies' research;
B3: use concepts and theories appropriately;
B4: evaluate bodies of evidence and draw conclusions from them.
C1: use research libraries, their archives and their contents efficiently;
C2: use specialist online databases and other online facilities for postgraduate study;
C3: form arguments at postgraduate level and express those arguments in substantial pieces of writing using proper academic conventions;
C4: plan a project according to specific guidelines;
C5: work independently on a research project.
D1 : communicate effectively in writing to a specialised audience;
D2: vary your means of communication according to the specialised task at hand;
D3: be aware of the tools which can help you in the task of effective communication.
D4: gain independent learning ability required for continuing professional development
how to use ICT resources for postgraduate research.
(A) Knowledge and understanding
When you have completed this module you will have knowledge and understanding of:
(B) Cognitive skills
When you have completed this module you will be able to:
use research libraries, their archives and their contents efficiently;
use specialist online databases and other online facilities for postgraduate study;
form arguments at postgraduate level and express those arguments in pieces of writing, using proper academic conventions.
(D) Key skills
When you have completed this module you will be able to demonstrate the following skills:
Communication
You will be able to:
1. communicate effectively in writing to a specialised audience;
2. vary your means of communication according to the specialised task at hand;
3. be aware of the tools which can help you in the task of effective communication.
Provide students with appropriate training in the techniques of postgraduate;
use specialist online databases and other online facilities for
postgraduate study;
form arguments at postgraduate level and express those arguments in pieces of writing, using proper academic conventions
The aims of this module include the following:
A1: gain a working knowledge of comparative literary theory and methodology.
A2: examine the important role of the comparative literary approach for understanding other cultures' literatures and experiences.
A3: study major novelists, poets and dramatists from different parts of the world (i.e. Clements's three dimensions, the Western heritage, East-West and world literature) comparatively.
B1: evaluate critically current research and methods used in comparative literary theory.
B2: use concepts and theories appropriately.
B3: evaluate bodies of evidence and draw conclusions from them.
B4: engage critically with a range of literary texts and complex critical, theoretical and historical material in a comparative way.
C1: apply important comparative literary approaches (both
traditional and modern) to the studied texts.
C2: provide students with the opportunity to carry out a substantial piece of independent research, using the appropriate scholarly apparatus.
C3: use research libraries, their archives and their contents efficiently.
C4: form arguments at postgraduate level and express those arguments in substantial pieces of writing using proper academic conventions.
D1. communicate effectively in writing to a specialised audience.
D2. gain independent learning ability required for continuing professional development.
A1: gain a working knowledge of postcolonial literary theory and methodology.
A2: examine different colonial and postcolonial texts and explore certain postcolonial themes, such as constructing a national culture, exile and revolutionary struggle.
A3: understand the difference between various colonial encounters by examining different postcolonial theories and exploring the different historical circumstances of particular colonial situations.
B1:evaluate critically current research and methods used in postcolonial studies.
B2: explore how literature can create reality by examining several literary and theoretical texts.
B3: use concepts and theories appropriately.
B5: engage critically with a range of literary texts and complex critical, theoretical and historical material from a postcolonial perspective.
C1: provide students with the opportunity to carry out a substantial piece of independent research, using the appropriate scholarly apparatus.
C2: use research libraries, their archives and their contents efficiently.
C3: form arguments at postgraduate level and express those arguments in substantial pieces of writing using proper academic conventions.
D1: communicate effectively in writing to a specialised audience.
D2: gain independent learning ability required for continuing professional development.
At the end of the module, learners will be expected to have knowledge and understanding of:
A1. a range of research tools and methods appropriate to postgraduate study in one humanities subject area;
A2. A variety of literary texts through close reading of primary texts.
A3. The literary theories and current debates relevant to the study of literature.
A4. Literary texts within their cultural and historical contexts.
B1. evaluate critically current research and methods used in the study of literature;
B2. use concepts and apply literary theories to the study of literary texts appropriately;
B3. evaluate bodies of evidence and draw conclusions from them.
C2. form arguments at postgraduate level and express those arguments in substantial pieces of writing using proper academic conventions;
C3. work independently on a research project.
D1. communicate effectively in writing to a specialised audience;
D2. gain independent learning ability required for continuing professional development
This module aims to provide students with training and knowledge in:
A1: a range of research tools and methods appropriate to postgraduate study in literature;
A2: the importance of textual and bibliographical study in postgraduate work in literature;
A3: how contemporary developments in critical theory bear upon the practice of literary research at postgraduate level;
A4: a chosen topic within a specialist area of literature.
B1: engage critically with a range of literary texts and complex critical, theoretical and historical material;
B2: contribute in an informed way to current debates about literature;
B3: recognise a potential area for research in literature.
C1: construct and present sophisticated, coherent and persuasive written and oral arguments;
C2: collect, sift and organise substantial bodies of material, and evaluate their significance;
C3: independently design a research proposal;
C4: plan and write a substantial piece of work, presented with appropriate scholarly apparatus and acknowledgement of the work of others;
C5: use a research library and a range of electronic information resources.
D1: design a programme of independent research and writing;
D2: use feedback from their tutor and fellow students and other resources effectively to improve their performance;
D3: use ICT resources for postgraduate research;
The course aims to:
1. prepare students about the study of the arts and humanities at university level by providing them with rich content while equipping them with relevant study skills;
2. deliver a course which is intellectually stretching in terms of the conceptual demands it makes of students while also being realistically achievable as part-time study;
3. make students aware of the variety of approaches, methodologies and concerns covered by the different arts and humanities disciplines;
4. widen participation in the Arts curriculum by delivering a course which appeals to a diverse range of students;
5. stimulate students who want to continue their studies within the Faculty;
6. equip students with transferable skills which would be relevant to other areas of study;
7. prepare students for the study demands of higher level courses by making them self-conscious learners who will be able to organize their time most effectively.
A1. understand the differences between different artistic media and to be able to distinguish and describe the formal components of works of art. (Art History)
A2. become aware of the diversity of Ancient Greek and Roman materials and of the contexts in which such materials were produced and subsequently reinterpreted. (Classical Studies)
A3. develop an understanding of the principal issues raised by the study of a particular period or topic in history.
A4. have an appreciation of the dynamics of literary and dramatic language and form. (Literature)
A5. develop the skills of 'close listening' to music. (Music)
A6. understand how philosophers appeal to theoretical principles to answer specific philosophical questions. (Philosophy)
B1. develop a basic competence in the skills of visual analysis. (Art History)
B2. develop the ability to move analytically and imaginatively between the present and the past and to expand critical perspectives on cultures and the societies that produce them. (Classical Studies)
B3. understand how we come to construct an idea (or ideas) of the past. (History and HSTM)
B4. begin the process of reading and understanding literary texts critically. (Literature)
B5. develop a sense of the importance of issues of performance in music. (Music)
B6. extract a philosophical argument from a text, analyse it and, if appropriate criticise it. (Philosophy)
C1. develop skills of reading, listening and visual analysis.
C2. develop the ability to synthesize potentially conflicting ideas and information into their own words.
C3. reflect in detail on their work as learners through the course.
C4. learn how to organize their study time in ways which best suit their lifestyles.
C5. recognize the importance of presenting their work coherently and in appropriate forms.
C6. learn how to distinguish between different kinds of online resource.
D1. write an essay that shows the ability to analyse and to construct a plausible, well-substantiated argument.
D2. show the ability to reflect on his/her learning through the course, and to present a piece of written work which has been revised in the light of feedback from his/her tutor.
D3. take notes from written or spoken sources (taught but not assessed).
The module aims to:
A1: Knowledge and understanding of different literary genres (short story, poetry, drama, and essay).
A2: Knowledge and understanding of literary elements (character, plot, setting, point of view, style, and theme).
A3: Knowledge and understanding of literary terms and concepts.
A4: Knowledge and understanding of author-, reader-, and text-oriented approaches.
A5: Knowledge and understanding of the historical and cultural backgrounds of literary texts.
A6: Knowledge and understanding of the multidimensionality of literary texts in terms of ethics and aesthetics.
B1: Recognize and analyse the distinctive features of each of the literary genres (short story, poetry, drama, and essay).
B2: Recognise the literary terms and concepts needed to discuss literary texts.
B3: Compare and contrast different literary approaches in analysing texts (author-, reader-, and text-oriented approaches).
B4: Develop appreciation of short stories through close reading and critical analysis.
B5: Develop appreciation of poetry through the appreciation of aesthetics and ethics.
C1: Apply various analytical and critical strategies to literary genres.
C2: Articulate arguments pertaining to explicit and implicit messages in a literary text.
C3: Evaluate the historical, cultural, and biographical context of various literary texts.
C4: Plan a proper research based on synthesis, analysis, and critique of different sources.
D1: Make use of the key literary concepts and terminology proper to different literary genres.
D2: Consider literary and other texts reflectively and critically
D3: Construct a coherent and relevant argument supported by evidence from primary and secondary sources.
“Language and Creativity" looks at creativity in the English language in the context of globalization: from everyday contexts to 'high culture' literary language and the impact of new media. It presents students with instances of creativity in social and artistic life, and examines how these are proliferated and intensified by technology and globalization. It explores the critical potential in creative practice, and investigates the relationships between language and other modes such as image, movement, music and dance.
Overall, the focus of E302 is on creativity in the English language: its manifestations, its uses, and the issues it raises. It will give students a firm grounding in stylistic, sociolinguistic and multimodal analysis. This clearly distinguishes it from the alternative Level 3 option, E304 “Exploring English Grammar," which has as its focus the understanding of English grammar, as theorized from both structural and functional perspectives and enhanced through the use of corpus linguistic tools. Both modules assume a basic knowledge of English Language Studies gained from studying U214.
The major aims of E302 are to develop an understanding of:
At the end of the module, learners will be expected to demonstrate knowledge and understanding of:
A1. The nature of creativity in English in a global context and the ways in which it is used to fulfil a range of social, cultural, artistic and political functions.
A2. The roles, interests and concerns of different participants in the construction and interpretation of creative texts and practice.
A3. Different theories and debates about the nature and functions of creative language practices in both everyday and literary uses of English.
A4. Different analytical approaches to the study of creativity in English, drawing on linguistics, stylistics and semiotics, and their relative strengths and limitations for the study of creative texts and practices.
B1. Use appropriate methodologies and related terminology to describe and analyse creative texts across different media
B2. Critically evaluate instances of creative texts and practices in relation to appropriate theoretical and analytical approaches
B3. Synthesise information and ideas from different sources, including personal research data, in order to reach your own conclusions.
C1. Demonstrate autonomy through planning and undertaking a small-scale independent language-focused investigation demonstrating an awareness of the ethical dimensions of research and appropriate rigour in analysis.
D1. Identify and ask questions appropriately to explore issues within the field of English language studies.
D2. Construct coherent academic arguments, clearly relevant to the task and supported by linguistic evidence.
D3. Communicate complex information, arguments and ideas effectively using appropriate style and academic conventions.
D4. Find, critically evaluate and accurately use information and linguistic data in complex contexts.
D5. Select and use appropriate ICT tools to analyse data and extend your learning.
D6. As an independent learner, plan, monitor and evaluate your own learning and seek ways to improve your performance.
The overall aim of this module is to show how a knowledge and understanding of English grammar can be applied in practical and useful ways.
In broad terms, upon completing this course, students will acquire:
Skills in applying grammatical/linguistic understanding in order to evaluate and, where appropriate, improve the quality of spoken and written texts.
If students successfully complete the course they will have knowledge and understanding of:
A1. Knowledge and understanding of the major characteristics of structural and functional theories of English grammar;
A2. Knowledge and understanding of a range of methods, analytical tools, concepts and metalanguage for describing and analysing English Grammar in use;
A3. Knowledge and understanding of insights into the grammar of English which can be applied to a range of real-life (including professional) contexts.
If students successfully complete the course, they will be able to:
B1. Describe major grammatical structures and patterns in English in use and relate these to meaning, purpose and context.
B2. Apply the analytical frameworks acquired through the module to the analysis, interpretation and evaluation of authentic spoken and written English texts in relation to their context.
B3. Acquire and synthesize information and ideas drawn from varied sources, and critically evaluate alternative explanations and arguments deriving from different theoretical paradigms and value positions.
B4. Argue a case in a grammatically principled way, using appropriate linguistic terminology, for a particular analysis/ interpretation/ evaluation of English language use in context.
B5. Engage with different interpretations of texts and relate abstract concepts and theories to specific texts.
C1. Assess the value of evidence critically (including simple statistical data);
C2. Make independent judgements;
C3. Construct coherent written arguments, supported by relevant evidence, appropriately referenced.
D1. Identify and ask questions appropriately to explore issues within the field of English language studies;
D2: Construct coherent academic arguments, clearly relevant to the task and supported by linguistic evidence;
D3. Communicate complex information, arguments and ideas effectively using appropriate style and academic conventions;
D4. Find, critically evaluate and accurately use information and linguistic data in complex contexts;
D5. Select and use appropriate ICT tools to analyze data and extend your learning;
D6. As an independent learner, plan, monitor and evaluate your own learning and seek ways to improve your performance.
B5. Engage with different interpretations of texts and relate abstract concepts and theories to specific texts.
Children's books and the critical material collected in the Readers are therefore a core academic resource for student' study of the field of children's literature and these are supplemented with a Study Guide, and some audio material (DVD), providing interviews with academics, authors and illustrators, publishers, librarians and children themselves, performances of children's literature and story-telling, film clips, facsimiles and images. Specific analytic skills are introduced via the 3 interactive tutorials on a DVD-Rom and students may develop their academic and personal response to specific texts through class discussions and assignments. The structured guidance and activities for each week in the Study Guide will enable students to coordinate their work on other elements as they progress through the module.
At the end of the module, learners will be expected to display:
A1: Knowledge and understanding of key critical and theoretical debates in the field of children's literature.
A2: Knowledge and understanding of the relationships between the historical development of children's literature and changing conceptions of childhood and of literature.
A3: Knowledge and understanding of the nature of children's literature as a site for ideological indoctrination and struggle.
A4: Knowledge and understanding of the importance of material conditions of production, circulation and consumption of children's literature.
A5: Knowledge and understanding of the changing construct of childhood reflected in children's literature.
B1: Analyse and critically evaluate arguments and evidence from a variety of sources, relating to particular theoretical and analytical approaches to the study of children's literature.
B2: Recognise the implicit and explicit assumptions within children's literature about different discourses on childhood.
B3: Demonstrate the ability to compare and contrast children's books from both thematic and critical perspectives.
B4: Use appropriate literary, critical, and linguistic terminology to describe and discuss specific theories, concepts and evidence.
B5: Synthesise information and ideas from different sources, including personal experience, in order to reach your own conclusions.
C1: Carry out literary, stylistic, and multimodal analysis of children's literature.
C2: Articulate arguments and develop a synthesis.
C3: Plan and undertake research, abstracting and synthesising information from a variety of sources
C4: Evaluate social, political, and ethical issues relevant to children's literature.
D1: Read academic and other texts critically, identifying and evaluating positions and arguments.
D2: Communicate complex ideas effectively in writing, using the appropriate academic genre and style.
D3: Construct a coherent argument, supported by evidence and clearly focused on the topic under discussion.
The module aims to :
Children's books and the critical material collected in the Readers are therefore a core academic resource for student' study of the field of children's literature and these are supplemented with a Study Guide, and some audio material (DVD), providing interviews with academics, authors and illustrators, publishers, librarians and children themselves, performances of children's literature and story- telling, film clips, facsimiles and images. Specific analytic skills are introduced via the 3 interactive tutorials on a DVD-Rom and students may develop their academic and personal response to specific texts through class discussions and assignments. The structured guidance and activities for each week in the Study Guide will enable students to coordinate their work on other elements as they progress through the module.
D3: Construct a coherent argument, supported by evidence and clearly focused on the topic under discussion.
A1. Engage in (plan, design, implement, and present) a small-scale research, thereby demonstrating an understanding of the research methods literature
A2. Develop awareness of the role of technology in enhancing research methods in EFL.
A3. Evaluate the appropriacy of particular approaches, methods, and techniques for data collection and data analysis in the chosen area of research, as channelled through the small scale research.
A4. Critically reflect on the process of carrying out research and on the development of their own researcher competence.
B1. Demonstrate understanding of research methods and ideas in their designated field.
B2. Critically evaluate the appropriacy of specific research methods and their compatibility with selected EFL topics
B3. Provide a rationale for the design of small-scale research.
C1. Use ICT to support relevant academic and researcher activities;
C2. Prepare a small-scale project on research methods.
C3. Write clear and coherent research reports
At the end of the module, learners should be able to:
D1. Organise and manage research effectively.
D2. Demonstrate enhanced academic and digital literacies including academic presentation, information processing (on- and off-line) and online networking.
D3. Show skills in critical evaluation and professional communication.
D4. Use autonomy and enhanced meta-cognitive strategies with regard to study skills and further professional development.
At the end of the module, students should be able to:
A1: Identify the historical development of methods and approaches in the teaching of English (receptive skills).
A2: Integrate listening and reading skills into inspiring and meaningful activities.
A3: Distinguish varied methods of organizing instruction (bottom-up and top-down).
A4: Recognize the current curriculum as a framework for professional development.
A5: Identify the tones of the English sound system and varieties of English.
A6: Recognize the grammatical structure of English and how meaning and vocabulary can be developed
B1: Define the listening process, reading skill, and vocabulary knowledge.
B2: Demonstrate understanding of the bottom-up and top-down approaches to developing students' mastery of a wide variety of listening comprehension strategies and reading skills.
B3: Show understanding of the various ways of implementing the inductive and deductive approaches to draw upon life experience in their students' mastery of reading strategies and skills that include: previewing, scanning, using contextual clues to get the meaning, finding the main idea, summarizing and making inferences.
B4: Facilitate diverse and differentiated learning activities that promote the development of students’ receptive language skills, including the educational use of digital learning tools
C1: Plan, implement and evaluate teaching, taking into account the diversity of the student group.
C2: Critically evaluate their own practices in relation to the current curriculum in English for the different school levels.
C3: Work independently on issues in the subject
C4: Specify the uses of computer and the Internet in language learning and teaching
D1: Reflect on their own learning and practices in relation to ethical values, and the institution's responsibility for the development of learners' language proficiency.
D2: Work independently and with others in identifying, analysing and solving problems related to pupils' learning and development in English receptive skills.
D3: Demonstrate knowledge of current methods of teaching listening, reading, and relevant vocabulary.
D4: Apply some methods for teaching listening, reading and relevant vocabulary.
The module aims to provide the learners with necessary skills through:
1. Promoting students' knowledge of the different methods of teaching productive skills in English as a foreign language.
2. Examining the different approaches and views on the nature of the productive skills and how these views are applied to materials and classroom tasks.
3. Improving students' language proficiency and their ability to produce and convey meaning through organized utterances.
4. Guiding the students on how to detect and effectively practice approaches of generating ideas and expanding them.
5. Promoting the students' knowledge of the uses of computers in language learning and teaching in light of Computer Assisted Language Learning (CALL).
6. Developing a lesson plan on the basis of the learnt methods of teaching productive skills.
7. Using interactive programs to promote learner autonomy of learning how to teach productive skills
A1: Identify the historical development of methods and approaches in the teaching of English (productive skills).
A2: Integrate speaking and writing skills through conducting brainstorming sessions.
A5: Demonstrate awareness of various cultural contexts and different methods of communicating in English.
A6: Recognize the language's grammatical structure and how speaking and mechanics of writing can be developed.
At the end of the module, students should be able to:
B1: Define the speaking ability, writing ability, and vocabulary knowledge.
B2: Demonstrate understanding of the bottom-up and top-down approaches to develop students' mastery of a wide variety of speaking situations and writing skills.
B3: implement the inductive and deductive approaches to draw upon authentic life experience in their students' mastery of a wide variety of speaking contexts and writing genres.
B4: Facilitate diverse and differentiated learning activities that promote the development of students' productive language skills, including the educational use of digital learning tools.
C1: Use updated methods of teaching EFL productive skills.
C2: Plan, implement and evaluate teaching, taking into account the diversity of the student group.
C3: Critically evaluate the students' own practices in relation to the current curriculum in English for the different school levels.
C4: Work independently on issues of teaching EFL productive skills.
C5: Specify the uses of computer and the Internet in language learning and teaching.
D2: Work independently and with others in identifying, analysing and solving problems related to students' learning and development in English.
D3: Demonstrate knowledge of current methods of teaching speaking, writing, and related vocabulary.
D4: Apply some methods for teaching speaking,
writing, and related vocabulary.
A1: Develop an understanding of the major benefits and challenges of using technology in the classroom.
A2: Develop knowledge of the basic computer skills and web search engines.
A3: Develop understanding of means of effective integration of technology into classroom practices.
B1: Demonstrate understanding of the benefits and challenges of using innovative technological means in learning.
B2: Carry out advanced online searches and incorporate information in assignments, lesson plans and projects.
B3: Use several E-learning portals, e.g. wikis, blogs, podcasts, etc.
B4: Evaluate the effectiveness of different technology types in the classroom.
C1: Identify user needs and have the ability to incorporate this knowledge in selecting, creating and evaluating class material and technology.
C2: Use recent teaching methodology, technical knowledge and practices.
C3: Carry out advanced web searches, and use effectively classroom facilities, smart board, etc.
C4: Design, implement and identify relevant technology and material appropriate for students' needs and proficiency.
D1: Use up-to-date technology and computing skills in other courses.
D2: Select, design and evaluate new teaching methodologies and tools in the other courses
D3: Assist other tutors in the creation of a more innovative class environment and tools.
By the end of this module, students should be able to:
A1: Demonstrate understanding of the theories and techniques of classroom management.
A2: Show understanding of the major technical, linguistic, behavioural, and intellectual principles needed in classroom management.
A3: Identify different practices and approaches to classroom management in relation to physical setting, resources, time, learners, and content management.
B1: Analyse different practices for particular classroom requirements.
B2: Design and carry out a variety of creative tasks for content material.
B3: Observe, analyse and document student behaviour to match an appropriate intervention strategy to vary class activities (or setting) in the desired direction.
C1: Plan and organize classroom instructional resources (computers, books, writing materials, reference material, manipulatives, creative constructive materials, etc.) to ensure their optimum use.
C2: Design the physical aspects of a classroom (furniture, areas, etc.) for ease of transition, use, safety and traffic flow based on effective designs presented in the literature and to establish classroom procedures to promote a
positive, effective learning environment.
C3: Construct a time management plan that includes various content areas, instructional strategies, grouping strategies, levels of energy use, etc. within large blocks of time
C4: Enhance the ability of individual students to master various learning styles
C5 : Use affective domain-based theoretical models for (1) setting and managing the emotional tone of a classroom, (2) managing the psycho-social atmosphere of the classroom and individual students, and (3) managing motivation of students to succeed in learning academic content, social skills, self-responsibility skills, and inter-relationship skills with other class members.
C6: Role-play effective and ineffective teaching behaviours as related to classroom management
By the end of this module, students should be able to:
D1: Demonstrate classroom managing skills needed for the success of the learning/ teaching process
D2: Show ability to cope with different teaching environments.
Teach learners how to construct essay and multiple-choice questions.
Upon the completion of this module, students should be able to:
A1: Demonstrate knowledge of a wide range of current ideas and methods in language testing.
A2: Relate current methods of testing to recent theories of language learning.
A3: Show competence in writing classroom tests and evaluating such tests.
A4: Use tests as research tools, e.g. by evaluating test items and by considering ethics.
By the end of the module, learners should be able to:
B1: Show knowledge of accountability and fairness in language testing.
B2: Develop awareness of the concerns of professional language test writers.
B3: Demonstrate awareness of the difference between validity and reliability in language testing.
C1: Display ability to assess productive skills (writing and speaking).
C2: Exhibit ability to assess receptive skills (listening and reading).
C3: Demonstrate necessary skills of assessing essays on topics in TEFL and other related areas.
D1: Write multiple-choice questions.
D2: Write short-answer questions.
D3: Weigh various types of questions.
D4: Evaluate test items.
A1: Demonstrate understanding of the requirements of teaching practicum in a TEFL class
A2: Develop knowledge of designing and implementing various lesson plans
A3: Understand the role of teachers in a TEFL class
A4: Develop knowledge of the reflective teaching practices in EFL
A5: Develop knowledge of designing and conducting various types of assessments
B1: Develop awareness of the need to vary teaching strategies in
relation to learners' needs
B2: Explain the requirements for pre-session, in-session and post session tasks
B3: Discuss the requirements of various lesson plans to reflect listening, comprehension, pronunciation, classroom interaction and drills.
B4: Develop different reflective strategies that critically and constructively discuss attempts at new approaches, methodologies, suggestions and outcomes.
B5: Develop an understanding of the role of different types of assessments.
C1: Demonstrate professional conduct: authority, language, appearance and attitude.
C2: Adopt and apply suitable foreign language teaching strategies in actual classroom.
C3. Demonstrate a reflective approach through an integrated understanding of classroom context and learners needs.
D1: Discuss with confidence issues related to TEFL.
D3: Develop an enhanced self-awareness of and confidence in their own skills and how these skills might be disseminated and used in new situations.
The Course Aims to:
A1. Identify previous relevant research to discover gaps in the scholarly literature;
A2. Identify the principles of academic ethics;
A3. Understand the key elements of a good quality research proposal;
A4: Understand how to develop and organise learners' thinking about key concepts and issues in the courses they learned;
A5: Identify the theoretical framework supporting the proposed topic;
B1: Propose a potential area for research in TEFL that fills the gap in the literature;
B2. Plan the design of the selected TEFL research topic;
B3. Develop the research statements with objectives and sub-questions;
B4. Match methodological choices to research questions;
B5: Develop relevant inclusive and well-structured literature review;
C1. Write a clear and coherent full MA proposal that demonstrates originality and innovation in the area chosen;
C2. Communicate effectively to present and defend their choice;
C3. Select research methods to address their research problem;
D1. Transform a broad topic/idea into a proper, feasible research proposal;
D2. Plan independent research proposal that follows the acknowledged standards of academic writing;
D3. Carry out systematic library search in scientific and other databases;
D4. Select and critique relevant research;
D5. Manage time and meet deadlines;
D6. Gain independent learning ability required for continuing professional development;
This module aims to provide students with training and knowledge in:
A1: a range of research tools and methods appropriate to postgraduate study in TEFL;
A2: the importance of textual and bibliographical study in postgraduate work in TEFL;
A3: how contemporary developments in EFL theory bear upon the practice of TEFL research at postgraduate level;
By the end of the module, students should be able to:
B1: engage critically with a range of TEFL/applied linguistics topics and complex critical, theoretical and pedagogic material;
B2: contribute in an informed way to current debates on the domain of teaching English as a
B3: enhance students' logic and reasoning capacity.
B4: Use feedback and actively engage with their studies.
B6: make their own glossary of terms or timeline of dates.
C3: plan and write a substantial piece of work, presented with appropriate scholarly apparatus and acknowledgement of the work of others;
C4: use a research library and a range of electronic information resources.
C5: develop their reading and note-taking skills.
C6: keep their academic and professional skills up to date.
The module aims to provide the learners with necessary information on:1. Identifying different rhetorical modes/essay types, essay structure and paragraph structures presented through authentic readings and graded series of activities.2. Integrating reading and writing by transferring and utilizing the content, vocabulary and organization of an authentic reading passage into their own writing.3. Writing a well-organized essay guided by sample essays and exercises that gradually acquaint the students with the steps of writing an academic essay.4. Producing an accurate polished piece of writing, that is almost free from errors related to sentence structure, use of suitable connectors, pronoun use and other errors related to the mechanics of writing.5. Editing their own and their peer's writing making use of peer-review activities, editing exercises and editing checklists.6. Writing an in-class essay within a limited period of time being trained on in the timed essay writing activity at the end of every chapter.
A. Knowledge and understanding At the end of the module, learners will be expected to:
A1. what writing an essay involves.
A2. the structure of paragraphs and essays.
A3. techniques of generating ideas and peer consultation.
A4. the basic sentence structure and mechanics of writing an academic essay.A5. different errors related to sentence structure, pronoun use, verb tense consistency and other errors related to the mechanics of writing.A6. means of editing and correcting their own writing.
A7. how to provide feedback on their peer's writing in relation to content, organization, and language issues.
B1. acquire information on how to produce well developed, organized and coherent essays.
B2. develop their ability to write essays using appropriate grammar and varied vocabulary items relevant to the topic.
B3. improve their analytical and critical thinking skills through the continuing process of preparing for the essay that starts with stimulating ideas through class discussions, reading and researching.
B4. be able to observe how language works in the sample essays, editing exercises and feedback.
C1. be fully aware of the different stages of writing an academic essay.
C2. acquire the skills of writing a well-structured, organized, coherent essay.C3. write a text in appropriate grammar and vocabulary relevant to the written assignment.C4. edit their own and their peer's essays making use of the editing checklists and exercises presented in the course.C5. Use communication tools, such as recordings, telephone-conferencing and ICT-based tools.
On completion of the module, you will be expected to:
D1. develop better writing skills through observing the different processes of writing an essay.D2. identify relevant material from a variety of sources, including multimedia material
D3. utilize knowledge and skills of writing structured, relevant, coherent essays and transfer them into more advanced written assignment of the core courses.
D3. improve written language and expand vocabulary through the different readings, researching, language activities and editing exercises introduced in the course.D4. make use of feedback from tutors to improve their writing skills.D5. develop confidence in writing an assignment within a limited time gained from the in-class timed writing tasks.D6. Present sustained and persuasive arguments cogently and coherently.
C7. Use information technology skills to access, store, manage and present data effectively.
The module aims to provide the learners with necessary skills trough:
1. Providing the students with opportunities to draw upon life experience in their mastery of a wide variety of reading strategies and skills that include previewing, scanning, using contextual clues to get the meaning, finding the main idea, summarizing and making inferences.
2. Improving the students' language proficiency and the students' ability to decode and process meaning.
3. Helping the students become independent learners by taking the responsibility of building their own vocabulary repertoire
4. Guiding the students to notice and effectively practice new vocabulary items as they encounter them.
5. Enhancing students' academic proficiency by highlighting the reciprocal relationship between reading comprehension and reflection writing.
A1. demonstrate understanding of any given reading passages by responding correctly to its tasks and activities individually or in groups.
A2. show knowledge and understanding of the learned reading strategies.
A3. show recognition of the various “meanings" of words to reach a better understanding of the context and the written word.
A4. reveal awareness of appropriate language structures and vocabulary items suitable for different contexts and situations.
B. Cognitive skillsAt the end of the module, learners will be expected to:B1. search for and collect specific data related to the topics under discussion.
B2. draw conclusions for the discussed topics based on the collected data and analyzed information.
B3. incorporate in writing the words learned in real life scenarios.
B4. improve the analytical and critical thinking skills through the identification of possible “meanings".
B5. analyze language functions used and identify useful language expressions.
C. Practical and professional skillsAt the end of the module, learners will be expected to:
C1. communicate in English orally and in writing on diverse occasions.
C2. identify problems in the given topics and provide creative solutions.
C3. give oral presentations using power points, flipcharts, pictures, role plays, etc. to discuss what has been read orally.
C4. assess the work done using self/peer-assessment.
D1. enrich vocabulary repertoire through exploring new assigned topics and writing on those topics
D2. develop communicative confidence (as reader and writer)
D3. discuss all posed topics, problems, provided solutions and drawn conclusions.
D4. develop effective presentation skills that would enhance self-confidence.
The course provides the learner with information on:
A.1) know appropriate structures for different social contexts and situations.
A.2) recognize the various non-verbal techniques to support verbal communication.
A.3) understand questions which require short or extended answers.
A.4) understand how language is used strategically for different purposes.
B. Intellectual/ Cognitive/ Analytical Skills
B.1) produce unified speeches with clear ideas/clear language.
B.2) develop the ability to reproduce orally the substance of a text/ passage of English after having heard it or read it.
B.3) improve their analytical and critical thinking skills through the development of well thought-out arguments in discussions and presentations.
B.4) be able to observe how language works to portray roles and speaker identities.
C.1) be fully aware of the different levels of formality in given situations/ contexts.
C.2) anticipate the responses of others in the chosen options.
C.3) be able to deliver a well-prepared presentation.
C.4) be able to acquire group skills and accordingly appreciate team work.
D.1) develop better oral skills through class discussions and situation-based activities.
D.2) develop a sense of participation and group work.
D.3) expand their vocabulary through exploring new assigned topics and class discussions of students' own presentations.
D.4) develop communicative confidence, negotiation ability and the expression of intensions.
This is an introductory course in English phonetics and linguistics that aims to:
1. Introduce students to both phonetics and linguistics in a simple and practical manner;
2. Give them ample practical training in the two disciplines;
3. Acquaint them with basic terminology used in phonetics and linguistics;
4. Prepare them for the more advanced language courses in the BA programme in English Language and Literature
A1. understand the definition of linguistics as a science and some related branches
A2. learn the phonetic component which deals with English sounds
1. Identify and classify English sounds,
2. Listen to English sounds produced by native speakers of the language,
3. Look up the pronunciation of words in online dictionaries,
4. Use phonetic symbols to transcribe English words,
A3. understand the Linguistic component: the different aspects of language study
Pragmatics: Grice's maxims, The Cooperative Principle
B1. Identify and transcribe English sounds;
B2. Pronounce words correctly with the appropriate stress and intonation;
B3. Divide words into morphemes and distinguish between different types of morphemes; and understand different word formation systems;
B4. Understand sentence structure, sentence types and sentence constituents;
B5. Be familiar with lexical semantics: synonyms, antonyms, hyponyms, homonyms, metaphor, phrasal verbs, connotations and collocations.
B6. Understand Grice's maxims and the cooperative principle and know when they are flouted.
C1. Pronounce English appropriately
C2. Understand spoken English
C3. Analyse words, clauses, sentences and texts linguistically (phonetically, morphologically, syntactically, somatically and pragmatically).
D1. be able to define basic linguistic concepts that will be met later in more advanced courses mainly:
B1: Recognize and analyse the distinctive features of each of the literary genres (short story, poetry, drama, and essay).
D3: Construct a coherent and relevant argument supported by evidence from primary and secondary sources.
At the end of the course, learners will be expected to:
A1. Read and discuss an array of primary and secondary sources.
A2. Build an understanding of ideas and concepts of selected topics.
A3. Develop, support and explain main ideas.
A4. Combine information from sources to create a first draft.
B. Cognitive & Critical skills
At the end of the course learners will be expected to:
B1. Narrow down and focus on selected research topic.
B2. Develop a reflective awareness of research-related sources they read by writing questions and comments in the margins in pursuit of their research enquiry.
B3: Develop an evaluative approach to their writing as well as texts written by others.
B4. Develop a thorough understanding of the different subjective responses to a text that come in the form of: an opinion, perception or an insight about an idea or ideas in the read text(s).
B5. Develop a contextual awareness of the use of quotations, paraphrases and summaries.
B. Practical and professional skillsAt the end of the course, learners will be expected to:
C1. Write a research thesis statement.
C2. Develop a research paper outline.
C3. Practice techniques of citing evidences; such as quoting, paraphrasing and summarizing.
C4. Develop a Works Cited Page using Harvard Documentation Style.
C5. Develop their ability to draft, edit and polish a research paper.
A1: Develop their understanding of different types of discourse.
A2: Develop their understanding of the discourse tools and strategies
A3: Develop their understanding of discourse analysis as process and product.
B1: Develop students' awareness of the difference between written and spoken discourse.
B2: Develop their awareness of different important discourse perspectives.
B3: Develop their skills of analysing features of spoken and written discourse.
B4: Develop understanding of how language is planned and produced with appropriate tools (such as intonation, layout, structure and linguistic strategies of cohesion/coherence).
C1: Be able to practise text analysis as a basic step in the process of discourse analysis.
C2: Develop skills in working co-operatively with others which provides a valuable experience in its own right.
C3. Develop an evaluative approach to their discourse analysis through an integrated understanding of language use in communicative contexts.
D1: Communicate ideas clearly and appropriately in relation to various levels of discourse analysis.
D2: Develop skills on working co-operatively with others.
D3: Learners will have developed an enhanced self awareness of and confidence in their own skills and this can be reflected on how these skills might be used in new situations.
EL230 will give students an idea of how American Literature developed over the centuries from simple chronicles, diaries and lyric poems to complex literary forms and styles. This survey course will show that American Literature, as any national Literature, not only reflects, but also takes part in the historical and cultural making of the American nation. EL230 will further students' understanding of the central role of language and genre in the creation of meaning; develop students' skills of analysis and interpretation of both literary texts and critical literature. EL230 will develop the skills and knowledge acquired by students in humanities and literature; particularly through:
a. The development of students' specialist knowledge, conceptual frameworks and terminology.
b. The development of students' critical and analytic skills in relation to primary texts.
d. The further development of students' ability to critically evaluate and synthesise ideas from a range of sources.
e. Further development of students' ability to present clearly evidenced and constructed arguments in writing.
A Knowledge and understanding
At the end of the module, learners will be expected to have:
A1. A broad overview of American Literature and the different stages of its development
A2. An understanding that both History and Literature are themselves interpretations and evaluations of America's past and present.
A3. An appreciation of American cultural evolution within the larger context of Western Civilization.
At the end of the module learners will be expected to be able to:
B1. Trace the influence of historical events on writings
B2. Distinguish between mainstream and ethnic writings
B3. Relate literary concepts to works
B4. Apply characteristics of movements and schools to works
B5. Analyse literary and non-literary texts.
At the end of the module, learners will be expected to be able to:
C1. Browse material and on-line sources
C2. Develop research skills
C3. Relate the course to other courses
C4. Meet deadlines and work in a team
D1. Engage in reflective reading and critical debates of literary and non-literary texts.
D2. Make use of the proper key concepts and literary terminology
D3. Produce a well-sustained argument supported by textual and critical evidence that keeps the work focused and coherent.
EL240 module aims to develop the students' attributes of communication skills by expressing themselves in performance and in writing, their presentation skills, by performing selected scenes and giving class presentations, their team-working skills, by participating with class mates in group research presentations and performances, their reading skills, by using a range of approaches to tackle different dramatic subgenres, their analytical abilities, by interpreting and theorizing about the meanings of texts and performances and their writing abilities, by preparing assignments using the essay structure and the elements, genres, styles and conventions of drama.
The Longman Anthology of Modern and Contemporary Drama: A Global perspective is the core textbook for the EL240 module. Its headnotes introduce each playwright and the historical and stylistic context of the play. Its commentaries and showcases provide brief history lessons on theater companies; sum up historically important plays that influenced the development of modern drama and cultural phenomena of particular plays to reveal the very impulses that contributed to the development of theater. The appendix offers a glossary that defines principal terms and key concepts. Supplements come in the form of e-resources and websites and in shrink-wrapped hard copies that intend to guide students to write play reviews.
A1: Knowledge and understanding of the cultural and historical background of the modern and postmodern drama.
A2: Knowledge and understanding of several influential styles of representative plays.
A3: Knowledge and understanding of the relationships between the different movements (isms) the plays exemplify.
A4: Knowledge and understanding of dramatic texts and performance practices as insights into human experiences in the context of social history.
A5: Knowledge and understanding of the rituals and folk customs that enhance our understanding of the human need to create theatre and specific plays.
A6: Knowledge and understanding of the elements, genres, styles and conventions of drama.
B1: Analyse and critically evaluate the effect of the major three eras on the development of new movements in drama.
B2: Recognise the professional approach to theatre production, rehearsal and performance.
B3: Demonstrate the ability to compare and contrast dramatic works whether chronologically, thematically or stylistically.
B4: Use key concepts and appropriate literary jargon for the discussion of plays and subgenres.
B5: Synthesise and cultivate research and independent study to develop personal and creative skills.
C1: apply various analytical and critical strategies to modern plays as texts and performances
C2: reflect on political, racial and ethical issues in the construction and performance of modern dramatic literature
C3: research and evaluate the key concepts across a variety of modern dramatic literature within a global perspective.
C4: identify and explain variances in dramatic presentation and performance from the precursors of modern drama to the postmodern drama.
D1: Engage in reflective reading and critical debates within theatre practice
D2: Make use of the proper key concepts and literary terminology akin to the dramatic genre.
D3: Produce a well-sustained argument supported by textual and critical evidence that keeps the work focused and coherent.
A. Knowledge and understanding:
On completion of the module, you will have knowledge and understanding to:
A1. Demonstrate knowledge of different traditional and modern methods of teaching English as a foreign language.
A2. show knowledge and understanding of the stages of designing a contextualized thematic lesson plan with a variety of activities.
A3. reveal awareness of the importance of developing 21st century language skills that suit current contexts and situations.
A4. show recognition of the importance of providing feedback and assessment on the students' performance in any activity.
A5. Demonstrate recognition of the classroom management plan
B1. search for and collect specific data related to the methods of TEFL.
B2. draw conclusions for TEFL discussed methods and models based on the collected data and analysed information.
B3. acquire information on how to integrate the different approaches and strategies into classroom practices.
B4. improve the analytical and critical thinking skills through the process of preparing a lesson plan that starts with stimulating ideas through class discussions as a warm-up, then presenting, practicing and producing the intended learning outcomes in the target language.
B5. acquire information on how to analyse and assess methods and language functions used in the lesson plan.
B6. recognize how to develop a classroom management plan.
C1. communicate in English orally and in writing to integrate different approaches and strategies into developing classroom practices.
C2. analyse and practice implementing the sub-skills involved in listening and speaking.
C3. analyse and practice implementing the sub-skills involved in listening and speaking.
C4. give oral presentations using power points, flipcharts, pictures, role plays, etc. to give a demo class presentation of the designed lesson plans.
C5. assess the work done using different assessment principles.
C6. Use communication tools, such as recordings, telephone-conferencing and ICT-based tools.
C7. develop a classroom management plan
D1. read, synthesize, and evaluate relevant TEFL methods and principles to design a lesson plan.
D2. develop communicative confidence in classroom discussions.
D3. work independently on designing a lesson plan applying the learned TEFL methods and strategies.
D5. Make use or the given feedback and assessment to improve the lesson plan
D6. Use information technology skills to access, store, manage and present lesson plan data effectively.
D7. Use the relevant computational tools and software programmes to design the lesson plan
Literary theory is an integral part of studying literature. This module introduces English language and literature students to basic literary concepts and theoretical schools covering both the formal and the non- formal approaches to analysing literary texts. The course allows students of ELL program to identify and differentiate between current prominent literary schools and concepts. The course presents briefly major critical approaches to literary works including New Criticism, Structuralism, Marxism, psychoanalytical-criticism, feminism and postcolonial criticism among others. It illuminates complex critical concepts by briefly highlighting their principles, seminal works and main critics. The course also offers discussions of how specific critical theories allow different readings and interpretations of literary works.
At the end of the module, learners will be expected to show:
A1. Knowledge of the complexity and intricacies of literary theories.
A2. Understanding of the characteristics of each of the literary schools discussed.
A3. Understanding of the possible interpretations of literary texts offered by different schools
A4: knowledge of the basic tenets of critical schools
B1: Evaluate theoretical and analytical approaches.
B2: Compare and contrast the different interpretations of literary texts based on specific theoretical approaches.
B3: Use appropriate critical and literary terminology to discuss specific theories and concepts.
B4: Synthesize information from different sources
C1: Analyze texts from the perspective of literary theories.
C2: Draw conclusion based on solid evidence.
C3: Present an argument supported by evidence from sources.
C4: Use appropriate vocabulary in analysis of texts set in English literature.
D1: Use the computer to enhance learning skills.
D2: Communicate effectively in English.
D3: Write essays following academic conventions.
A1: Develop an understanding of the history and development of English, and its contemporary role alongside other languages in a globalised world.
A2: Develop a critical appreciation of the contemporary uses of English in conjunction with other modes of communication in a range of social, cultural, political and educational contexts.
A3: Develop knowledge of the key linguistic tools and terminologies for the analysis and evaluation of spoken, written and digital texts, including collected examples.
A4: Develop a perspective on English language experiences, including aspects of communication skills.
B1: Develop awareness of the stages of the processes associated with the spread of English, highlighting its links with colonialism and the role that people, cultures and technologies have played in this spread.
B2: Understand how language varies between individuals and also in different institutional, cultural and national settings.
B3: Discuss the benefits of diversity and its implication in discrimination.
B4: Develop an understanding of the use of varieties of English in social, educational and work-based contexts around the world.
B5: Develop different reflective strategies that critically and constructively explore global political issues associated with the spread of English; such as migration, political protest, and attempts to 'decolonise' the curriculum
C1: Demonstrate awareness of the diversity of factors, practices and interpretations associated with the spread of English in the world.
C2: Adopt and examine examples of speech and writing from a variety of global contexts and genres, including literature, poetry, song, film, political speeches and advertising.
C3. Demonstrate a reflective approach through an integrated understanding of the significance and power of English in social, cultural, and economic life.
C4. Demonstrate awareness of the social and economic opportunities opened up by English, and the implications for those people who don't have access to the language.
D1: Discuss with confidence issues related to the position of English in the world, factors contributing to its spread, and negative and positive views on the matter.
A1: Develop their understanding of the importance of translation to overcome linguistic barriers.
A2: Develop their understanding of some basic translation notions such as equivalence, transference of meaning, etc.
A3: Develop their understanding of some basic translation types and translation difficulties.
B1: Develop awareness features about types of meanings.
B2: Develop awareness of the difference between written translation and oral interpretation.
B3: Demonstrate understanding of important translation terms and notions.
B4: Develop awareness about some linguistic and cultural difficulties in translation.
C1: Interpret text meanings as a basic step in the process of translation.
C2: Carry out the necessary transformations when translating sentences, idioms, and relatively short texts between English and Arabic.
D1: Have acquired some basic skills in the analysis of meaning.
D2: Have acquired some basic translation skills.
D3: Enhance self- awareness and confidence in their own translation skills, and the skill of interactive and cooperative learning.
A. Knowledge and understanding:
A1. Understand the resemblances and differences between English and Arabic grammatical categories.
A2. Understand the nature of both grammatical systems (English and Arabic) as to similarities and differences.
A3. Understand the contribution of structure to meaning, and its importance in translation.B. Cognitive skills
B1. Develop awareness of grammatical notions and categories in English and Arabic.
B2. Develop awareness of comparative and contrastive features in English and Arabic.
B3. Develop analytical skills of grammatical analysis in English and Arabic.
C1. Use grammatical rules correctly in Arabic and English.
C2. Analyse grammatical structures in Arabic and English.
C3. Develop awareness on how to benefit from their acquired grammar skills in the process of translation.
D1. Demonstrate ability to understand comparative and contrastive aspects of grammatical structures in both English and Arabic as to word order, passive voice, nominal and verbal structures, condition, etc.
D2. Show ability to recognize structural ambiguities and how to resolve them.
D3. Show ability to apply their acquired skills to translating.
A1. Recall the knowledge acquired on writing and its educational and cultural data.
A2. Define the act of writing and its function in the light of communication theory.
A3. Develop some knowledge of the stylistic features of texts of different genres.
A4. Be involved in the understanding of the content of texts of different genres.
B1. Be cognizant of the fundamentals of writing skills.
B2. Develop an awareness of the genre features of various text types.
B3. Develop critical thinking and analytical skills.
B4. Develop reading and writing abilities to go beyond the revision of the original text to discover relations between languages and cultures in order to reconstruct the translated text.
C1. Have the basic knowledge of various creative genres and their stylistic features.
C2. Analyse written text to identify their different genres.
C3. Produce linguistically correct written texts that are characterized by academic quality.
D1. Be able to apply their acquired skills and knowledge to achieve success in a multicultural community.
D2: Acquire some basic knowledge of how to evaluate written texts and translations.
D3. Be functionally capable of using their writing skills in letter writing and scientific research.
A. Knowledge and understanding:
A1. Show understanding of the possible uses of translation technology, and its limitations.
A2. Understand the mechanism of CAT through a relevant software product.
A3. Demonstrate awareness of the role of CAT in creating electronic translation memories that can help translators and save much time.B. Cognitive skills:
B1. Develop awareness of the practical benefits of CAT to translators, and learn how to benefit from some basic tools such as Translation Memories.
B2. Demonstrate reflective awareness of the role of CAT in interactive translation and teamwork.
B3. Acquire the skill of applying CAT software under the guidance of the tutor.
C. Practical and professional skills:
C1. Use some simple CAT translation functions.
C2. Learn about using Translation Memories. C3.Become familiar with a number of selected CAT software productsD Key transferable skills :
D1. Show some ability in using relevant software products.
D2. Demonstrate interest in working with technology.
D3. Develop some basic technology skills related to CAT.
A. Knowledge and understanding:
A1. Understand the basic principles and techniques for translating different types of texts.
A2. Understand the strategies and procedures of translating business texts from source language to target language.
A3. Understand the impact of text type and function on translation.
B. Cognitive skills:
B1. Develop their skills in translating different business texts.
B2. Develop reflective awareness on the issues surrounding text types and function in translation.
B3. Apply appropriate strategies and procedures in translating business texts.
C. Practical and professional skills:
C1. Analyze text types and functions.
C2. Reproduce business texts in Arabic and English.
C3. Develop awareness and ability to select appropriate translation strategies and procedures.
D Key transferable skills :
D1. Reproduce business texts in the source and target language.
D2. Show confidence in using different strategies and processes in translation.
D3. Develop appropriate resources and approaches in translating business texts.
On successful completion of this course, students will be able to:
A1. Translate official and legal texts, contracts, treaties, leases, etc, from English into Arabic and vice versa.
A2. Use and understand the correct meanings of relative terms and concepts.
A3. Identify the basic features of Legal language used in translation.
A4. Demonstrate ability to use both SL and TL in Legal discussions. B. Cognitive skills:
B1. Develop their skills of analysing official and legal texts to be translated.
B2. Reflect an awareness of issues surrounding the acts of writing and translating.
B3. Develop an evaluative approach to their writing as well as original official and legal texts written by others.
B4. Demonstrate ability to draft, edit and polish original official and legal texts.
C. Practical and professional skills:
C1. Interact with the interactive process of re–reading and re-writing as they will be encouraged to see the relationship between the different types of official and legal texts.
C2. Work on analytical tasks within a restricted time –scale.
C3. Engage with analysing different official and legal texts.
C4. Develop skills in working cooperatively with others which provides a valuable experience in its own right.
D1: Communicate ideas clearly and appropriately to their subject, purpose and audience.
D2: Work cooperatively with others while translating official and legal texts.
D3: Develop an enhanced self-awareness and confidence in their own transferable skills.
A1. Understand the meanings of high-frequency terms and expressions used in mass media publications and forums.
A2.Recognise the stylistic and linguistic features of written media text format.
A3. Understand the semiotics or multimodality of Radio and TV reports.
4. Train students on subtitling film scripts.
A5. Understand the nature of difficulties involved in translating media texts in cross-cultural encounters.B. Cognitive skills:
B1. Develop reflective awareness of the different media genres.
B2. Develop awareness of the skills needed for analysing media texts and subtitling film scripts.
B3. Develop interest in collaborative skills and teamwork needed for working with media genres.
B4. Understand the importance of socio-cultural context in media texts' interpretation and reproduction in translation.
B5. Develop collaborative skills and strategies.
C1. Develop strategies needed for translating media texts and subtitling film scripts.
C2. Develop ability to deal with the flow of information from electronic and conventional sources.
C3. Develop awareness of the appropriate translation strategies
usually used in translating media texts.
C4. Develop ability to apply appropriate translation strategies.
C5 .Train students to create a subtitling file in all its phases.
This includes, spotting, synchronization, captioning and translation.
D1. Develop ability in translating some written media texts and subtitling film script.
D2. Develop ability in translating some radio and TV reports.
D3. Use the problem-solving strategies involved in media translation.
D4. Develop ability to evaluate translated media texts.
Engage students in the translation of some simple political and diplomatic texts and documents.
A1: Develop some knowledge of the genre of political and diplomatic texts.
A2: Develop some knowledge of the basic terminology used in translating political and diplomatic texts.
A3: Develop some knowledge of the strategies used in translating political and diplomatic texts.
A4: Be involved in the translation of political and diplomatic documents.
B. Cognitive skills:At the end of the module, learners will be expected to:
B1. Be cognizant of some basic terminology used in the translation of different types of political and diplomatic documents.
B2. Develop an awareness of the genre features of political and diplomatic language such as connotations and artistic language play.
B3. Develop an awareness of how political and diplomatic texts relate to socio-cultural contexts.
B4. Develop an awareness of indirect or hidden ideologies in political and diplomatic texts.
C1. Have the basic knowledge of the political and diplomatic genres and specific features.
C2. Translate simple political and diplomatic texts.
D1. Be able to apply their acquired skills and knowledge in the translation of political texts.
D2: Acquire some basic knowledge of how to evaluate the translation of a political text.
A1. Understand in-depth a certain translation domain.
A2. Develop deeper understanding of the similarities and differences between the source language (SL) and the target language (TL) in relation to the relevant translation domain under study.
A3. Acquire deeper insight in relation to the translation of such domains.
A4. Discuss the differences between copyediting and proofreading, and revision for English and Arabic texts.B. Cognitive skills:
B1. Comprehend a richer jargon in translation.
B2. Develop better skills in analyzing ST meanings and producing quality equivalent translations.
B3. Apply newly-learnt theoretical knowledge in the process of translation that will positively reflect on the output.
C1. Demonstrate better ability in translating specialized texts.
C2. Reflect more professional knowledge and experience in translating relevant texts between Arabic and English.
C3. Show confidence in their capabilities to translate.
C4. Apply copyediting and proofreading, and revision to monolingual and bilingual texts.D Key transferable skills :
D1. Communicate and translate effectively as bilingual and bicultural professionals in Arabic and English, both in the spoken and written forms.
D2. Develop better understanding of the SL and TL.
D3. Develop the necessary interpersonal skills and professional ethics for a career in translation and / or interpretation.
A major aim of the course will be to enable students understand and apply the tools necessary to observe and account for the diversity of the English language both at the level of the individual speaker and in larger institutional, cultural and national contexts. Spoken, written and multimodal texts from a variety of contexts and genres, including literature, songs, politics and advertising, will be examined. The significance and power of language in social and economic life will be explored in countries where English is the majority language such as England and the USA, and in countries where it exists alongside one or more other languages such as India or South Africa. An important teaching point will be the question of ownership of English and the ideologies that accompany that notion.
At the end of the module, learners will be expected to display understanding of:
A1. The history of English, its development as a global language and debates surrounding its contemporary role in a range of international social and cultural contexts;
A2. How people learn and use English in a range of contexts;
A3. How the English language works and how it may be described;
A4. The nature of linguistic evidence and ways in which it may be collected and analysed.
B1. Develop and practice skills of analysing spoken, written, and multimedia texts;
B2. Identify and evaluate competing arguments and theories
B3. Interpret and critically evaluate linguistic evidence in the light of alternative explanations, arguments and theories.
C1. Find, synthesise and organise information from a variety of sources (including electronic resources), and critically evaluate its significance;
C2. Communicate information, arguments and ideas effectively using appropriate styles and language for your audience: for example, writing academic essays for your tutor, or communicating with other students via electronic means;
C3. Plan, monitor, and review your progress as an independent learner, including making use of feedback from your tutor;
C4. Understand and interpret basic data in the form of maps, graphs and tables.
D1. Reflect critically on your own linguistic experience and relationship to the English language;
D2. Recognise and select appropriate genres of written text and registers of spoken language for personal and professional purposes
A major aim of the course will be to enable students understand and apply the tools necessary to observe and account for the diversity of the English language both at the level of the individual speaker and in larger institutional, cultural and national contexts. Spoken, written and multimodal texts from a variety of contexts and genres, including literature, songs, politics and advertising, will be examined. The significance and power of language in social and economic life will be explored in countries where English is the majority language such as England and the USA, and in countries where it exists alongside one or more other languages such as India or South Africa. An important teaching point will be the question of ownership of English and the ideologies that accompany that notion.
A1. Identify the types of curriculum.
A2. Identify participants in curriculum development, and their existing and lost roles.
A3. Know the many concepts related to the curriculum
A4. Know the meaning of each of the foundations of the curriculum (philosophical, cognitive, psychological, social)
A5. Aware of the benefits of curriculum planning
A6. Understand the problems of curriculum design
B1. Distinguish between traditional and modern trends in curriculum definition.
B2. Learn the basics of curriculum building.
B3. Explore curriculum designs.
B4. Inquire about the steps to develop the curriculum adopted in Jordan.
B5. Looking for obstacles to curriculum development in his country
C1. Demonstrate understanding of curriculum characteristics.
C2. Consider the principles adopted (philosophical, cognitive, psychological, and social) when developing the curriculum.
C3. Analyze curriculum elements (objectives, content, experiences, evaluation, technology).
C4. Develop elements of the curriculum according to modern foundations.
C5. Develop a curriculum planning model
C6. Provide acceptable justification for the development of the currently approved curriculum.
C7. Distinguish between different methods.
C8. Use the methodology development criteria to be implemented.
C9. Develop strategies for analyzing the methodology.
D1. Look for strengths and weaknesses in the curriculum methodology
D2. Think critically about curriculum issues and develop them.
D3. Critique and evaluate of the curriculum in light of international and local standards.
D4. Develop the design of a component-based technology curriculum.
D5. Adopt and defends a model of curriculum planning
D6. Have the ability to analyze the foundations based on the curriculum (philosophical, cognitive, psychological, social)
A1: Demonstrate understanding of concepts of instructional design and ıts appllıcatıons.
A2: Be aware of needs and importance to adopt adequate strategies and tactics for each given instructional design.
B1: Acquire plannıng skılls how to investigate students’ characteristics and needs.
B2: Be able to choose appropriate strategies, methods, materials& media for a given instructional model.
C1: Follow a given model for designing a distance learnıng package.
C2: Employ effective instructional materials for face to face and distance learning.
D1: Think critically about issues related to instructional design at the local level.
D2: Evaluate instructional models designed by his mates.
A1: Specify common factors that play a role in successful teaching and student learning.
A2: Demonstrate an understanding of the cognitive processes essential to student learning.
A3: Understand methods and strategies appropriate for working with students' individual differences.
A4: Demonstrate an understanding of the different schools of thought in Educational Psychology (i.e., behaviourist, cognitive, social, humanistic, and ecological).
A5: Demonstrate an understanding of child development themes (i.e., cognitive, social, and moral).
B1: Critically evaluate and analyse research articles in the field of educational psychology.
B2: Develop solid and evidence-backed arguments for employing methods and strategies for pedagogical issues.
C1: Effectively employ educational psychology theories in pedagogical settings.
C2: Present a persuasive presentation to a critical audience.
C3: Employ empirical data to drive decision making in pedagogical situations.
D1: Employ research readings to develop persuasive arguments.
D2: Present a persuasive presentation to a critical audience.
A1: Idfentify Interaction patterns in the educational communication environment.
A2: Understand the Changing Face of Education; Communication practices in online learning environments using social media and digital tools Vs. Traditional learning environments.
A3: Demonstrate the role of the educational institution in activating educational communication.
B1: Critically explore advanced communication strategies
B2: Evaluate critically arguments and assumptions related to good communication between instructors & learners
B3: Critically explore connections exist between educational communication and epistemological theories
C1: Effectively employ available facilities for better communication in educational settings.
C2: Use information technology to evaluate plans towards better performance in education.
C3:Develop technological plans/models for better communication opportunities in educational institutions
D1: Develop strategies for effective communications and conflict resolution.
D2: Successfully communicate with others in different educational situations.
D3: Think critically on how to judge the appropriateness of communication practices in educational institutions.
A1. Know a range of researches about Open and Distance learning.
A2. Understand current issues and debates in Open and Distance learning subject area.
A3. Plan a proposal to create Open or Distance institutions.
A4. Demonstrate actions to tutor and peers' feedback to improve work.
A5. Use other resources, such as LRC and OERs.
B1. Evaluate critically current research in one or more areas of Open and Distance learning studies;
B2. Evaluate and critique some Arab and international experiences and practices in Open and Distance learning.
B3. Employ Open, Distance and Blended Learning concepts and theories appropriately;
B4. Evaluate opportunities and challenges of OERs and MOOCs.
C1. Make use of LRC, their archives and their content.
C2. Use specialist online databases and other online facilities for postgraduate study;
C3. Form arguments and express them in substantial pieces of writing using proper academic conventions;
C4. Plan a proposal project according to specific guidelines;
C5. Work independently on the TMAs.
D1. Communicate effectively with colleagues in working groups.
D2. Utilize media and recourses creatively.
D3. Employ effective presentation skills in front of colleagues
D4. Collaborate effectively with mates in open education resources.
D5. Develop information search skills through global databases
This course deals with the nature of research and various educational research methodologies, defining research problem, reviewing the literature, research questions, characteristics of good research questions, variables and hypotheses, sampling, instrumentation, validity and reliability, and internal validity. This course also focuses on both quantitative research methodologies, and writing research proposals and reports.
A1. Understand the basic concepts in research in general and the fundamentals of scientific research in education.
A2. Specify of the specifications and steps of conducting scientific research in education.
A3. Know the types of scientific research used in the field of education and the characteristics of each.
A4. Understand the relationship between different research types and their statistical designs.
B1. Differentiate between the different types of scientific research used in the field of education.
B2. Analyze educational literature related to specialization and devising research problems.
B3. Analyze scientific studies and judgment on their conformity with the requirements of scientific research
C1. Identify a research problem within the educational framework and in the field of specialization of students studying.
C2. Review previous literature relevant to the research problem.
C3. Evaluate scientific research and governance to the extent of conformity to the method of good scientific research.
C4. Prepare a scientific study in one of the educational subjects related to the specialization of the students according to the correct scientific specifications.
D1.Write a scientific research paper that could be published.
A1: Understand ICT-related concepts, whether on equipment or software.
A2: Demonstrate the importance of using ICTs in the education process.
A3: Select and evaluate some appropriate application software.
B1: Gain the ability to compare and distinguish between two or more programs in terms of preference for use among a group of learners.
B2: Demonstrate the skill of designing learning materials through the use of ICTs.
B3: Attain illustrative skills to highlight their actions in selecting educational software or to justify a program.
B4: Acquire the skill of selecting and using the appropriate software for different educational situations.
C1: Apply the skills of embedding technology in the educational situations it performs.
C2: Plan and develop educational positions to make them sources of learning and in collaboration with students.
C3: Plan and develop the skill of cooperation in carrying out some projects.
D1: Issue a judgment on the validity of educational software for students.
D2: Use appropriate technology to develop appropriate strategies to solve life problems.
D3: Design and production of educational materials using ICT that suits students at all levels of study and for any subject.
D4: Specify the skill of communication with others through appropriate educational software.
In this course, the integration of theory and practice will be accomplished through learning by design. Students will be able to:
A1: State the theoratical princeples related to instructional design and educational software prodcution.
A2: Recognize some modules of instructional design and educational software prodcution.
A3: Recognize the phases of developing an educational software.
A4: Recognize the team of production and their tasks
B1: utilze the instructional design modules to develop educational sofware.
B2: choose appropriate application to produce educational sofware.
B3: reflect critically on the application of instructional technologies to meet the learning needs of students in schools.
B4: evaluate an educational software
C1: write a full scenario using storyboards template.
C2: produce the multimedia objects which contains the educational software.
C3: produce an interactive educational software that support learning in schools.
C4: produce an e-quiz using appropriate application.
D1: apply problem-solving skills to overcome obstacles while the process of design and produce of an educational sofware.
D2: apply critical thinking skills to evaluate the quality of the educational software.
In this course, the integration of theory and practice will be accomplished through taking chance to apply a variety of interactive multimedia. Students will be able to:
A1 Understand professional ethics related to multimedia applications.
A2. recocgnize models of instructional design as DID model.
A3 Explore innovative multimedia technologies and their application in education.
A4 Explore multimedia technologies for blended and distance learning.
B1 Employ appropriate multimedia applications to support learning effectively
B2 Evaluate critically multimedia systems
B3: recocgnize modes of control related to interactive multimedia
C1: employ appropriate interactive multimedia applications to support student learning effectively,
C2: design and create an interactive learning multimedia object.
C3: Apply various multimedia applications for designing instruction.
C4: Employ appropriate interactive multimedia in real classroom envirnment.
C5: design a practical plan to help an educational institute to integrate interactive multimedia.
D1: apply critical thinking skills to solve practical problems related to the use of multimedia.
D2: transfer experice in applying interactive multimedia to others.
D3: develop communication and effictive presentation skills.
D4: promote to work collaboratively through students focus groups.
A1: Understand e-learning as an emerging force in education.
A2: Recognize the evolution of the web.
A3: Understand the pedagogical value of the web.
B1: Critically explore connections exist between web technologies and epistemological theories
B2: Critically explore pedagogical designs for optimizing e-learning
B3: Reflect critically on the classification of internet applications from an educational perspective
C1: Use Web applications to develop educational web content
C2: Employ appropriate web based technology to deliver teaching
C3: Plan and design instructional situations based on web technologies
D1: Collaboratively communicate thoughts using web based tools.
D2: Pedagogically evaluate the appropriateness of web based educational materials.
D3: Think critically on how to develop strategies for effective use of web based applications to optimize learning experience
A1. Know a range of research tools and methods appropriate to postgraduate study in the Education;
A2. Understand current issues and debates in one or more Instructional technology subject area.
A3. Design a research project with some support from the course materials and tutor;
A4. Use feedback from the tutor and peer feedback from students effectively to improve your work;
A6. Use other resources, such as LRC and OER, to improve outcomes.
B1. Critique current research in one or more areas of Instructional Technology studies;
B2. Evaluate some of the methods used in Instructional Technology studies' research;
B3. Use concepts and theories appropriately
C1. Utilize research libraries, their archives and their contents efficiently;
C4. Plan a research project according to specific guidelines;
C5. Work independently on a research project.
D1. Communicate effectively with colleagues in working groups
D2. Utilize of digital media
D3. Gain effective presentation skills in front of colleagues
D4. Deal effectively with open education resources
D5. Develop information search skills through global
A1 : Acquire special education related concepts.
A2 : Demonstrate the importance of using ICTs with special needs students
A3 : Have skills to evaluate and select some Assistive technology for their special needs students
B1: Compare and distinguish between assistive technologies tools in terms of preference for use with students with special needs.
B2: Acquire the skill of designing and producing learning materials through the use of assistive technology tools to use with students with special needs.
B3: Use instructional design models to develop individual plans for students with special needs
B4: Acquire the skill of selecting and using the appropriate ICT applications for different educational situations for students with special needs.
C1: Acquire Students the skills of embedding assistive technology in the educational situations it performs with special needs students.
C2: Develop educational positions to make them sources of learning for students with special needs.
C3: Develop the skills of using and Integrating assistive technology in carrying out some projects to help students with special needs.
D1: Form sound concepts of special needs: Disability- Impairment-Handicap-Gifted and Talented
D2: integrate and use appropriate assistive technology to develop appropriate individual plans to solve educational problems for students with special needs.
D4: Acquire the skill of communication with others through appropriate educational software.
D5: Enhance learning environment for student with special needs
D6: Use assistive technology tools to support the measurement and evaluation process in special needs
D7: Use ICT resources for postgraduate research.
This course aims to provide students with the necessary knowledge and skills to perform statistical analysis procedures for different types of data and statistical designs using the SPSS package. Specifically, this course aims to:
- Introduction
- Introduction to SPSS
- Data analysis with SPSS: general aspects, workflow, critical issues
- SPSS: general description, functions, menus, commands
- SPSS file management
- Input and data cleaning
- Defining variables
- Manual input of data
- Automated input of data and file import
- Data Transformation
- Syntax files and scripts
- Output management Exercise
Modifying Data Values
- Creating a Categorical Variable from a Scale Variable
- Computing New Variables
- Working with Dates and Times
- Calculating the Length of Time between Two Dates
Sorting and Selecting Data
- Sorting Data
- Split-File Processing
- Selecting Subsets of Cases
- Case Selection Status
- Descriptive analysis of data
- Frequencies
- Descriptives
- Explore
- Crosstabs
- Charts
- Statistical tests
- Means
- T-test
- One-way ANOVA
- Non parametric tests
- Normality tests
- Correlation and regression
- Linear correlation and regression
- Multiple regression (linear)
- Multivariate analysis
- Factor analysis
A1 Know statistics concepts, descriptive, inferential and advance level.
A2 : Demonstrate the importance of using SPSS Package in the statistical analysis. .
A3 : Understand appropriate statistical procedures for analysing research data.
A4 : Explain the nature and structure of quantitative data including concepts such as variables, levels of measurement, and unit of analysis
A5: Understand basic concepts of probability, data distributions, sampling, inferences, and statistical significance.
B1: Gain the ability to Manipulate data.
B2: Demonstrate and commitment to the ethics of data analysis using the SPSS program and display it objectively and accurately.
B3: Acquire the skill of selecting and using the appropriate statistic for different educational researches.
C1: Conduct significance tests, including, but not limited to: a. Descriptive statistics b. Frequencies c. T-test d. ANOVA e. Chi-Square f. Correlation g. Regression and more.
C2: Discuss statistical findings accurately and meaningfully
C3: Develop the statistical analysis skill in analyzing educational research projects.
D1 : Use problem-solving skills to address new problems and situations that arise when dealing with SPSS
D2 : Employ the SPSS program in analyzing different data types.
D3 : Differentiate statistical procedures appropriate for each type of data.
D4 : Read the results of using the SPSS package in data analysis
A1. Know a range of project tools and methods appropriate to instructional technology
A2. Understand current issues and debates in more Instructional technology projects area.
A3. Plan a project proposal at instructional technology;
A4. design a project at instructional technology with some support from the course materials and a tutor;
A5. Manage a project at instructional technology in real environment
A6. use feedback from the tutor and peer feedback from students effectively to improve your work;
A7. Use other resources, such as LRC and OER, to improve outcomes.
B1. Evaluate critically current issues in one or more areas of Instructional Technology projects;
B2. Evaluate and critique some of the methods used in Instructional Technology projects
C1. Use research libraries, their archives and their contents efficiently;
C3. Form arguments at postgraduate level and express those arguments in substantial pieces of writing using proper academic conventions;
C4. Plan and manage a project according to specific guidelines;
C5. Work independently and in group on a project.
D2. Utilize digital media
When students have completed the programme (i.e. finishing 36 credit hours ), they will have knowledge and understanding of:A1 professional ethics of the application of technologyA2 concepts of instructional designA3 innovative multimedia technologies and their application to educationA4 pedagogies of blended and distance learningA5 technologies and processes for blended and distance learningA6 advanced research methodologiesWhen students have completed the programme they will be able to:B1 synthesise pedagogical and technological models of education for effective teaching and learningB2 explore critically theories of effective teaching and learningB3 evaluate critically technological models and instruments for learningB4 evaluate research methodologies in education in general and instructional design in particularB5 reflect critically on the application of instructional technologies to meet the learning needs of individuals and groupsWhen students have completed the programme they will be able to:C1 employ appropriate technology to support student learning effectivelyC2 create an interactive learning environmentC3 facilitate the integration of technology across the curriculum and the institutionC4 draw upon educational research to inform practiceC5 employ instructional technology to promote independent learningWhen students have completed the programme they will be able to:D1 apply advanced problem-solving and decision making modelsD2 develop strategies for effective communications and conflict resolutionD3 apply effective ICT strategiesD4 work independently and apply effective time management skillsD5 work collaboratively to lead change think critically
Upon successful completion of 30 credit hours, the student will write a dissertation in which s/he:• Identifies and explores dimensions of an aspect of instructional technology in a professional context.• Demonstrates a critical understanding and knowledge of the literature relevant to her/his research topic.• Provides evidence of analytical and critical thought• Shows evidence of appropriate knowledge and understanding of secondary and other available resources relevant to their chosen topic• Implements strategies for the use of appropriate resources.• Examines and evaluates conceptual and theoretical perspectives relevant to hi/her research topic.• Studies, analyses, and synthesises the relevance of indicated perspectives to the development of policy and practice in his/her field of specialisation.• Organises a piece of research/report in a scientific way which enables others to make use of his/her effort and/or build on his/her findings.• Manages time effectively