msc in gfis programme handbook 2014-2015

Masters of Science (MSc) in Global Financial Information Systems (GFIS) 2014-2015

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Table of Contents

1.0 Rationale for the Programme ........................................................................................................................ 4

2.0 MSc in GFIS Programme Overview ............................................................................................................. 6

2.1 DESCRIPTION OF THE PROGRAMME ............................................................................................................... 6

2.2 AIMS AND OBJECTIVES .................................................................................................................................. 7

2.3 LEARNING OUTCOMES AT PROGRAMME LEVEL ............................................................................................ 9

2.3 OUTLINE CURRICULUM, LIST OF MODULES, COMMENTARY AND SEQUENCING .......................................... 10

2.3.1 Overview of the Programme and Modules .......................................................................................... 10

2.3.2 Introduction to Semester 1 Modules ................................................................................................... 13

2.3.2.1 Data Modelling and Analysis: ..................................................................................................... 13

2.3.2.2 Econometrics: .............................................................................................................................. 13

2.3.2.3 Information Systems Project Management: ................................................................................. 13

2.3.2.4 Financial Derivatives: .................................................................................................................. 14

2.3.2.5 Seminar Series: ............................................................................................................................ 14


2.3.3.1 Business Intelligence: .................................................................................................................. 14

2.3.3.2 Global Transaction, Banking, and Payment Systems: ................................................................. 15

2.3.3.3 Global Financial IS Security, Continuity, and Ethics: ................................................................. 15

2.3.3.4 Global Risk Management and Regulation: .................................................................................. 15

2.3.3.5 Corporate Financial Interpretation: .............................................................................................. 15


2.3.4.1 Professional Internship: ............................................................................................................... 16

2.3.4.2 Financial Information Systems (FIS) Project: ............................................................................. 16

2.3.5 Module Credit Weighting .................................................................................................................... 17

2.4 PROPOSED PROGRAMME SCHEDULES .......................................................................................................... 19

2.5 TEACHING AND LEARNING APPROACHES .................................................................................................... 21

2.5.1 WIT AIB Centre for Finance and Business Research (CFBR) ............................................................ 23

2.6 PROGRAMME ASSESSMENT STRATEGY ....................................................................................................... 23

2.6.1 Link to Teaching and Learning Strategy ............................................................................................. 24

2.6.2 A Curriculum Map Linking Learning Outcomes to Module Outcomes............................................... 27

2.6.3 Balanced Continuous Assessment Workload ...................................................................................... 28

2.6.3.1 Semester 1 ................................................................................................................................... 28

2.6.3.2 Semester 2 ................................................................................................................................... 29

2.6.3.3 Semester 3 ................................................................................................................................... 29

2.6.4 Programme Assessment Instruments and Intended Programme Learning Outcomes ........................ 30

2.6.5 Rationale for Assessment Methods...................................................................................................... 30


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2.6.6 Special Regulations ............................................................................................................................. 31

2.6.7 Contingency Strategies for Exemptions and RPL ............................................................................... 32

2.6.8 Institutional Grading System and Programme Assessment Instruments ............................................. 32

2.7 ENTRY REQUIREMENTS ............................................................................................................................... 33

2.7.1 Admission Procedure and Selection.................................................................................................... 33

2.8 PROGRESSION OPPORTUNITIES AND TRANSFER PATHWAYS ........................................................................ 34

2.9 PROTOCOL OF EXIT AWARD ........................................................................................................................ 35

2.10 PROGRAMME REGULATIONS ..................................................................................................................... 35

2.11 PROGRAMME ADMINISTRATION AND QUALITY ASSURANCE ..................................................................... 35

3.0 Academic Team ............................................................................................................................................ 36

4.0 Professional Code of Conduct at WIT School of Business ........................................................................ 36

4.1 DIGNITY AND RESPECT POLICY ................................................................................................................... 39

4.1.1 Development of Awareness of the Need to Promote Dignity and Respect for Staff and Students ....... 40

4.1.2 Bullying and Harassment Policy ......................................................................................................... 40

4.2 STUDENT COMPLAINTS PROCEDURE ........................................................................................................... 41

4.3 CLASS ATTENDANCE ................................................................................................................................... 45

4.4 EMAIL ......................................................................................................................................................... 45

4.5 ACADEMIC INTEGRITY ................................................................................................................................ 45

4.5.1 Plagiarism ........................................................................................................................................... 46

4.5.2 Cheating During Exams ...................................................................................................................... 46

4.5.3 Collusion ............................................................................................................................................. 46

4.5.4 False Information................................................................................................................................ 47

4.5.5 Helping or Hindering Others .............................................................................................................. 47

4.5.6 Group Work ........................................................................................................................................ 47

5.0 Facilities ......................................................................................................................................................... 50

5.1 COMPUTING FACILITIES .............................................................................................................................. 50

5.2 MEETING ROOMS ........................................................................................................................................ 50

5.3 LIBRARY ..................................................................................................................................................... 50

5.4 REGISTRATION ............................................................................................................................................ 50

5.5 THE GRADUATE BUSINESS SOCIETY (GBS) ................................................................................................ 51

5.6 THE MEDICAL CENTRE................................................................................................................................ 51

5.7 WIT CARD .................................................................................................................................................. 52

5.8 CHART (CENTRE FOR HELPING ACCESS, RETENTION AND TEACHING) ..................................................... 52

5.9 CLUBS AND SOCIETIES ................................................................................................................................ 52

5.10 WIT FITNESS SUITE .................................................................................................................................. 53

5.11 THE CAREERS CENTRE .............................................................................................................................. 53

5.12 SLL (STUDENT LIFE AND LEARNING) ....................................................................................................... 53


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5.13 STUDENTS IN DIFFICULTY ......................................................................................................................... 54

6.0 Academic Calendar 2014- 2015 ................................................................................................................... 55

6.1 SEMESTER 1: MONDAY 8TH

SEPTEMBER - SATURDAY 20TH

DECEMBER 2014 ............................................... 55

6.2 SEMESTER 2: MONDAY 12TH

JANUARY - SATURDAY 16TH

MAY 2015 .......................................................... 55

7.0 Contacts ......................................................................................................................................................... 56

7.1 PROGRAMME DIRECTOR .............................................................................................................................. 56

7.2 HEAD OF GRADUATE BUSINESS .................................................................................................................. 56

7.3 GRADUATE BUSINESS PROGRAMMES ADMINISTRATOR .............................................................................. 56

7.4 PROGRAMME WEBSITES .............................................................................................................................. 56

Appendix 1: Module Descriptors ...................................................................................................................... 57

Semester 1 ........................................................................................................................................................... 57

DATA MODELLING AND ANALYSIS ................................................................................................................... 57

ECONOMETRICS ................................................................................................................................................ 59

INFORMATION SYSTEMS PROJECT MANAGEMENT ............................................................................................ 60

FINANCIAL DERIVATIVES .................................................................................................................................. 61

SEMINAR SERIES ............................................................................................................................................... 63

Semester 2 ........................................................................................................................................................... 64

BUSINESS INTELLIGENCE .................................................................................................................................. 64

GLOBAL TRANSACTION, BANKING, AND PAYMENT SYSTEMS ........................................................................... 65

GLOBAL FINANCIAL IS SECURITY, CONTINUITY, & ETHICS .............................................................................. 67

GLOBAL RISK MANAGEMENT AND REGULATION .............................................................................................. 69

CORPORATE FINANCIAL INTERPRETATION ........................................................................................................ 70

Semester 3 ........................................................................................................................................................... 71

PROFESSIONAL INTERNSHIP .............................................................................................................................. 71

FINANCIAL INFORMATION SYSTEMS (FIS) PROJECT ......................................................................................... 73

Seminar Series Autumn 2014 ............................................................................................................................ 75


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Masters of Science (MSc) in Global Financial Information

Systems (GFIS)

1.0 Rationale for the Programme

The Forfas “Guidance for Higher Education Providers on Current and Future Skills Needs of

Enterprise” report (2012, p.24/26), has specifically called on Third Level Educational

Institutes to develop programmes in Information and Communications Technology (ICT) and

International Financial Services (IFS). According to the report, the “measures to address ICT

shortages apply strongly to the Financial Services Industry” (2012, p.25). In particular the

report calls for the development of “hybrid technologists – financial analysts with

IT/systems skills” and “IT Courses with a specific focus on Financial Services, including

applying IT to Financial Services; financial products; financial modelling; product

development; and business systems analysis” (p.26). This report echoes future skills

identified in the previously published Expert Group on Future Skills Needs (EFGSN) (2007,

p.78) report entitled “Future Skills and Research Needs of the International Financial

Services Industry”, which identified a need for “hybrid technologists with a background in

business systems analysis which enables them to problem solve and use technology to

deliver business solutions” in a Financial Services environment. The Government of

Ireland’s “Building Ireland’s Smart Economy Report” (2008, p.12), encourages a range of

measures to “re-invigorate the International Financial Services Industry

including….support for a targeted up-skilling programme for the industry to enhance the

skill base to attract and retain investment, and …… vigorous promotion targeting new

opportunities in areas such as…. technology development”.

The Graduate Business School in Waterford Institute of Technology (WIT), a university-level

institution in the South-East of Ireland with over 10,000 students and 1000 staff, is

responding to all of these calls for a targeted up-skilling programme for the Financial

Services Industry by proposing to offer a Level 9, Postgraduate Masters of Science (MSc) in

Global Financial Information Systems (GFIS) delivered over a 12 month period from


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commencement to completion, which includes a 3 months Professional Internship with a

company operating in the Financial Services Industry.

According to the “Higher Education Authority Springboard 2011 First-Stage Evaluation

Report” (February 2012, p.9), “education and training which is closely linked to labour

market needs seems to be emerging as the most effective investment for a country to

make”. In accordance with best practice and the reported recommendations of the EGFSN

(p.24/25-EGFSN/Forfas Future Skills Report), IBEC, Enterprise Ireland, and the Government

of Ireland’s recommendations for a targeted up-skilling programme in the Financial Services

Industry (p.12-Building Ireland’s Smart Economy 2008), industry involvement was sought

from the offset to ensure that the MSc in GFIS meets the needs of potential employers and

students. Representatives of several organisations in Financial Services Investment, Banking,

and Recruitment, were requested to submit their assessment of the programme design,

module content, delivery mechanisms, teaching, learning, and assessment methodologies,

Internship possibilities, and the employment potential of future graduates, at a national and

international level. The organisations that provided feedback include, Morgan McKinley:

Accounting and Finance Division; Reed Global Recruitment: Banking and Finance Division;

Aberdeen Asset Management Plc. U.K.; Citi Group; State Street; JP Morgan; Ulster Bank

Corporate Markets; and, Allied Irish Bank Merchant Services (AIBMS). Our interaction with

Financial Services Investment, Banking, and Recruitment companies in the design of the

MSc in Global Financial Information Systems (GFIS) strongly validates our offering and

approach, as the demand for hybrid Finance and Information Systems (FIS) graduates is

highly emphasised by representatives of the Financial Services Industry.

The School of Business at Waterford Institute of Technology (WIT) is the largest integrated

business school in Ireland, in terms of full-time and part-time student enrolment and faculty.

The School has been a significant provider of postgraduate education in Ireland and

especially the South-East, since 1996. The Master of Science (MSc) in Global Financial

Information Systems (GFIS) builds on the Institute’s existing Graduate School of Business

programmatic portfolio, and complements the Institute’s core academic competencies and

areas of expertise. The MSc in GFIS will join a wide portfolio of specialist postgraduate

taught business programmes in WIT.

2.0 MSc in GFIS Programme Overview

2.1 Description of the Programme

The provision of targeted up-skilling programmes at postgraduate level for the Financial

Services Industry is a key recommendation of the EGFSN report on the “Future Skills and

Research Needs of the International Financial Services Industry” (2007 pp.57-78); the

Government of Ireland’s “Building Ireland’s Smart Economy” report (2008, p.12); and, more

recently, the Forfas “Guidance for Higher Education Providers on Current and Future Skills

Needs of Enterprise” report (2012, p24-26). The Masters of Science (MSc) in Global

Financial Information Systems (GFIS) aims to address the current and future demand from

the Financial Services Industry, for hybrid finance-technology graduates with a specific focus

on the application of ICT in a Financial Services context, especially in the context of: data

modelling and analysis; econometrics; project management; financial derivatives; business

intelligence; transaction, banking and payment systems; security, continuity and ethics; risk

management and regulation; and, corporate financial interpretation.

In addition, the MSc in Global Financial Information Systems (GFIS) provides students with

a 3 month Professional Internship in the Financial Services Industry. The opportunity for

students to gain valuable work experience has been identified as a critical aspect of the MSc

in GFIS by representatives from the Financial Services Industry, and it is considered to be a

particularly valuable component of the programme, and a vital stepping-stone to future

employment for graduates. The provision of a Professional Internship module at Level 9 on

the MSc in GFIS is reflective of School of Business initiatives over the past four years, to

embed a Work Placement component on all undergraduate programmes such as the Bachelor

of Business Studies (Honours).

The MSc in Global Financial Information Systems (GFIS) is designed for graduates and

professionals seeking a Postgraduate Masters Degree that integrates Financial Services

knowledge and skills, with ICT knowledge and skills. The importance of producing graduates

with these hybrid skills has been identified in several agency and Government reports, and by

Financial Services Industry representatives, as being essential for continued inward

investment into the Financial Services Industry, and Ireland’s continued economic recovery


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and future growth. While covering key future skills needs, the programme provides students

with an opportunity to develop, update and improve, key strengths and capabilities, re-direct

their careers, and/or consider how they can create their own employment opportunities, or

develop new routes to employment. The MSc in GFIS develops students’ Financial Services

and ICT skills and knowledge, providing them with an opportunity to gain valuable

experience in the Financial Services Industry, significantly enhancing their future

employment and career prospects. With an increasing requirement that Financial Managers

have specific knowledge of, and skills in, information systems, the MSc in GFIS prepares

students to effectively deal with ICT in the Financial Services Industry, and to play a leading

advisory role in integrating and utilising information systems to create value in business

environments. This is a perspective shared by representatives of the Financial Services

Industry who have provided significant feedback on the development of the MSc in Global

Financial Information Systems. The MSc in GFIS will be equally attractive to qualified

individuals in the field of Information Systems, who would like to expand and apply their

qualifications and knowledge of ICT to the Financial Services Industry.

2.2 Aims and Objectives

The Masters of Science (MSc) in Global Financial Information Systems (GFIS) responds to

calls from the Financial Services Industry, and Government of Ireland future skills needs and

education strategy reports, published over the past five years. The MSc in GFIS is

underpinned by WIT’s longstanding reputation for providing high quality, innovative,

business and finance programmes at undergraduate and postgraduate levels. The mission of

the MSc in GFIS is to produce graduates highly skilled, knowledgeable, and experienced, in

financial modelling, analysis, and interpretation, and in the development, application, and

management of ICT for the Financial Services Industry. Specifically, the programme aims to:

clearly differentiate itself from other postgraduate business and finance programmes

on offer in Ireland, by working closely with representatives of the Financial Services

Industry to create a programme that reflects market needs, and enhances Ireland’s,

and the South East’s, ability to attract and retain Foreign Direct Investment (FDI) in

this sector of the Irish economy;


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create hybrid Financial Services and ICT graduates with the skills, knowledge,

research abilities, and experience to gain employment, and rise through the

management ranks, of the Financial Services Industry;

re-invigorate the Financial Services Industry by targeting specific current and future

skills needs, identified as being essential for the future growth and sustainability of

the Irish economy; and,

produce high calibre WIT graduates, distinct in their abilities and knowledge, capable

of playing leading roles in the design, integration, and utilisation of Financial

Information Systems to create value in the Financial Services Industry.

The objective of the MSc in GFIS is to enable high calibre graduates to rapidly develop

quantitative, analytical, and ICT skills and experience, embedded in a comprehensive

knowledge and understanding of the Financial Services Industry. The programme is reflective

of the current and future needs of the Financial Services Industry. Specifically, this

programme will:

provide intensive training and upskilling in data modelling and analysis, business

intelligence, and the development, management, and application of information

systems for the Financial Services Industry;

provide advanced instruction and training in financial derivatives, and risk

management and regulation;

develop the analytical competence required for developing, analysing, and

interpreting financial models, and corporate financial interpretation;

provide in-depth knowledge of the theoretical and applied aspects of developing,

project managing, and appraising next-generation Financial Information Systems;

develop a multi-faceted perspective of formulating and implementing information

systems security, continuity and ethical policies, and legislative requirements;

enable students to obtain appropriate work experience through 3 month Professional

Internships in the Financial Services Industry;

embed a research and knowledge acquisition and reflective learning ethos in students,

across all aspects of learning and development; and especially throughout the

Professional Internship; and,


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develop high level group interaction and communication skills, and problem solving

abilities, through both the academic learning environment and the Professional

Internship.

2.3 Learning Outcomes at Programme Level

Section 2.3 establishes the learning outcomes at the programme level for the Postgraduate

Level 9 MSc in Global Financial Information Systems (GFIS) at Waterford Institute of

Technology (WIT). Table 1 outlines the anticipated learning outcomes for the programme.

Programme Level (NFQ): Level 9

Anticipated Learning Outcomes

Knowledge:

Breadth

Upon successful completion of the programme of study for this award, a graduate will be

able to demonstrate:

a systematic understanding of the theory, concepts and methods at the forefront of

knowledge pertaining to Financial Information Systems, which includes, data modelling

and analysis; econometrics; project management; financial derivatives; business

intelligence; transaction, banking and payment systems; security, continuity and ethics;

risk management and regulation; and, corporate financial interpretation.

Knowledge:

Kind



a critical awareness of the issues associated with Financial Information Systems in the

Financial Services Industry, and an ability to apply this critical awareness to actual

situations encountered in these work environments.

Know-How

and Skill:

Range



the ability to work successfully and productively in a team and as an individual;

the ability to structure, analyse, and interpret financial data, and report it in a clear,

appropriate, and verifiable manner, in both management report and summary formats;

the ability to self-critique and assess their own work in the context of their task

assignments, performance expectancy, and role requirements.

Know-How

and Skill:

Selectivity



the ability to select appropriate technology, applications, and skill-sets to apply in

different business scenarios arising in the Financial Services Industry;

the ability to source, process, organise, collate, and expertly disseminate relevant and

reliable information, from a wide range of sources to a broad spectrum of recipients;

new skills, including the application of data modelling and analysis, business

intelligence, financial modelling and corporate financial interpretation, and project

management, as well as active team participation, and the ability to write and report in a

professional business-oriented style.

Competence:

Context




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the ability to draw upon information systems based financial analysis techniques to

address both specific and imprecise problems, e.g. financial projections, risk analysis,

security, continuity and ethical assessment, and project management tool sets;

the ability to justify and be accountable for the reported analysis, interpretation, and

proposed solutions.

Competence:

Role



the ability to assist colleagues, management, and other designated internal and external

stakeholders, in understanding the principles of Financial Information Systems, and how

to put these systems into practice in the business environment for beneficial purposes.

Competence:

Learning to

Learn



a recognition of the need to future-proof their skills and knowledge by participating in

further education and training through research, or academic, or professional training and

certification, in the interest of further enhancing their career prospects and promotion

potential;

the ability to independently acquire further knowledge and expertise, and to ensure that

the use of this knowledge and expertise complies with the security, legal, regulatory,

professional and ethical standards of the Financial Services Industry.

Competence:

Insight



advanced knowledge of, and an ability to, reflect on the importance of the role of

Financial Information Systems in the Financial Services Industry and the impact of these

systems on society in general, and how the role of these systems may be used to initiate

change where appropriate, and when necessitated;

critical awareness of the need to communicate effectively within the work environment

and within the Financial Services Industry as a whole;

an acute awareness of the need for the highest ethical standards of practice;

a planning, design and project management process that is cognisant of the opinions of

team members, and other stakeholders.

a critical understanding of and the ability to deploy effectively, a wide range of learning

methods resources and technologies.

management of their own learning and development demonstrating time management

and organisational skills at a professional level.

self-direction and originality in learning and problem solving in familiar and unfamiliar

situations.

the selection and use a variety of modes of discourse for effective communication,

including graphical, written and oral, according to the needs of the intended audience.

Table 1: Learning Outcomes at Programme Level

2.3 Outline Curriculum, List of Modules, Commentary and Sequencing

2.3.1 Overview of the Programme and Modules

The MSc in Global Financial Information Systems (GFIS) consists of 11 modules delivered

over 3 Semesters, including a 3 months Professional Internship, with a 12 month time-frame

from commencement to completion. Of the 11 modules, 5 are new modules (including the


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Professional Internship) created specifically for the MSc in GFIS, while 4 modules will be

shared with existing Postgraduate programmes in the School of Business, and 2 modules will

be shared with Postgraduate programmes in the School of Science. From a learning

perspective, this is highly beneficial for students on the MSc in GFIS, as they will have the

opportunity to study and collaborate on projects and assignments with students from other

programmes within the School of Business and the School of Science, who will bring

different skill-sets, perspectives, approaches and experiences to the learning environment.

Semesters 1 and 2, each consist of 5 modules (5 skills-based and 5 knowledge-based). The

MSc in Global Financial Information Systems (GFIS) develops students’ practical skills and

knowledge of Financial Services and ICT through the following modules:

1. Data Modelling and Analysis (Semester 1)

2. Business Intelligence (Semester 2)

3. Information Systems Project Management (Semester 1)

4. Econometrics (Semester 1)

5. Corporate Financial Interpretation (Semester 2)

All skills-based module coordinators will establish “practical skills target checklists” and

“measurable check-points” to guide participant learning and facilitator feedback, and to

facilitate “reflective learning”. This enables accurate feedback to the participant regarding

skills attained, improvements required, and structured advice on how to make these

improvements, prior to formal assessment. Representatives of the Financial Services Industry

have provided significant feedback on the skills-based components of the MSc in GFIS, and

there is a strong endorsement of the skills-based components included in the MSc in GFIS.

Table 2 outlines the Financial Information Systems (FIS) adopted for the MSc in GFIS.

However, these will evolve and change as new technologies emerge and are adopted.

Financial Information Systems (FIS) Adopted for the MSc in GFIS

Oracle (SQL and PL/SQL) / ERwin Microsoft Access

SAP Business Intelligence & Business Warehousing StockTrak

Microsoft Project ERwin

SPSS Financial Times

Thomson One Moodle

SWIFT E-Learning Video Conferencing

Microsoft Excel Social Media Tools

Table 2: Financial Information Systems (FIS) Adopted for the MSc in GFIS


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The MSc in Global Financial Information Systems also equips students with essential core

knowledge of Financial Services and ICT through the following modules:

1. Financial Derivatives (Semester 1)

2. Global Transaction, Banking, and Payment Systems (Semester 2)

3. Global Financial IS Security, Continuity and Ethics (Semester 2)

4. Global Risk Management and Regulation (Semester 2)

Knowledge-based modules adopt problem based learning, reflective practice, case studies,

individual assignments, and group work, to ensure graduates are well prepared to handle

“real-life” industry scenarios when they enter the workplace. Representatives of the

Financial Services Industry have also provided significant feedback on the knowledge-based

components of the MSc in GFIS.

The MSc in Global Financial Information Systems (GFIS) programme content, delivery

mechanisms, teaching, learning and assessment methodologies, are designed using

international academic and Financial Services Industry best practice. These critical technical

skills and core knowledge competencies are enhanced through a (10) “Seminar Series

Module” delivered in Semester 1, whereby invited industry experts will deliver interactive

sessions. Representatives of the Financial Services Industry consider the Seminar Series an

integral part of the MSc in GFIS, both as a mechanism to impart industry knowledge and the

experiences of Financial Services experts, but also to connect and interlink all of the learning

acquired by students on other modules, into a career focused approach. It will also provide

students with a valuable insight into the Financial Services Industry prior to undertaking a

Professional Internship.

The capstone on the MSc in GFIS programme is a 3 month (11) “Professional Internship

Module” in the Financial Services Industry. The Professional Internship is scheduled for

Semester 3, at the end of the programme, to ensure that once students complete their

Professional Internships, they have every possibility of being retained on an extended

employment contract by their Internship Hosts. The ultimate goal of the MSc in Global

Financial Information Systems is to ensure that programme graduates have the practical

skills, knowledge, and experience required to avail of employment positions in the Financial


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Services Industry, in roles such as Graduate FIS Analyst; Graduate Risk Analyst; Graduate

Data Analyst; Graduate Business Analyst; Graduate Operations Analyst; Graduate

Operations Associate; Graduate Business Executive, etc. Representatives of the Financial

Service Industry consider the Professional Internship a key component of the MSc in GFIS.

2.3.2 Introduction to Semester 1 Modules

Sections 2.3.2.1 to 2.3.2.5 provide a brief introduction to the modules scheduled for Semester

1 of the MSc in GFIS.

2.3.2.1 Data Modelling and Analysis: This module provides a comprehensive discussion of,

and practical skills-based experience in entity modelling; normalisation; transactional

relational database design; SQL and PL/SQL coding and analysis techniques; and the

generation of data backed management and summary reports. Students gain practical

experience using contemporary database modelling and design tools and technologies, and

apply sound design principles and procedures for creating and applying effective decision

support solutions for realistic business scenarios.

2.3.2.2 Econometrics: This module will address the use of statistical and mathematical

methods for finance and economics. The module focuses on the classical linear regression

model and its assumptions using practical examples from the world of finance and

economics. In addition, learners will acquire skills in the use of financial databases for

research (Thomson One) and econometric software packages (SPSS/Excel). Students will

acquire practical skills in the sourcing, accessing and validation of data. Other estimation and

forecasting techniques will also be introduced.

2.3.2.3 Information Systems Project Management: This module explores project

management for Information Systems in modern business environments. Particular emphasis

is placed on project selection approaches including mechanisms for evaluating outsourcing

opportunities. The key project management methodologies are evaluated and templates for

their application in an organisation are presented. Standard project management life-cycles

will be the subject of a risk management perspective in this module.


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2.3.2.4 Financial Derivatives: This module provides students with a thorough analysis of

financial derivative markets, where financial risks are identified, managed and executed via

the use of futures and options. Theoretical, mathematical and empirical concepts are

explored and applied both from an academic and from a real-life trading perspective. This

module provides students with the chance to apply their knowledge to trade derivatives in

real-time, where events that affect markets will be genuine. This exposure will organically

enhance the learning outcomes for the student, since a more thorough and insightful

understanding is enforced by their own actions and determination to succeed. Overall, the

academic application of financial derivatives is applied and tested in reality, thus giving a

true blended learning experience.

2.3.2.5 Seminar Series: The purpose of this module is to facilitate an in-depth understanding

of contemporary aspects of business and management, and their application to practice. As

such, seminars are presented by leading academics and practitioners to develop further the

managerial and professional skills necessary for business. The focus of this module will be

applying concepts and ideas to real-world examples. It is intended that discussions will go

beyond the material presented by guest speakers to explore the ideas and examples contributed

by class members. There will also be an expectation that students will draw from knowledge

they have gained from prior/current academic and work experiences and, from concurrent

modules on the Masters programme. The timetable for the 2014-2015 Seminar Series can be

found at the end of this document.


Sections 2.3.3.1 to 2.3.3.5 provide a brief introduction to the modules scheduled for Semester

2 of the MSc in GFIS.

2.3.3.1 Business Intelligence: This module provides students with an insight into business

intelligence (BI) concepts, methods, and processes for decision support and business process

improvement. The student will gain an in-depth theoretical understanding of data

warehouses, business performance management, data mining, web mining and types of

architectures and implementation methods. The student will have both a theoretical


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knowledge of relevant business intelligence concepts, as well as the practical application of

tools and experiences of their use.

2.3.3.2 Global Transaction, Banking, and Payment Systems: This module focuses on the

adoption and adaption of technological advances in ICT for Financial Services innovation in

transactional activities, banking, and payments. The module explores the application of

existing and future advances in retail and business banking systems and architecture, while

also examining the role of peer-to-peer and non-bank payment systems. The module will also

examine the application of ICT for the globalisation of financial institutions, systems,

products and services. The module will also consider the security, legal, and regulatory

frameworks which impact on the design and management of these systems, especially in the

context of global fraud management.

2.3.3.3 Global Financial IS Security, Continuity, and Ethics: This module provides a

theoretical foundation in aspects of financial information systems security and continuity

considerations, paying heed to the fact that these requirements will vary with company

circumstances and variables and also vary in relation to current risk and threat exposure in the

financial services sector. Students then apply this knowledge to a real time company,

devising grounded analytical and design plans for the client to address their financial IS

security, continuity and ethics requirements.

2.3.3.4 Global Risk Management and Regulation: This module is designed to provide

graduates with a knowledge and understanding of the conceptual frameworks and

professional practice which govern risk and regulation in the financial sector in an

international context. It will also examine critically the economic and organisation

architecture in which this activity is enacted.

2.3.3.5 Corporate Financial Interpretation: This module provides a comprehensive insight

into the analyses of businesses using financial statements and business application context.

Students learn to scan the environment and how it along with governance practices influences

the financial performance, value and creditworthiness of organisations. Students gain

practical experience using a range of tools including Thomson One and The Financial Times


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to analyse current issues arising in financial markets and their subsequent impact on financial

analysis.


All students must complete all taught elements in Semester 1 and Semester 2 to the

satisfaction of the Head of the School of Business, before being eligible for a Professional

Internship. Section 2.3.4.1 provides a brief introduction to the Professional Internship

scheduled for Semester 3 of the MSc in GFIS. Section 2.3.4.2 introduces the Financial

Information Systems (FIS) Project for students who are unsuccessful in securing a


2.3.4.1 Professional Internship: This module involves the placement of students on 3 month

Professional Internships in the Financial Services Industry. The roles and functions fulfilled

by students on Professional Internships will reflect the skills and knowledge base of the MSc

in Global Financial Information Systems (GFIS). The skills-based and knowledge-based

components of the Professional Internship will complement the course content, and further

develop the “action-learning” skills that are essential in the Financial Services Industry. The

Professional Internship is scheduled at the end of the programme, to ensure that once students

complete their internships, they have every possibility of being retained on an extended

employment contract by their Internship Hosts. Postgraduate Internships are a participant

initiated process for which the Institute will provide support. Overseas students have

responsibility of ensuring that their visa requirements are not violated. All students must

complete all taught elements in Semester 1 and Semester 2 to the satisfaction of the Head of

the School of Business, before being eligible for a Professional Internship. Students who are

unsuccessful in securing a Professional Internship will have to complete a Financial

Information Systems (FIS) Project.

2.3.4.2 Financial Information Systems (FIS) Project: This module aims to develop the

student’s ability to carry out a systematic investigation of a complex problem within their

field of study. Using Financial Information Systems (FIS), the student will be expected to

effectively analyse and interpret a significant body of data, integrate the learning from other

modules to analyse the problem in light of conceptual and theoretical knowledge, and to


17 | P a g e

comprehensively plan the effective long term solution to this problem. Students will also be

required to apply their knowledge of project management to prioritise their project activities,

schedule their project, maintain a project log-book, and develop a view of where their work

fits into existing academic and Financial Services contexts. A substantial research element is

required, and specific and measurable objectives are inherent in the project planning process

to be initiated by the student. A strong element of application, integration, implementation,

and analysis of the problem and solution is an essential part of this module. Students are

required to document all of their work and to prepare a detailed formal report for the project

to be submitted to the supervisor. Students will also be required to make a final presentation

of their work. ** This module is mandatory in the event that an appropriate Professional

Internship is not secured by a student.

2.3.5 Module Credit Weighting

Under the European Credit Transfer and Accumulation System (ECTS), the MSc in Global

Financial Information Systems (GFIS) is comprised of 90 Credits. Sixty credits are allocated

to 10 modules while 30 Credits are allocated to the 3 months Professional Internship. The

weighting of these credits is as follows:

8 Modules with 5 Credits = 40 Credits

2 Modules with 10 Credits = 20 Credits

1 Module with 30 Credits = 30 Credits

Total Credits = 90 Credits

Five (5) credit modules are standard across the School of Business at Level 9. Ten (10) credit

modules are commonly adopted at Level 9 in the School of Science for skills-based modules

such as Business Intelligence (BI). The School of Business also adopts 10 credit modules

such as those developed for the Dissertation Portfolio on the MSc in Business, Innovation,

Technology and Entrepreneurship (mBite), which awards 10 credits each for the Advanced

Academic Paper, the Technology Commercialisation Paper, and the Product Development

Paper. In the context of the MSc in GFIS, two modules, Data Modelling and Analysis, and

Business Intelligence (BI) are allocated 10 Credits. These two modules have been identified

as critical to the programme by representatives from industry.


18 | P a g e

Professional Internship arising in Semester 3 is allocated the full 30 credits provided for the

semester, on the basis of the significant levels of commitment, effort, working hours, and the

level of skills and knowledge acquired in the workplace, and the requirement of the student to

maintain and submit a reflective learning log. The student will also be required to make a

presentation during the scheduled formal mentor visit to the work place. Students who are

unsuccessful in securing a Professional Internship will have to complete a Financial

Information Systems (FIS) Project.

2.4 Proposed Programme Schedules

Name of Provider: Waterford Institute of Technology (WIT)

Title of Award: Masters of Science (MSc) in Global Financial Information Systems (GFIS)

Area of Specialisation: Financial Information Systems (FIS)

Level: 9

Learning Modes Offered: On-Campus

Semester: 1

Module

Number1 Title Of Module

Pre-

Requisite

Module(S)2

Module

Status3 NFQ Level4 Credits5

Contact Hours

(Per Week)6 Allocation Of Marks (%)7

Lecture Tutorial Practical Total Project Continuous

Assessment Practical

Final

Exam Total

Data Modelling and Analysis M 9 10 4 4 100 100

Econometrics M 9 5 1 1 2 50 50 100

Information Systems Project Management M 9 5 1 1 2 50 50 100

Financial Derivatives M 9 5 2 2 50 50 100

Seminar Series M 9 5 2 2 100 100

Table 3: Semester 1 Modules

1 This code will be assigned by the Academic Affairs Office in Registry.

2 Insert here the module number for pre-requisite modules. Module numbers for existing (and therefore shared) modules should be indicated in italics.

3 Enter “M” for Mandatory modules, “E” for elective modules.

4 Enter here the level on the National Framework of Qualifications for the module.

5 Enter here the credits assigned to the module. The standard credit allocation to a module is 5 or a multiple of 5.

6 Indicate contact hours (per week) in the categories listed below.

7 Indicate the allocation of marks in the categories listed below. Please refer to MAP guidelines on assessment.


20 | P a g e



Level: 9

Learning Modes Offered: On-Campus

Semester: 2

Module

Number Title Of Module

Pre-

Requisite

Module(S)

Module Status NFQ Level Credits

Contact Hours

(Per Week) Allocation Of Marks (%)



Final

Exam Total

Business Intelligence M 9 10 2 2 4 50 50 100

Global Transaction, Banking, and Payment Systems M 9 5 1 1 2 100 100

Global Financial IS Security, Continuity, and Ethics M 9 5 2 2 100 100

Global Risk Management and Regulation M 9 5 2 2 100 100

Corporate Financial Interpretation M 9 5 2 2 50 50 100




Level: 9

Learning Modes Offered: Off-Campus Professional Internship

Semester: 3

Module

Number Title Of Module

Pre-

Requisite

Module(S)

Module Status NFQ Level Credits

Contact Hours

(Per Week) Allocation Of Marks (%)



Final

Exam Total

8Professional Internship (3 months)9 M 9 30 100 100


8 All students must complete all taught elements in Semester 1 and Semester 2 to the satisfaction of the Head of the School of Business, before being eligible for a Professional Internship.

9 Students who are unsuccessful in securing a Professional Internship will have to complete a Financial Information Systems (FIS) Project.

21 | P a g e

2.5 Teaching and Learning Approaches

The MSc in Global Financial Information Systems (GFIS) aims to meet the requirements

under the National Framework of Qualifications (NFQ) for Level 9 programmes. The

programme also aims to meets the skills and knowledge requirements identified in the

EGFSN report on “Future Skills and Research Needs of the International Financial Services

Industry” (2007 pp.57-78); the Government of Ireland’s “Building Ireland’s Smart

Economy” report (2008, p.12); and, more recently, the Forfas “Guidance for Higher

Education Providers on Current and Future Skills Needs of Enterprise” report (2012, p24-

26). The programme also aims to meet the key skills and knowledge requirements specified

by representatives of the Financial Services Industry who contributed to the development of

this programme.

In order to achieve the programme’s aims, a strong link will be maintained with the Financial

Services Industry. Integral to this, will be the research and activities of the WIT AIB Centre

for Finance and Business Research (CFBR) which is discussed in more detail in Section

2.5.1. Problem solving techniques reflective of industry best practice will be used to tackle

live cases/issues which will demonstrate the intricacies associated with both the development

and application of Financial Information Systems (FIS) in the Financial Services Industry.

Where appropriate, students will be integrated into consulting and research projects within

the framework of project-oriented lessons. This ensures that theory is linked to current

working practice and applied research, while also ensuring that graduates are prepared for

future employment in the Financial Services Industry.

Teaching is delivered by means of lectures, tutorials, computer laboratory classes, workshop

demonstrations, projects, e-learning (e.g. SWIFT e-Training, SAP Business Intelligence e-

Training, etc.), individual assignments, group based assignments, Q&A sessions, and a

Seminar Series centered around presentations by a broad spectrum of expert speakers from

across the world of business. Video-conferencing presentations and online Q&A sessions by

Financial Services Industry representatives will also be integrated into module content. The

teaching methods employed will be interactive in nature, and student participation is actively

encouraged. Students will be required to present their work orally, in electronic, and in


22 | P a g e

written format, where required by the learning outcomes of the module and the overall MSc

in GFIS programme.

Students learn practical skills, gain knowledge and understanding, and develop cognitive

skills and abilities, through self-directed resource based learning, small group discussions,

small group and individual exercises, case study analysis, in-depth analysis, computer

laboratory sessions, demonstration software, presentations, on-line examples, e-learning, and

industry expert presentations. Problem-based learning reflective of industry best practice will

also be integral to this programme. This ensures that graduates are well versed in “real-life”

scenarios arising in the industry, and prepared to deal with them in a work environment.

In addition, all skills-based module coordinators will establish “practical skills target

checklists” and “measurable check-points”, to guide participant learning and facilitator

feedback, and to facilitate “reflective learning”. This enables informative feedback to the

student regarding skills attained, improvements required, and structured advice on how to

make these improvements, prior to official assessment.

Throughout their studies, students will be encouraged to undertake independent study and

learning, both to supplement and consolidate what is being learned, and to broaden their

individual skills, knowledge and understanding of the subject matter. Critical evaluation and

reflection also engage students in applying theory to practice, particularly through the


A Professional Internship of a minimum of 3 months in duration is mandatory for all students

on the MSc in Global Information Systems. However, all students must complete all taught

elements in Semester 1 and Semester 2 to the satisfaction of the Head of the School of

Business, before being eligible for a Professional Internship. Throughout the Professional

Internship period, students are required to maintain a formal reflective learning-logbook,

recording their weekly activities, duties, experiences, learning, problem resolution, new skills

attainment, etc. Students will be visited by a mentor from the MSc in GFIS programme team

at least once during their Professional Internship. Postgraduate internships are a participant

initiated process for which WIT will provide support. Internship opportunities are posted on


23 | P a g e

the MSc in GFIS Facebook Website on a weekly basis (www.facebook.com/witmscgfis).

Other opportunities are posted on the WIT Careers office website located at

http://www.wit.ie/current_students/student_life_and_learning/the_careers_centre. Where

applicable, students of non-Irish citizenship, have the responsibility of ensuring that their visa

requirements are not violated.

2.5.1 WIT AIB Centre for Finance and Business Research (CFBR)

The MSc in Global Financial Information Systems will also integrate teaching and learning

with the research and activities of the WIT AIB Centre for Finance and Business Research.

Established in 2009, the AIB Centre for Finance and Business Research (CFBR) is a research

centre within the School of Business of Waterford Institute of Technology which

encompasses research on small firm finance, corporate finance and financial markets, at both

theoretical and applied levels. WIT is committed to the creation of new knowledge, new

innovative products and services for society, and also to educating the next generation of

researchers and members of society. The Institute’s philosophy is to create an open

innovative research and learning environment, which co-locates research, Postgraduate

studies, industry, and entrepreneurship creating a research and innovation eco-system for the

knowledge economy. Further information on the CFBR is located at http://www.cfbr.ie/.

2.6 Programme Assessment Strategy

A programme assessment strategy is a document aimed at those teachers, learners and

assessors who are involved with the programme. According to HETAC “Assessment and

Standards 2009”, a Programme Assessment Strategy should be prepared for every

programme during the programme’s development and maintained thereafter

(http://www.hetac.ie/docs/Fina%20English%20Assessment%20and%20Standards%202009.p

df). The programme assessment strategy should have a number of features, which are

outlined and discussed in Sections 2.6.1 to 2.6.8.

http://www.facebook.com/witmscgfis

http://www.wit.ie/current_students/student_life_and_learning/the_careers_centre

http://www.cfbr.ie/

http://www.hetac.ie/docs/Fina%20English%20Assessment%20and%20Standards%202009.pdf

http://www.hetac.ie/docs/Fina%20English%20Assessment%20and%20Standards%202009.pdf


24 | P a g e

2.6.1 Link to Teaching and Learning Strategy

The following is an overview of the link between the Masters of Science (MSc) in global

Financial Information Systems (GFIS) programme outcomes, individual module outcomes,

teaching and learning approaches, and programme assessment.

A. Knowledge-Based Abilities On completion of this programme the successful

student will be able to demonstrate:

1. a systematic understanding of the theory,

concepts and methods at the forefront of

knowledge pertaining to Financial Information

Systems, which includes, data modelling and

analysis; business intelligence; financial

derivatives; econometrics; corporate financial

interpretation; transaction, banking and payment

systems; security, continuity and ethics; project

management; and financial risk and regulation. 2. a critical awareness of the issues associated with

Financial Information Systems in the Financial

Services Industry, and an ability to apply this

critical awareness to actual situations

encountered in these work environments. 3. the ability to draw upon information systems

based financial analysis techniques to address

both specific and imprecise problems, e.g.

financial projections, risk analysis, etc. 4. the ability to justify and be accountable for the

reported analysis, interpretation, and proposed

solutions. 5. an ability to assist colleagues, management, and

other designated internal and external

stakeholders, in understanding the principles of

Financial Information Systems, and how to put

these systems into practice in the business

environment for beneficial purposes.

Teaching and Learning Approaches Students learn practical skills, gain

knowledge and understanding, and develop

cognitive skills and abilities, through self-

directed resource based learning, small

group discussions, small group and

individual exercises, case study analysis, in-

depth analysis, computer laboratory

sessions, demonstration software,

presentations, on-line examples, e-learning,

industry expert presentations, and

individual and group projects. Problem

based learning reflective of industry best

practice will also be integral to this

programme. This ensures that graduates are

well versed in “real-life” scenarios arising

in the industry, and prepared to deal with

them upon commencement of employment.

Throughout their studies, students will be

encouraged to undertake independent study

both to supplement and consolidate what is

being learned, and to broaden their

individual knowledge and understanding of

the subject matter. Critical evaluation and

reflection engage the students in applying

theory to practice. Assessment Methods Students’ mastery of knowledge-based

content will be assessed by a combination

of continuous assessment and final

examination.

B. Skills-Based Abilities On completion of this programme the successful

student will be able to demonstrate: 1. the ability to work successfully and productively

in a team and as an individual;

2. the ability to structure, analyse, and interpret

financial data, and report it in a clear,

appropriate, and verifiable manner, in both

management report and summary formats;

3. the ability to self-critique and assess their own

work in the context of their task assignments,

performance expectancy, and role requirements.

Teaching and Learning Approaches Students learn practical skills, gain

knowledge and understanding, and develop

cognitive skills and abilities, through self-

directed resource based learning, small

group discussions, small group and

individual exercises, case study analysis, in-

depth analysis, computer laboratory

sessions, demonstration software,

presentations, on-line examples, e-learning,

and industry expert presentations. Problem

based learning reflective of industry best


25 | P a g e

4. the ability to select appropriate technology,

applications, and skill-sets to apply in different

business scenarios arising in the Financial

Services Industry; 5. the ability to source, process, organise, collate,

and expertly disseminate relevant and reliable

information, from a wide range of sources to a

broad spectrum of recipients; 6. new skills, including the application of data

modelling and analysis, business intelligence,

econometrics and corporate financial

interpretation, and project management, as well

as active team participation, and the ability to

write and report in a professional business-

oriented style.

practice will also be integral to this

programme. This ensures that graduates are

well versed in “real-life” scenarios arising

in the industry, and prepared to deal with in

a work environment. In addition, all skills-based module

coordinators will establish “practical skills

target checklists” and “measurable check-

points”, to guide student learning and

facilitator feedback, and to facilitate

“reflective learning”. This enables accurate

feedback to the student regarding skills

attained, improvements required, and

structured advice on how to make these

improvements, prior to assessment.

Assessment Methods Students expertise in skills-based content

will be assessed by their completion of

individual and group based “work

package” assignments, and/or individual

and/or group-based projects, that may be

carried out using specialist software, and

may include computer laboratory based

tests.

C. Additional Transferable Skills (including

those acquired through Professional

Internship) On completion of this programme the successful

student will be able to demonstrate: 1. the selection and use of a variety of modes of

discourse for effective communication, including

graphical, written and oral, according to the

needs of the intended audience.

2. an ability to independently acquire further

knowledge and expertise, and to ensure that the

use of this knowledge and expertise complies

with the security, legal, regulatory, professional

and ethical standards of the Financial Services

Industry. 3. advanced knowledge of, and an ability to, reflect

on the importance of the role of Financial

Information Systems in the Financial Services

Industry and the impact of these systems on

society in general, and how the role of these

systems may be used to initiate change where

appropriate, and when necessitated;

4. an acute awareness of the need for the highest

ethical standards of practice; 5. a planning, design and project management

Teaching and Learning Approaches Students learn transferable skills through

the teaching and learning programme

outlined above, including the Professional

Internship. Although not all the skills are

explicitly taught, they are nurtured and

developed throughout the programme,

which is structured and delivered in such a

way as to promote this process. Assessment Methods Transferable skills are assessed as follows:

Outcomes 1, 2 and 3 are assessed

through coursework, reports,

examinations, and presentation of

relevant current research issues.

Outcome 4 is assessed primarily

through examinations, but also through

the Professional Internship.

Outcome 5 is assessed through

coursework, and examinations.

Outcomes 6, 7 and 8 are assessed

primarily through coursework, reports

and presentations, but also through the



26 | P a g e

process that is cognisant of the opinions of team

members, and other stakeholders. 6. management of their own learning and

development demonstrating time management

and organisational skills at a professional level. 7. a critical understanding of, and the ability to,

deploy effectively, a wide range of learning

methods resources and technologies. 8. self-direction and originality in learning and

problem solving in familiar and unfamiliar

situations. 9. critical awareness of the need to communicate

effectively within the work environment and

within the Financial Services Industry as a

whole;

10. a recognition of the need to future-proof their

skills and knowledge by participating in further

education and training through research, or

academic, or professional training and

certification, in the interest of further enhancing

their career prospects and promotion potential.

Outcomes 9 and 10 are assessed

through the Professional Internship. Note: Assessment of Professional

Internship: The Professional Internship module will be

assessed using organised formal work place

visitations which will include a presentation

by the student. This presentation will

require the student to reflect upon their

period of internship, and in addition, self-

assess their progress and learning. The

Internship Host will also be required to

provide feedback. Upon, satisfactory

completion of the 3 month Internship

period, the student will submit a formal

reflective learning-logbook.

Table 6: Linking of Programme Outcomes to Teaching, Learning and Assessment Strategy

27 | P a g e

2.6.2 A Curriculum Map Linking Learning Outcomes to Module Outcomes

Semester

Module Knowledge-Based Abilities Skills-Based Abilities

Additional Transferable Skills (including those acquired

through Professional Internship)

A1 A2 A3 A4 A5 B1 B2 B3 B4 B5 B6 C1 C2 C3 C4 C5 C6 C7 C8 C9 C10

1 Data Modelling & Analysis X X X X X X X X X X

1 Econometrics X X X X X X X X

1 Information Systems Project Management X X X X X X X X X X X X X

1 Financial Derivatives X X X X X X X

1 Seminar Series X X X X X X X X

2 Business Intelligence X X X X X X X X X X X X X X X

2 Global Transaction, Banking, & Payment Systems X X X X X X X

2 Global Financial IS Security, Continuity, & Ethics X X X X X X X X X

2 Global Risk Management and Regulation X X X X X X

2 Corporate Financial Interpretation X X X X X X X

3 Professional Internship10 X X X X X X X X X X X X X X X X X X X X X

Table 7: Curriculum Map Linking Programme Learning Outcomes to Module Outcomes

10

Students who are unsuccessful in securing a Professional Internship will have to complete a Financial Information Systems (FIS) Project.


28 | P a g e

2.6.3 Balanced Continuous Assessment Workload

The learning outcomes (LOs) for each module are assessed only once during the course of a

semester in accordance with the assessment schedule below. However, where deemed

necessary, a learning outcome can be split over a number of assignments. Students will be

provided with an assessment schedule for all modules at the start of each semester which will

specify a date for each component of CA. This reduces overlaps in the timing of CA during

the semester, while also enabling students to manage their own learning and development,

and to engage in time management and organisational skills at a professional level.

2.6.3.1 Semester 1

Data Modelling and Analysis LO1 LO2 LO3 LO4 LO5

Assessment 1 X

Assessment 2

X

Assessment 3

X

X

Assessment 4

X X

Table 8: Data Modelling and Analysis Assessment and Learning Outcomes

Econometrics LO1 LO2 LO3 LO4

Assessment 1

X X

Final Exam X

X

Table 9: Econometrics Assessment and Learning Outcomes

Information Systems Project Management LO1 LO2 LO3 LO4 LO5

Assessment 1 X

Assessment 2

X

Final Exam

X X X

Table 10: Information Systems Project Management Assessment and Learning Outcomes

Financial Derivatives LO1 LO2 LO3 LO4 LO5 LO6

Assessment 1

X X X X

Final Exam X X X

Table 11: Financial Derivatives Assessment and Learning Outcomes

Seminar Series LO1 LO2 LO3 LO4 LO5

Assessment 1 X

X

Assessment 2

X X X

Table 12: Seminar Series Assessment and Learning Outcomes


29 | P a g e

2.6.3.2 Semester 2

Business Intelligence LO1 LO2 LO3 LO4 LO5 LO6

Assessment 1

X

Assessment 2

X

Assessment 3

X

Final Exam X X X X X

Table 13: Business Intelligence Assessment and Learning Outcomes

Global Transaction, Banking and Payment Systems LO1 LO2 LO3 LO4 LO5 LO6

Assessment 1 X

Assessment 2

X X

Final Exam

X X X

Table 14: Global Transactions, Banking and Payment Systems Assessment and Learning Outcomes

Global Financial IS Security, Continuity and Ethics LO1 LO2 LO3 LO4 LO5 LO6

Assessment 1 X X X

Assessment 2

X X X

Table 15: Global Financial IS Security, Continuity and Ethics Assessment and Learning Outcomes

Global Risk Management and Regulation LO1 LO2 LO3 LO4

Final Exam X X X X

Table 16: Global Risk Management and Regulation Assessment and Learning Outcomes

Corporate Financial Interpretation LO1 LO2 LO3 LO4

Assessment 1

X

Final Exam X X X

Table 17: Corporate Financial Interpretation Assessment and Learning Outcomes

2.6.3.3 Semester 3

Professional Internship LO1 LO2 LO3 LO4 LO5 LO6 LO7 LO8 LO9 LO10

Satisfactory CVs, letters of

application, e-profile, interview

preparation, online/direct

applications, and interviews.

X

Satisfactory completion of a

minimum 12 week internship. X X X X X X

Satisfactory performance and

presentation during formal visitation

by mentor.

X X X

X X

Satisfactory completion and

submission of a formal reflective

learning-log.

X X X X X X X X

Table 18: Professional Internship Assessment and Learning Outcomes

* All students must complete all taught elements in Semester 1 and Semester 2 to the satisfaction of the Head of

the School of Business, before being eligible for a Professional Internship.


30 | P a g e

Students who are unsuccessful in securing a Professional Internship will have to complete a

Financial Information Systems (FIS) Project.

Financial Information Systems

Project LO1 LO2 LO3 LO4 LO5 LO6 LO7 LO8 LO9 LO10

Satisfactory attendance at WIT

throughout the project completion

period.

X X X X X X X X X X

Satisfactory submission of project

log-book at regular intervals. X

Satisfactory completion of the

project and project report as assessed

by the project coordinator and

external examiner.

X

Satisfactory completion of the

project presentation. X

Table 19: Financial Information Systems Project

** This module is mandatory in the event that an appropriate Professional Internship is not secured by a

student.

2.6.4 Programme Assessment Instruments and Intended Programme Learning

Outcomes

As shown previously, in Tables 7 and 8, consideration has been given to linking the

programme learning outcomes of the MSc in Global Financial Information Systems, with the

individual module learning outcomes, and the programme assessment strategy. Tables 9 to 20

in the previous section, provide further insight into the assessment of the learning outcomes

of each module.

2.6.5 Rationale for Assessment Methods

The MSc in Global Financial Information Systems (GFIS) consists of skills-based and

knowledge-based modules, and this is reflected in the programme assessment strategy. As

shown in Figure 1 and Figure 2, the modules scheduled for Semesters 1 and 2, have a well

balanced approach to the allocation of Continuous Assessment and end of year Final

Examinations. This approach is also consistent, appropriate and valid when the module

content and the aims of the MSc in GFIS are taken into consideration.


31 | P a g e

Figure 1: Semester 1 Analysis of Continuous Assessment and Final Examination

Figure 2: Semester 2 Analysis of Continuous Assessment and Final Examination

2.6.6 Special Regulations

Grades are awarded according to the established Waterford Institute of Technology (WIT)

scale with an Honours Grade 1 being the highest award. However, students enrolled on the

MSc in Global Financial Information Systems (GFIS) must achieve a minimum 40% grade in

the practical skills component on every applicable module. Failure of the practical skills

component will result in the failure of the module (i.e.) if a student fails the practical skills

0

10

20

30

40

50

60

70

80

90

100

CA Final Examination

Data Modelling and Analysis

Econometrics

IS Project Management

Financial Derivatives

Seminar Series

0

10

20

30

40

50

60

70

80

90

100

CA Final Examination

Business Intelligence

Global Transaction, Banking and

Payment Systems

Global Financial IS Security,

Continuity, and Ethics

Global Risk Management and

Regulation

Corporate Financial Interpretation


32 | P a g e

Continuous Assessment component, but passes the Final Examination component, the student

will fail the module. Given the nature of this MSc in Financial Information Systems, this

requirement is essential to ensure that students are equipped with the necessary critical skill-

set and knowledge-base required to work in a Financial Information Systems (FIS) related

role in the Financial Services Industry. Furthermore, all students must complete all taught

elements in Semester 1 and Semester 2 to the satisfaction of the Head of the School of

Business, before being eligible for a Professional Internship. Students who are unsuccessful

in securing a Professional Internship will have to complete a Financial Information Systems

(FIS) Project. For additional information on Continuous Assessment, Final Examinations,

and how learning outcomes are assessed, please refer to the individual module descriptors

included in Appendix 1 for this programme.

2.6.7 Contingency Strategies for Exemptions and RPL

The programme will conform to the established Waterford Institute of Technology (WIT)

Postgraduate recruitment policies with regard to accreditation of prior learning (RPL), non-

standard applicants, and non-native English speakers. Applicants who are not native speakers

must have one of two English language qualifications – TOEFL/IELTS with a minimum

score in TOEFL of 550 or IELTS of 6.5. Springboard applicants also complete a Springboard

application form for RPL to determine the appropriate entry level for candidates to give them

optimum chance to succeed, and where appropriate, facilitate advanced entry. As per the WIT

RPL policy, applicants must demonstrate that their prior learning (formal, informal and non-

formal) meets the learning outcomes of the relevant module/s.

2.6.8 Institutional Grading System and Programme Assessment Instruments

The MSc in Global Financial Information Systems (GFIS) will conform to the established

Waterford Institute of Technology (WIT) Postgraduate grading system and all programme

assessment instruments have been designed, and will be implemented, in accordance with this

system. Further, information on how the Institute’s formal assessment regulations work,

including details of how award classifications are determined, can be found in the Waterford

Institute of Technology Examination Regulations located on our website at

http://www.wit.ie/current_students/student_affairs/examinations .

http://www.wit.ie/current_students/student_affairs/examinations


33 | P a g e

2.7 Entry Requirements

Graduates of Business or Technology oriented undergraduate Degree programmes that have

achieved Honours Grade (2:2) or higher, are eligible to apply. Graduates from other

undergraduate Degree programmes who have achieved an Honours Grade (2:2) or higher, are

also eligible to apply. However, this does not guarantee automatic entry to the programme,

but applicants may be considered for interview and short listing. Prior work or industrial

experience may be considered when short listing applicants.

Springboard applicants will also have to complete a Springboard form to be considered for

Recognition of Prior Learning (RPL) in line with the Institute’s RPL policy. The programme

will conform to the standard Waterford Institute of Technology (WIT) Postgraduate

recruitment policies with regard to accreditation of prior learning. Applicants who are not

native speakers must have one of two English language qualifications – TOEFL/IELTS with

a minimum score in TOEFL of 550 or IELTS of 6.5

WIT may also invite representatives from the Financial Services Industry to participate in the

interview and selection process. This provides an opportunity to establish early engagement

between students and industry representatives, which will accentuate the programme-industry

relationship for Internships and future employment possibilities.

2.7.1 Admission Procedure and Selection

An application for the Masters of Science in Global Financial Information Systems (GFIS) is

made in the first instance to the Waterford Institute of Technology (WIT) Office of Graduate

Studies using the Postgraduate Applications Centre (PAC) located at

http://www.pac.ie//main.php?inst=wd&ln=e. Applicants must complete a programme

application form and include a full academic transcript. Applicants may also include a short

statement explaining why they wish to undertake this programme. Places on the programme

are allocated on merit, based on applicants’ undergraduate results, and, where appropriate,

prior applicable experience. In line with the Institute’s policy on accrediting prior learning,

exemption may be offered for specific modules on application to the Head of

Department/School or his/her nominee. Such applications would need to demonstrate that the

http://www.pac.ie/main.php?inst=wd&ln=e


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learner has successfully completed equivalent modules, or that their prior learning (formal,

informal and non-formal) meets the learning outcomes of the relevant module/s.

2.8 Progression Opportunities and Transfer Pathways

Active engagement with representatives of the Financial Services Industry in the design of

the programme, the content, delivery mechanism, and teaching, learning and assessment

strategies will ensure that graduates have the appropriate required skill-set and knowledge for

rapid employment in the Financial Services Industry. Furthermore, involving representatives

of the Financial Services Industry in the interview and selection process to identify suitable

students for the programme, and supporting students in securing a 3 month Professional

Internship in the Financial Services Industry, will ensure that graduates of the MSc in Global

Financial Information Systems (GFIS) will be best-positioned to avail of the considerable

number of employment opportunities arising in the Industry, now and into the future.

In addition, the Institute’s academic staff have built significant links and relationships

through research and engagement with the Financial Services Industry over the past number

of years, which often means WIT staff, are the first point of contact when these companies

are seeking to recruit graduates. As previously stated, the Institute also has a well established

Work Placement programme at undergraduate level, which has developed multiple links with

industry over the past number of years. The Institute also has a well established and well

resourced Careers Office and online careers website. Furthermore, dedicated support is

provided to all students of the Institute’s programmes with respect to Curriculum Vitae, job

application, and interview workshops, careers advice, recruitment fairs, etc. The Institute also

regularly hosts recruitment presentations, employment opportunity fairs, and promotional

events by companies in the Financial Services Industry.

Upon successful completion of the MSc in Global Financial Information Systems (GFIS), a

graduate may also apply for Postgraduate Level 10 studies, such as a PhD by Research, either

nationally or internationally. Students may also use accumulated ECTS credits to transfer to

other programmes of study subject to the transfer requirements of these programmes and

WIT rules and regulations pertaining to same.


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2.9 Protocol of Exit Award

In the event of a candidate completing at least 60 ECTS, but not the 90 ECTS required for the

award of an MSc in Global Financial Information Systems (GFIS), the examination board can

consider the candidate for a Postgraduate Diploma in Business award. Eligible candidates

may apply to the Examination Board or can be nominated by the Head of Department/School

or his/her nominee at the Examination Board for this award to be made. Students who are

awarded a Postgraduate Diploma in Business may not progress to the award of MSc in

Global Financial Information Systems (GFIS), but they can subsequently choose to make a

new application to join the programme, subject to it being offered in the future.

2.10 Programme Regulations

As previously stated in Section 2.6.6., students enrolled on the MSc in Global Financial

Information Systems (GFIS) must achieve a minimum 40% grade in the practical skills

component on every applicable module. Failure of the practical skills component will result

in the failure of the module (i.e.) if a student fails the practical skills Continuous Assessment

component, but passes the Final Examination component, the student will fail the module.

Given the nature of this programme, this requirement is essential to ensure that students are

equipped with the necessary critical skill-set and knowledge-base required to work in a

Financial Information Systems (FIS) related role in the Financial Services Industry.

Furthermore, students who are unsuccessful in securing a Professional Internship will have to

complete a Financial Information Systems (FIS) Project. For additional information on

Continuous Assessment, Final Examinations, and how learning outcomes are assessed, please

refer to the individual module narratives included in Appendix 1 for this programme.

2.11 Programme Administration and Quality Assurance

Programme administration and quality assurance will conform to the established Waterford

Institute of Technology (WIT) Academic Regulations.


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3.0 Academic Team

Table 20 outlines the academic team for the MSc in Global Financial Information Systems as

established in September 2014. However, as per normal for all programmes offered at

Waterford Institute of Technology (WIT), the allocation of specific members of staff is

subject to change depending on staff demands and circumstances (e.g. illness, retirement,

etc.).

Staff Member School Module

Dr. Aidan Duane School of Business Data Modelling and Analysis

Ms. Ruth Barry School of Science Business Intelligence

Mr. Frank Conway School of Business Financial Derivatives

Dr. William Doyle School of Science Information Systems Project Management

Dr. Aidan Duane School of Business Global Transaction, Banking, and Payment Systems

Mr. John Maher School of Business Global Risk Management and Regulation

Dr. Tom Egan School of Business Econometrics

Dr. John Casey School of Business Corporate Financial Interpretation

Mr. Joseph Griffin School of Business Global Financial IS Security, Continuity, and Ethics

Dr. Sheila O’Donohoe & Mr.

Gerry Arthurs

School of Business Seminar Series

Dr. Aidan Duane School of Business Professional Internship

Table 20: Indicative Staff Deployment Plan

4.0 Professional Code of Conduct at WIT School of

Business

The mission of the School of Business is to develop thinking professionals to the highest

international standards. Our aim is to prepare students for successful careers in business, the

professions, public service and society. This is achieved through a suite of innovative and

challenging programmes that are delivered in a personalised learning environment. Our


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intention is to continuously evolve and respond to our changing environment by offering

accessible, flexible and relevant courses to all.

To support this mission, WIT School of Business is committed to the ongoing development

of faculty and staff through scholarship and other professional development. Our activities

enrich the commercial, economic, educational and social environment of the region and

beyond. We embody the core values of personal integrity, social responsibility and ethical

behaviour; these values are reflected in both our teaching and our actions.

We continuously seek to involve our students as partners to the learning process and engage

them to be active learners through critical discussion, debate and a wider sense of civic

engagement. As a School, we value integrity, social responsibility, and ethical behavior,

which includes academic integrity on the part of both students and staff. Our values are

inherent in our taught and research programmes our delivery methods and our learning styles

as well as being reflected in our own actions both on a faculty-to-student basis and on a

faculty-to-faculty basis. As a School we commit to:

A. Respect for others

Actively encourage the questioning mind and partner our students on the voyage towards

enlightenment and discovery. We view education as a collaboration of equals and place

significant emphasis on developing and maintaining a learning community. Education is a

life-long activity and we want all learners (no matter what life stage they are at) to feel at ease

in the WIT School of Business learning environment.

Be respectful of our colleagues and our students and desist from all forms of harassment and

intimidation that may infringe on the rights of members of the WIT academic community.

WIT is committed to providing a safe working and learning environment in which all

employees and students have the opportunity to fulfill their potential with dignity. Such an

environment should be free of all forms of bullying, harassment and discrimination.

Serve all of our community irrespective of ability, age and background. Our programmes are

developed to encourage students into education instead of acting as a barrier. The delivery of

programmes is designed to be flexible to take into account the personal circumstances of

individual learners.


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Show respect for School/Institutional property and the individual rights of others. As an

academic community we are stewards of institutional resources and in all our actions we seek

to preserve these resources and also show respect for the personal property of others.

Adhere to the Institutional dignity & respect policy which promotes a positive working and

study environment. Dignity and respect is an integral part of the Institute’s overall policy and

must therefore be observed by all staff and students.

B. Professionalism

Provide students with the prerequisite skills, knowledge and attitudes necessary to assume

roles as professionals in the modern business environment. By examining how leaders think

and act, we expose students to an in-depth education beyond the traditional frameworks and

theories. We consider the personal and professional development of the graduate as central to

the teaching and learning philosophy of our programmes.

Exhibit enthusiasm, passion and commitment in our work which represent the important

attributes that we want to encourage in our students. If we are passionate in our role as

educators then this will be reciprocated in passionate learners.

Represent the School and Institute in a responsible manner and maintain high standards of

honesty and integrity. We expect that our students will seek to achieve these high standards in

representations on behalf of the School or Institute and in their academic studies and

engagements with the business community.

C. Integrity

Demonstrate integrity in the undertaking of our academic work which includes the

preparation and delivery of our lectures, examinations and in all aspects of our course

requirements. We will not participate in any actions or engage in methods that may cause

unfair advantage.

Desist from behaviors that disrupt the teaching and learning process or infringe upon the

rights of other students or other members of the wider academic community. This ensures

that we conduct our affairs in a professional manner and show respect for all members of the

community.


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Exhibit dignity and demonstrate integrity in our engagement and involvement with the

business community and society. This will include participation in study events nationally

and internationally which are viewed as representing the School or Institute. Examples may

include but are not limited to, graduate association activities, seminars, conference events,

meetings, engagement with alumni and national and international study programmes.

Our academic community at the WIT School of Business is expected to adhere to the highest

ethical standards in the planning, administration and overall undertaking of our work. As our

mission concerns the professional development of ‘thinking professionals’ we strive to

support our students in ways that underpin a ‘fitness for practice and a fitness for life’.

Achieving this mission is the collective responsibility of all of the WIT School of Business

community who show adherence to high standards of ethical conduct in their engagements

with students and society. All our colleagues are acutely aware of their individual

responsibilities in this regard, as we strive to foster a learning environment where students are

encouraged and supported to achieve their full potential. In this regard, students are also

advised to consult WIT Student Life and Services at:

http://www.wit.ie/current_students/student_life_and_learning/student_life_learning here they

will find a comprehensive range of services, support and information for all students.

4.1 Dignity and Respect Policy

The W.I.T. is fully committed to a policy of dignity & respect. The purpose of the policy is to

create a positive working and study environment. The complete policy is outlined in a

formally approved document that can be found on

http://www.wit.ie/images/uploads/Postgrad_PDF/Dignity__Respect_Policy.pdf. The purpose

of this section is to highlight the existence of the framework and to provide a brief overview

of the main elements of the policy.

http://www.wit.ie/current_students/student_life_and_learning/student_life_learning

http://www.wit.ie/images/uploads/Postgrad_PDF/Dignity__Respect_Policy.pdf


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4.1.1 Development of Awareness of the Need to Promote Dignity and Respect for

Staff and Students

The Institute undertakes to develop awareness among all participants in the educational

process of the need to promote dignity and respect for all staff and students. This will involve

senior management, staff and students. In that regard please read section 3 on the Code of

Professional Conduct.

4.1.2 Bullying and Harassment Policy

a) WIT is committed to providing a safe working and learning environment in which all

employees and students have the opportunity to fulfill their potential with dignity. Such an

environment should be free of all forms of bullying, harassment and discrimination. The

scope of this policy extends beyond the physical confines of the WIT campus e.g. staff

attendance at conferences as part of their terms of employment, attendance at work-related

social events.

b) It is recognized by WIT that bullying, harassment and discrimination in the working or

learning environment can seriously damage a person’s mental and physical health and well

being. Accordingly, WIT will regard any complaint of alleged bullying, harassment or

discrimination as a serious matter which could, if substantiated, lead to disciplinary

procedures being invoked

c) The Institute recognizes the importance of balancing the freedoms of expression and

intellectual enquiry, which are part of the ethos of higher education, with ensuring that these

freedoms are not abused so as to leave members of the Institute feeling bullied, harassed or

discriminated against.

d) Once a complaint of bullying, harassment or discrimination has been made, any form of

victimization arising out of the complaint will be taken seriously and can itself lead to

disciplinary action.

e) Complaints which are malicious and unfounded will also be subject to disciplinary

procedures.

f) This policy applies to all staff and students of the Institute and its companies and all visitors

and contractors and to all WIT events and activities, whether on or off the campus.


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g) In formulating this policy WIT has had regard to the Equality Authority Code of Practice on

Sexual Harassment and Harassment at Work 2002, the Health and Safety Authority Code of

Practice on the Prevention of Workplace Bullying 2002 and the Labour Relations

Commission Code of Practice Detailing Procedures for Addressing Bullying in the

Workplace 2002.

h) Using the WIT procedure will not affect the complainant’s right to make a complaint under

the Employment Equality Act 1998.

i) An employee will not be victimized or subject to sanction for making a complaint in good

faith or for giving evidence in proceedings.

There are two approaches to making and resolving complaints of harassment, bullying or

discrimination.

1. The Informal Procedure: As a general rule, an attempt should be made to address an

allegation as informally as possible. The objective of this approach is to resolve the difficulty

with the minimum of conflict and stress for the individuals involved.

2. The Formal Procedure: If an informal approach is inappropriate or if the matter cannot be

resolved by the informal procedure, the formal procedure should be invoked.

Full details on the definitions of discrimination, harassment and bullying along with the

procedure for resolving complaints can be found in the formal policy document (see

http://www.wit.ie/images/uploads/Postgrad_PDF/Dignity__Respect_Policy.pdf.).

4.2 Student Complaints Procedure

In the event that you wish to complain about a person, service or department within WIT,

there is a formal procedure to help resolve your complaint in a fair and speedy manner. The

full procedure is outlined in the students complaint policy which can be downloaded at:

http://www.wit.ie/images/uploads/About_PDF/students_complaints_policy.pdf . The purpose

of this section is to highlight the existence of the framework and to provide a brief overview

of the main elements of the process.

http://www.wit.ie/images/uploads/Postgrad_PDF/Dignity__Respect_Policy.pdf

http://www.wit.ie/images/uploads/About_PDF/students_complaints_policy.pdf


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The purpose of the complaint procedures is to resolve complaints or problems as far as is

possible to the mutual satisfaction of the complainant and the person, service or department

against whom the complaint is made. The emphasis is on creating a supportive framework

within which to address problems that students encounter and deal with them in a fair and

speedy manner, to ensure that students have access to consistent and efficient procedures for

the resolution of legitimate complaints/issues. The procedures are designed to support

students to raise legitimate complaints and have them addressed so that their studies and

academic progression are not disrupted, to support staff and management to address

complaints made and to protect the rights of individual staff members against whom

complaints are made by ensuring a confidential, transparent, fair and speedy response to

complaints from students that reflect the principles of natural justice. For the purposes of this

procedure, a ‘complaint’ is defined as any specific concern about the provision of a

programme of study or a related service/facility.

The Student Complaints procedure deals with the following indicative list of Institute

activities:

Difficulties associated with the student’s learning activities

Difficulties with academic or support services of the Institute

Difficulties with facilities provided by the Institute

Difficulties with a staff member of the Institute

In implementing this procedure, Institute Management is committed to ensuring that both the

interests of students and those of staff are safeguarded. In particular, it is recognised as

essential that:

Complaints from students are handled in all instances in so far as is possible, in a co-

operative rather than an adversarial way.

Complaints are at all times handled in a transparent, fair, timely sensitive and confidential

manner, with due recognition of the personal implications for both students and members of

staff involved.

Students will not be disadvantaged because they make a complaint.


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The Institute will protect the reputations and professional integrity of its staff by ensuring that

complaints are dealt with in a confidential manner

Action can only be taken against complainants where it is determined that the complainant

was malicious or vexatious, not where it might be deemed to be.

Prejudiced responses to complaints, by way of comment or otherwise, should be avoided at

all times particularly by those to whom formal complaints are made in the first instance.

The principles of natural justice are applied when dealing with complaints i.e. the person,

service or department against whom the complaint is made will be informed as soon as

possible after the complaint is received; all parties to a complaint have the right to be heard;

all parties to a complaint will have the right to be represented/accompanied at all meetings

held in relation to the complaint; all relevant submissions and evidence will be considered;

matters that are not relevant shall not be taken into account; and the decision-maker(s) will

not be biased.

There will be full disclosure of any records maintained within the Institute of complaints

involving staff members to the staff member concerned.

Before making a formal complaint, a student should first try to resolve the issue informally

with the person who is responsible for the subject of their complaint or with the immediate

manager/supervisor of the service. This can be done in person or through the Class

Representative or Students’ Union. Students may also seek the advice of the Year Tutor,

Programme Leader or Head of Department as appropriate. A complaint must be made within

one calendar month of the alleged events/behaviours. Complaints that are not lodged within

this timeframe will not be entertained.

Stage 1: Informal Process

This preliminary stage will generally be an oral process and a formal, written record will not

be made. Students should refer such issues to their respective Head of Department/Central

Service Manager/Students’ Union Officer. If the complaint is not resolved then the

complainant may proceed to Stage 2 of the Student Complaints Procedure if the complainant

so wishes. The relevant Head of Department/Central Service Manager/Students’ Union


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Officer will explain to the complainant the operation of the remaining stages of the Student

Complaints Procedure.

Stage 2: Formal Process

If the complaint is not resolved informally, the student/class representative/Students’ Union

Officer should complete a Student Complaint Form. This form can be obtained from the

School Office, Office of the Registrar, Human Resources Office or the Students’ Union. The

completed Student Complaint Form should be forwarded to the student’s Head of School or

Function in the functional area. The complaint should be specific and comprehensively

documented.

There are 2 categories of complaint: non-personal complaints and personal complaints:

1: Non-personal Complaints

Informal Process

The individual/class representative(s)/Students’ Union Officer, staff member/staff

representative (‘complainant’) will request a meeting with the relevant Head of

Department/Central Service Manager of the relevant area (see Appendix 4 for list of

managers and departments/functions) to discuss the matter. This meeting should be

constructive, with a view to resolving the matter.

Formal Process

If the issue remains unresolved, the complainant(s) may complete a Student Complaint Form

and submit it to the Head of School or Function.

2: Personal Complaints

Where a complaint relates to a complaint by a student in relation to a member of staff, the

individual/class representative(s)/Students’ Union Officer may request a meeting with the

staff member to discuss the matter informally. This meeting should be constructive, with a

view to resolving the matter. If the issue remains unresolved the individual/class

representative(s)/Students' Union Officer will arrange a meeting with the appropriate Head of

Department/Central Service Manager to discuss the matter. If the issue is not resolved, the

complainant(s) may submit a Student Complaint Form and the matter will be referred to the

Head of School/Function. A copy of this form will be sent to the HR Manager. If the issue is


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not resolved, the Head of School/Function will refer the matter to the Student Complaints

Board. If the issue still remains unresolved, the complainant has the right to appeal to the

President.

4.3 Class Attendance

You are expected to make yourself available for all college activities throughout the duration

of the course. Small class size is a central feature in this programme and this enables personal

attention to be given to each applicant while allowing all participants to contribute to class

discussions. In such a context, attendance at all classes is mandatory for a successful

programme to be run. If emergencies arise which affect class attendance, candidates are

asked to email the module lecturer and course leader with the reasons for their inability to

attend class.

4.4 Email

Email is the most acceptable form of communicating with lecturers and other staff. Please

ensure that you are aware of email etiquette; (a) you use your assigned college email address

for communications, that you check it regularly and abide by the regulations governing this

technology, (b) that you properly address the recipient (do not use ‘Hiya’) (c) that you use

proper spelling, grammar and punctuation and sign using your full name. Text language is not

to be used in any circumstances. Failure to adhere to proper etiquette may result in your email

being deleted and not responded to. Be aware that emails are a medium of formal

communication. Please ensure that you use your WIT college email address when

communicating with WIT staff. Failure to do this will result on you losing out on important

communications.

4.5 Academic Integrity

You are preparing for a professional career, and part of any professional activity is high

standard of personal ethics. To assure the validity of the learning experience the Institute has

clear standards for students work. In any written submission or oral presentation it is the

responsibility of students to clearly identify the conceptual sources of their work. Failure to

do so is dishonest and is the basis for a charge of cheating or plagiarism. Lecturers are savvier


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at identifying cheating and plagiarism than you may think, and by cheating or plagiarism you

are taking an enormous risk with your career and reputation. A claim of academic dishonesty

is very serious and if alleged may lead to a disciplinary process by the institute that can result

in an award being withheld. It is your responsibility to apprise yourself of what constitutes

academic dishonesty, you should read the college’s student information handbook. Listed

below are the more common types of academic dishonesty. If in doubt ask your lecturers for

advice. Many of your assignments will require you to us the TurnItIn software-please ensure

you use this where requested. Further information and a manual on how to use TurnItIn can

be found on Moodle.

4.5.1 Plagiarism

Copying from a book, article, notebook, or other source material whether published or

unpublished, without giving proper credit through the standard use of quotation marks,

footnotes, and other customary means of identifying sources, or passing off as one's own the

ideas, words, writings, and experiments of another. Plagiarism shall also include submitting

without the consent of the lecturer an assignment previously submitted in another course or

module.

4.5.2 Cheating During Exams

Any attempt to (1) look at another student's examination, (2) communicate with another

student verbally, by signal, or in any other manner any information concerning the content of

the exam, (3) use any unauthorised materials, such as notebooks, notes, textbooks, or other

sources, not specifically designated by the lecturer of the course for student use during the

examination period, or (4) engage in any other activity for the purpose of seeking aid not

authorised by the college and its lecturers.

4.5.3 Collusion

Working together in preparing separate assignments in ways not authorised by the lecturer.

Academic work produced through a cooperative effort of two or more students is permissible

only upon the explicit consent of the instructor. The collaboration must also be acknowledged

in stating the authorship of the report.


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4.5.4 False Information

Furnishing false information to the College (including advisors, registrar, and instructors) for

the purpose of obtaining special consideration of privilege, e.g., postponement of an

examination or a deadline for written work.

4.5.5 Helping or Hindering Others

Engaging in any activity not authorised by the Lecturers which helps or hinders another in

any work being submitted for a grade. Any breach of the college rules and regulations will be

subject to punishment as laid out in the general student handbook. See WIT student rules and

regulations from the WIT web site.

4.5.6 Group Work

Group work is an essential element of the continuous assessment of many of the continuous

assessments on the programme. It can also be a difficult process because you have to work as

a team and some may be less willing to contribute. With a group project all members are

jointly responsible for the final product. Thus, it is important that as a group you set out the

parameters and the expected behaviour for all members of the group.

It can be evident that in some cases different individuals have completed sections of a project

and just meet at the last minute to ‘bundle it all’ together. These types of projects tend to be

very disjointed and lack flow. It is important that the group divide up the tasks of the project

but reconvene in plenty of time to ensure that the report is coherent and internally consistent.

This coordination can take a number of meetings and is vital. In order for this to occur it is

necessary to have a number of group meetings as the project progresses. There should be an

initial meeting to decide on strategy and work allocation. There should be a number of

meetings to ensure that everyone in the group is making progress on their tasks and there

should be a final meeting to bring it all together and organise the presentation (where

required). It is important that a schedule of meetings is drawn up at the start, that all members

agree to the schedule and all members agree to the deliverables for each meeting.


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On some occasions, many of the learning outcomes that group projects are expected to

address are not being attained by all participants within the group. Essentially, it is the ‘free

rider problem’ and this is not being confronted within the group (i.e.) the other group

members are prepared to ‘carry’ the free rider. Tthis has implications for the reputation of our

programmes particularly where large percentages of modules are allocated for group

assignments. While it is not the Programme Director’s intention to get involved in petty and

small disputes which inevitably arise within each group, personality clashes do occur and it is

up to each group to resolve these internally, the Programme Director should be advised as

early as possible if this issue arises.

With group projects there is a more learning to be achieved beyond the subject matter of the

report. The success of the group will depend on the professionalism of those involved. It is

not necessary that everyone in the group is good friends (although it may help). If everyone

has a workmanlike attitude to the report, communicate regularly, allocate work fairly, set out

targets and deliverables and are realistic with their expectations then the group will work

effectively. Issues that arise should be addressed early but they need to be resolved in a non

confrontational manner having due regard for ever member’s dignity. In situations where

there are difficulties within a group, one member may not be participating fully, the following

items may be of assistance:

The group members should to encourage the individual to participate.

Remember everyone is subject to different pressures and has different things going on in their

lives. It is important that the group has addressed these (or made an attempt). If one member

is having a difficult time then this may need to be taken into account when allocating the

workload.

Personality clashes occur in many situations, the members of the group will need to be

cognisant of these, devise strategies to deal with them and attempts will have to be made to

resolve them internally. Bullying/freezing out will not be tolerated.

Undue expectations should not be placed on team members. Remember, everyone in the

group may not have the same skillset and may work in a different manner. This is part of the

rich tapestry of business life and it is up to the group to manage this dynamic themselves. All

students benefit from such experiences, they learn how to get the best out of people and how


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to ensure that the workload is not just fairly allocated in terms of quantity, but also in terms

of ability.

Selecting group members is a matter for individual lecturers but it is a general policy that

they are not self selecting. It may be more effective if groups are assigned according to

varying criteria – for example, from across different streams (where applicable), etc. It is not

the programme director’s intention to get involved in group disputes. Unless there is a

significant breakdown, a programme director will only then intervene. The programme

director will not act as a judge/arbiter and is not in the business of conflict resolution. A

breakdown reflects badly on all those involved because the group has not been able to

manage the situation themselves. In addressing the issues the programme director will have to

be satisfied that the group made all attempts internally to resolve the situation.

- The programme director will have to be satisfied that the items highlighted earlier were

taken into account by the team members.

- The programme director will give both parties the chance (in private) to give their side of

events.

- The programme director will need to be satisfied that the lecturer on the individual

subject was consulted first and their advice has been heeded in the first instance

- The programme director will also be aware that operating as part of a group is an essential

part of any business relationship; one remedy is to do nothing and let the group resolve

the issues themselves depending on the seriousness of the issues at hand.

There is a range of remedies available to the programme director – from doing nothing, to

allowing each member of the group to submit the complete project on their own. The

programme director will select one of these depending on the circumstances and ensuring that

all involved are treated fairly. As part of a group project you may be asked to complete

details of group meetings – this will let the lecturer know who was responsible for each

section of the project. You will be informed in advance whether this will have any bearing on

the allocation of marks for the project.


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5.0 Facilities

5.1 Computing Facilities

Computing Facilities have been allocated to business postgraduate students on the second floor of

the library. The ICT building is also available from early morning until late in the evening, and on

most Saturdays. For those using laptops, you can access the Internet in the library, lecture rooms

and common areas via Wi-Fi.

5.2 Meeting Rooms

D01a and D25 are meeting rooms at your disposal. These rooms can be used for project meetings

and private study. Both rooms have Wi-Fi access and swipe card security access on this door.

5.3 Library

The Library is located on the main campus. Business postgraduate students are allocated a

dedicated space in the library. The library web page has many useful databases which will be

invaluable when completing your theses. The Institute has subscribed to a range of software

packages designed to help in the analysis of data- SPSS, Minitab, Nvivo and these will be made

available to participants. The library has an impressive supply of management, marketing,

economics, finance and human resource related texts, periodicals, handbooks and journals. Some

additional texts will be required to cover the core subject areas. The Institute has subscribed to a

number of online databases, which are available through the library web page. These databases

include Science Direct, Infotrac, Business Source Premier, ABI Inform and Lexus Nexis. The

School has also subscribed to Thompson One Banker, a very substantial database of on-line

financial and economic data. This is an invaluable resource for gathering data for dissertations or

project work.

5.4 Registration

Once you have obtained your WIT card, you will be able to get computer access although it

may take a few days to get this data (network login and password) to each candidate. In

addition, fully registered students will get external access to WIT library databases, and this


51 | P a g e

login and password is the same as your network login/password. The WIT card will also

serve to provide access to designated rooms with swipe security access.

5.5 The Graduate Business Society (GBS)

The Graduate Business Society (GBS) was founded in 2001 by a group of students who

wanted to create a more cohesive graduate community amongst students, faculty and

enterprise. It is an independent society run by and for graduate business students at WIT and

operates under the aegis of the Graduate Business Department and the School of Business.

Our vision for the society is to enrich the experience of the graduate business community at

WIT. The society is a unique community supporting students throughout their graduate

business studies at both Masters and PhD level, by providing students with opportunities to

discuss their experiences with other graduates, currently lecturing at WIT or who have gone

on to work in the corporate world. It fosters and facilitates such network opportunities for its

members through various events, seminars, and its annual ball. In essence, the society

provides a platform for interaction and collaboration; career advice and opportunities; and it

promotes amongst its members the core principle of life-long-learning.

In addition to supporting graduates in their academic endeavour, the society also supports a

vibrant social calendar throughout the year. They actively encourage all current and past

postgraduates to become members and enrich the life of the WIT Graduate Business

community with their individual personalities, their academic skills, special talents, life

experiences and leadership qualities. They look forward to welcoming new members, both

past and present to the society. If you require further information on the society or any of its

activities, please contact the address below. E-mail at: [email protected].

5.6 The Medical Centre

The Medical Centre remains open from 8.30 am to 5.15 pm daily, a pro-active strategy in

relation to student health has been developed. This involves a series of health promotion

activities relating to mental health, sexual health and alcohol awareness taking place in both

campuses throughout the academic year. The Medical Centre offers a special deal to all

students where they pay an initial annual fee with all visits free thereafter. Students therefore

mailto:[email protected]


52 | P a g e

only have to pay for their prescriptions following each visit. The WIT Counseling Service

operating in both College Street and Cork Road Campus provides a confidential service for

students experiencing personal difficulties or academic anxieties. A support service for

students with disabilities is a confidential service providing an individualised, customised

response to each student’s needs, focusing on the individual and not the disability.

5.7 WIT Card

The WIT card is the official identification card for students and staff at WIT. The WIT card

is multi-functional in that it is used for numerous services on campus such as: library,

identification, printing, photocopying, point of sale, vending and access control. Your WIT

card offers convenience, flexibility and most important, security. Each student has a

confidential WIT card account which provides you with greater security. You can add

money to your account through the machines located throughout the campus, or through the

AIB ATM machine. If you have completed your undergraduate degree at WIT, your old

student card is still active and can be used as your WIT card. If you are not a WIT graduate,

you will need to get a card from the WIT Card Office. Once you have a registration (student)

number, you are eligible to go to the WIT Card office to get your WIT card.

5.8 CHART (Centre for Helping Access, Retention and Teaching)

The CHART office has established a range of student support programmes and services for

students in WIT in order to enhance their academic achievement and their personal and social

development. These consist of:

Mentoring programmes Additional learning support

Study skills workshops Educational guidance

Financial assistance Childcare subsidies

5.9 Clubs and Societies

In most cases, the societies are organised by students and thus provide an opportunity for

them to test and develop their organisational, fund raising and social skills. Students are

encouraged to start new societies to cater for other interests. More information is located at:

http://www.wit.ie/about_wit/contact_us/staff_directory/clubs_societies

http://www.wit.ie/about_wit/contact_us/staff_directory/clubs_societies


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5.10 WIT Fitness Suite

The Fitness Suite is located on the main campus and has a full range of user friendly aerobic

and strength training equipment. Fitness programmes can be designed for all levels, working

out in a fully air conditioned environment and a highly motivated team of qualified sport and

leisure specialists to ensure you experience the ultimate enjoyment and fulfillment from each

workout. There are special membership rates available for students. See Campus Services for

more details: http://www.witcampusservices.ie/ and

http://www.wit.ie/current_students/sports_clubs_and_socs/wit_sports_hall_and_fitness_suite

5.11 The Careers Centre

The Careers Centre will help you to think about your future, find information on jobs and

employers and discuss your ideas or options. The information room has lots of useful

material covering career options, employment and further study. There are free booklets and

magazines as well as directories and a copy of the weekly newsletter. For more information

visit: http://www.wit.ie/current_students/student_life_and_learning/the_careers_centre

5.12 SLL (Student Life and Learning)

The SLL office has established a range of student support programmes and services for

students in WIT in order to enhance their academic achievement and their personal and social

development. These consist of:

Mentoring programmes Additional learning support

Study skills workshops Educational guidance

Financial assistance Childcare subsidies

See http://www.wit.ie/current_students/student_life_and_learning/student_life_learning for

more.

http://www.witcampusservices.ie/

http://www.wit.ie/current_students/sports_clubs_and_socs/wit_sports_hall_and_fitness_suite

http://www.wit.ie/current_students/student_life_and_learning/the_careers_centre

http://www.wit.ie/current_students/student_life_and_learning/student_life_learning


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5.13 Students in Difficulty

If you are experiencing difficulty, personal or academic, if you have any queries or concerns

you would like to talk someone confidentially, contact the college counselling service Tel:

051 302475/302878. Helpful contact numbers include:

Ambulance Control 1890 499 299

WIT Medical Centre Extension 2086 or 051-302086

Medical Centres Lisduggan: 051-373474

Barronstrand St: 051-852999

Waterford Regional Hospital 051-873321

WIT Health & Safety Officer 051-845517

Garda Siochana Emergencies: 999 (or 112 from mobiles)

Other: 051 874888

WIT Chaplain 051 302617

WIT Counselor 051 302475/302878

The Samaritans 1850 60 90 90


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6.0 Academic Calendar 2014- 2015

6.1 Semester 1: Monday 8th

September - Saturday 20th

December 2014

Activity Date

MSc in GFIS Induction Week Monday 8th September to Friday 12

th of September (Mandatory for all

students).

First Day of Lectures Monday 15th

September

Mid-term Break Monday 27th

October - Friday 31st October

Last Day of Lectures Friday 5th

December

Study Period Monday 8th

December - Thursday 11th

December

Assessment/Exam Period Friday 12th

December - Saturday 20st December inclusive

Examination Results Online To be confirmed

6.2 Semester 2: Monday 12th

January - Saturday 16th

May 2015

Activity Date

First Day of Lectures Monday 12th

January

Study Week/Professional Development Week Monday 16th

February - Friday 20st February

Last Day of Lectures Friday 24th

April

Easter Vacation Monday 30th

March - Friday 10th

April

Study Period Monday 27th

April - Friday 1st May

Assessment/Exam Period Tuesday 5th

May - Saturday 16th

May inclusive

Examination Results Online To be confirmed

Autumn Assessment/Exam Period To be confirmed


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7.0 Contacts

7.1 Programme Director

Dr Aidan Duane, Room: D25; Email: [email protected]; Telephone: 051-306227.

7.2 Head of Graduate Business

Dr Denis Harrington, Room: School of Business Office; Email: [email protected];

Telephone: 051-302427.

7.3 Graduate Business Programmes Administrator

The business postgraduate administrator and is familiar with all aspects of the programme,

particularly regarding administrative issues. Her office is located in room AT124 in the

Applied Technology (AT) Building in WIT and she can be contacted by email at

[email protected] or by phone at (051) 302424. Please adhere to office hours as

posted on her door.

7.4 Programme Websites

Official Website: www.wit.ie/gfis

Facebook Page: www.facebook.com/witmscgfis




http://www.wit.ie/index.php/courses/type/postgraduate/business/msc_in_global_financial_information_systems_gfis1

http://www.facebook.com/witmscgfis


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Appendix 1: Module Descriptors

Note: Reading Lists/Resources are subject to change in all modules.

Semester 1

Data Modelling and Analysis

Module Title: Data Modelling and Analysis

This module provides a comprehensive discussion of, and practical experience in, entity modelling; normalisation;

relational database design; SQL and PL/SQL coding; and generation of data backed management reports. Students

gain practical experience using contemporary database modelling and design tools and technologies, and apply

sound design principles for creating effective decision support solutions for realistic business scenarios.

NFQ Level: Level 9 ECTS Credits: 10 Credits Prerequisite/Co-requisite Requirements: None

Aims and Objectives: The aims of this module are to:

Equip students with knowledge of entity modelling.

Enable students to apply the techniques of normalisation.

Develop the students’ skills in relational database design.

Develop the students coding skills in SQL to a high standard.

Develop the students’ knowledge of PL/SQL to a high standard.

Equip the students with the skills and knowledge to create management reports.

Learning Outcomes: On successful completion of this module, students should be able to:

1. Apply the rules and techniques of entity modelling and normalisation.

2. Design and develop relational databases.

3. Design advanced SQL queries for extracting information, trends, patterns, insights, summaries, and metrics

from data stored in the database.

4. Apply PL/SQL to a relational database.

5. Develop reports to convey meaningful data based conclusions for management.

Indicative Syllabus

The role of databases in the business environment.

Database concepts, theories and architecture.

Database integration.

Entity Modelling.

Normalisation.

Relational database design.

SQL.

PL/SQL.

Reports.

Assessment Methodology

100% Continuous Assessment.

CA 1 will assess LO 1

CA 2 will assess LO 2

CA 3 will assess LO’s 3, 5

CA 4 will assess LO’s 4, 5

Essential and Supplementary Reading/Resources

Essential


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Oracle Database Documentation Library http://docs.oracle.com/cd/B19306_01/

Oracle Database PL/SQL User's Guide in PDF http://docs.oracle.com/cd/B19306_01/appdev.102/b14261.pdf

Supplementary

Price, Jason (2007) Oracle Database 11g SQL. Located at: http://www.amazon.com/Oracle-Database-11g-

SQL-Press/dp/0071498508/ref=sr_1_1?s=books&ie=UTF8&qid=1375440575&sr=1-1

Richert, Alice (2009) Oracle SQL By Example (4th Edition).

Rosenzweig, Benjamin and Rakhimov, Elena (2008) Oracle PL/SQL by Example (4th Edition).

Feuerstein, Steven (2010) Oracle PL/SQL Programming: Covers Versions Through Oracle Database 11g

Release 2 (Animal Guide).

Kyte, Thomas (2010) Expert Oracle Database Architecture: Oracle Database 9i, 10g, and 11g Programming

Techniques and Solutions.

Greenwald, Rick, et al. (2007) Oracle Essentials: Oracle Database 11g.

Online Support

http://www.sql.org/

http://www.w3schools.com/SQl/default.asp

http://www.sql-tutorial.net/

http://www.mysql.com/

http://www.oracle.com/technetwork/developer-tools/sql-developer/overview/index.html

http://st-curriculum.oracle.com/tutorial/SQLDeveloper/index.htm

http://docs.oracle.com/cd/B28359_01/server.111/b28318/sqlplsql.htm

http://www.oracle.com/technetwork/database/features/plsql/index.html

http://plsql-tutorial.com/

http://tkyte.blogspot.com/2009/10/httpasktomoraclecomtkyte.html

http://asktom.oracle.com/pls/apex/f?p=100:1:0

http://docs.oracle.com/cd/B19306_01/

http://docs.oracle.com/cd/B19306_01/appdev.102/b14261.pdf

http://www.amazon.com/Oracle-Database-11g-SQL-Press/dp/0071498508/ref=sr_1_1?s=books&ie=UTF8&qid=1375440575&sr=1-1

http://www.amazon.com/Oracle-Database-11g-SQL-Press/dp/0071498508/ref=sr_1_1?s=books&ie=UTF8&qid=1375440575&sr=1-1

http://www.sql.org/

http://www.w3schools.com/SQl/default.asp

http://www.sql-tutorial.net/

http://www.mysql.com/

http://www.oracle.com/technetwork/developer-tools/sql-developer/overview/index.html

http://st-curriculum.oracle.com/tutorial/SQLDeveloper/index.htm

http://docs.oracle.com/cd/B28359_01/server.111/b28318/sqlplsql.htm

http://www.oracle.com/technetwork/database/features/plsql/index.html

http://plsql-tutorial.com/

http://tkyte.blogspot.com/2009/10/httpasktomoraclecomtkyte.html

http://asktom.oracle.com/pls/apex/f?p=100:1:0


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Econometrics

Module Title: Econometrics

This module will address the use of statistical and mathematical methods for finance and economics. The module

focuses on the classical linear regression model and its assumptions using practical examples from the world of

finance and economics. In addition, learners will acquire skills in the use of financial databases for research

(Thomson One) and econometric software packages (SPSS/Excel). Students will acquire practical skills in the

sourcing, accessing and validation of data. Other estimation and forecasting techniques will also be introduced.



To study the principles of econometrics,

To undertake meaningful computer-based econometric analysis and specific applications on real-world data.


1. Understand the principles of econometrics and underpinning statistical theory

2. Conduct econometric analysis of real life data

3. Use appropriate computer applications for Econometrics including Microsoft Excel and SPSS

4. Source, validate and manage data for analysis

Indicative Syllabus

Principles of simple and multiple regression

Classical assumptions and overview of their violations

Economic data sourcing, assembly and management, data models

Theory and operation of basic simple and multiple regression models, autoregressive models, distributed lag

models and regression using dummy variables

Time series regressions

Limited dependent variable models

Overview of Bayesian Econometrics


Practical Continuous Assessment (50%) – this will be a group-based assignment and will address learning

outcomes 2 and 3 above

Final Exam 50% - this is a two-hour examination which will review all aspects of the syllabus and will address

learning outcomes 1 and 4 above.


Essential

Analysis of Economic Data by G. Koop, 3rd

Edition, Wiley.

Supplementary

Basic Econometrics by Gujarati, D, Fifth Edition McGraw-Hill.

Using Econometrics by H. Studenmund, Fifth Edition.

Online

Central Statistics Office www.cso.ie

OECD www.oecd.org

Eurostat http://epp.eurostat.ec.europa.eu/portal/page/portal/eurostat/

Effort Hours

Computer Laboratory Classes 12*

Lectures / Workshops / Seminars 12*

Participant Independent Learning 111

Total 135

*12 weeks of 2 contact hours.

http://www.cso.ie/

http://www.oecd.org/

http://epp.eurostat.ec.europa.eu/portal/page/portal/eurostat/


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Information Systems Project Management

Module Title: Information Systems Project Management

This module explores project management and programme management for Information Systems in modern

business environments. Particular emphasis is placed on project selection approaches including mechanisms for

evaluating outsourcing opportunities. The key project management methodologies are evaluated and templates for

their application in an organisation are presented. Standard project management life-cycles will be the subject of a

risk management perspective in this module.

NFQ Level: Level 9 ECTS Credits: 5 Credits Prerequisite/Co-requisite Requirements: None.


Provide an overview of the key and emerging project management perspectives

Allow critical evaluation of IS project selection processes in organisations and explore programme

management.

Engender discussion on the “make/buy” decision with respect to undertaking projects in-house or externally.

Evoke critical appraisal of the IS project life cycle as it pertains to projects which are risk-sensitive and

various project management methodologies.

Develop students’ understanding of the value of project evaluation and successful inter-project learning.


1. Analyse the appropriateness of project management perspectives.

2. Critically evaluate and develop selection processes and models to meet organisational needs for IS projects.

3. Develop frameworks to aid decision making with respect to the outsourcing of projects and project

management for IS development.

4. Discuss the project management life cycle from a risk management point of view.

5. Appraise appropriate responses to success and/or failure in project management.

6. Outline project management methodologies.

Indicative Syllabus

Introduction to Project Management

Project Management Life Cycle

Managing Project Teams

Managing Project Communication

Managing Project Scope

Managing Project Scheduling

Managing Project Resources

Managing Project Quality

Managing Project Risk

Managing Project Procurement

Managing Project Execution

Managing Project Control and Closure

Managing Project Portfolios

Programme Management


Continuous Assessment (50%) Final Exam 50%


Essential

Cadle and Yeates (2007) Project Management for Information Systems 5th Edition. Located at

http://www.amazon.com/Project-Management-Information-Systems-Edition/dp/0132068583

Supplementary

Fuller, M.A., Valacich, J.S. and George, J.G. (2008) Information Systems Project Management: A Process and

Team Approach, Pearson Prentice Hall.

Mantel, Meredith, Shafer and Sutton (2008) Project Management in Practice 3rd

Edition, Wiley.

Effort Hours




Total 135 *12 weeks of 2 contact hours.

http://www.amazon.com/Project-Management-Information-Systems-Edition/dp/0132068583


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Financial Derivatives

Module Title: Financial Derivatives

This module provides students with a thorough analysis of financial derivative markets, where financial risks are

identified, managed and executed via the use of futures and options. Theoretical, mathematical and empirical

concepts are explored and applied both from an academic and from a real-life trading perspective. This module

provides students with the chance to apply their knowledge to trade derivatives in real-time, where events that

affect markets will be genuine. This exposure will organically enhance the learning outcomes for the student, since

a more thorough and insightful understanding is enforced by their own actions and determination to succeed.

Overall, the academic application of financial derivatives is applied and tested in reality, thus giving a true blended

learning experience.



To enable students to acquire a thorough understanding of the different techniques underpinning financial

derivatives.

To equip learners with the knowledge and skills necessary to apply these techniques in the corporate world.

To challenge and evaluate new and existing theories and practices in financial derivatives.


1. Demonstrate an understanding of the conceptual framework underlying the disciplines relevant to financial

derivatives.

2. Identify the various types of risk and the analytical tools used to measure this risk.

3. Evaluate trading positions relevant to options and futures markets and to execute trades based on this

evaluation.

4. Develop trading strategies, both fundamental and technical, to make trading decisions.

5. Apply theoretical, empirical, mathematical and technical knowledge to real-life trading situations via a

simulation trading platform.

6. Critically evaluate personal trading decisions and outcomes based upon the knowledge developed throughout

the module.

Indicative Syllabus

Overview of Financial Derivatives: Introduction to the concepts of financial derivatives, including

terminology, types of commodities traded, and regulation.

Futures Trading: Properties, Trading Strategies for stocks, currencies and commodities.

Options Trading: Properties, Trading Strategies for stocks, currencies and commodities.

Technical Analysis and Chartist Theory: Fibonacci Numbers, Bollinger Bands, Elliot Waves, Candlesticks,

MACD, Stochastics.

Binomial Trees and the Black-Scholes Option Pricing Model.

Risks, stop-loss strategies and the Greek Letters.


A written examination (50%) to assess knowledge of the module material in LO’s 1, 2 and 3.

A trading simulation and report assignment (50%) undertaken over a twelve-week period will assess LO’s 3,

4, 5 and 6.


Essential:

StockTrak www.stocktrak.com

Stock Market Basics: http://stockmarketbasics.com

Futures-investors.co.uk: “Futures Trading Introduction” http://www.futures-

investor.co.uk/futures_trading_introduction.htm

TradingCharts.com: “Futures Trading Course: Introducing Commodities and Futures Markets” http://tfc-

charts.w2d.com/tafm/

Investopedia: “Futures Fundamentals: Introduction”

http://www.stocktrak.com/

http://stockmarketbasics.com/

http://www.futures-investor.co.uk/futures_trading_introduction.htm

http://www.futures-investor.co.uk/futures_trading_introduction.htm

http://tfc-charts.w2d.com/tafm/

http://tfc-charts.w2d.com/tafm/


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http://www.investopedia.com/university/futures/default.asp#axzz26Fm0rpoZ

See also the remainder of this section on “Futures Fundamentals” at the bottom page of the article (link

above). “Top 4 Mistakes That Cause Futures Traders To Fail”:

http://www.investopedia.com/articles/optioninvestor/09/be-a-better-futures-trader.asp#axzz26Fm0rpoZ

Nasdaq: How to Trade Options http://www.nasdaq.com/investing/options-guide/

Dailystocks.com: The Original Turtle Trading Rules:http://www.dailystocks.com/turtlerules.pdf

Supplementary:

Hull, J. C. (2006). Options, Futures and Other Derivatives. 6th

Edition. Pearson Education, U.K. Library:

332.645.

Hull, J. C. (2006). Options, Futures and Other Derivatives: Student Solutions Manual. Pearson Education,

U.K. Library: 332.632.

Bellalah, M. (2010). Options: Basic Theory, Applications and Extensions - From Theory to the Practice of

Derivatives. World Scientific Publishing Co.

Chisholm, A. (2010). Derivatives Demystified: A Step-by-Step Guide to Forwards, Futures, Swaps and

Options (2nd Edition). Wiley Finance.

Haslett, W. V., Jr. (2010). Risk Management: Foundations for a Changing Financial World. Wiley.

Kaufman, P. (2005). New Trading Systems and Methods, Fourth Edition. Wiley and Sons, U.K.

Levy, J. (2011). Your Options Handbook: The Practical Reference and Strategy Guide to Trading Options.

Wiley.

McDonald, R. (2006). Derivatives Markets. 2nd

Edition. Addison Wesley, UK. Library: 332.6457.

Smith, Courtney. (2008). Option Strategies: Profit-Making Techniques for Stock, Stock Index, and

Commodity Options. Wiley, USA.

Wolfinger, M. (2005). Create Your Own Hedge Fund: Increase Profits and Reduce Risks with ETFs and

Options. Wiley, USA.

Zhang, P. (2011). Chinese Yuan: Internationalization and Financial Products in China. Wiley Finance, USA.

Online: www.foa.co.uk Futures and Options Association

www.reuters.com

www.bloomberg.com

www.advfn.com

www.appliederivatives.com Author: Patrick Young

www.optionetics.com

www.nakedtrader.co.uk Author: Robbie Burns

www.platinum.optionetics.com/yhmain.htm

www.investopedia.com

www.ifm2.uqam.ca Author: Institut de Finance Mathématique de Montréal

www.optioneasy.com Author: Guy Cohen

www.cboe.com Chicago Board Options Exchange

www.cbot.com Chicago Board of Trade (Investor Tutorial page)

www.liffe.com London International Financial and Futures Exchange

www.eurexchange.com

www.dailyfutures.com

http://finance.yahoo.com

http://futures.tradingcharts.com

www.trendfollowing.com

Effort Hours



Total 135


http://www.investopedia.com/university/futures/default.asp#axzz26Fm0rpoZ

http://www.investopedia.com/articles/optioninvestor/09/be-a-better-futures-trader.asp#axzz26Fm0rpoZ

http://www.nasdaq.com/investing/options-guide/

http://www.dailystocks.com/turtlerules.pdf

http://www.foa.co.uk/

http://www.reuters.com/

http://www.bloomberg.com/

http://www.advfn.com/

http://www.appliederivatives.com/

http://www.optionetics.com/

http://www.nakedtrader.co.uk/

http://www.platinum.optionetics.com/yhmain.htm

http://www.investopedia.com/

http://www.ifm2.uqam.ca/

http://www.optioneasy.com/

http://www.cboe.com/

http://www.cbot.com/

http://www.liffe.com/

http://www.eurexchange.com/

http://www.dailyfutures.com/

http://finance.yahoo.com/

http://futures.tradingcharts.com/

http://www.trendfollowing.com/


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Seminar Series

Module Title: Seminar Series

This module exposes learners to practitioner and specialist academic insights on programme topic areas. The

module will provide students with an opportunity to test their understanding of theoretical and practical ideas and

concepts. This module will enable students to acquire an understanding of the contemporary business issues

influencing managers. The module will provide students with the opportunity to apply their understanding of these

issues in interactive sessions.


Aims and Objectives

To expose learners to practitioner and specialist academic insights on programme topic areas.

To provide students with an opportunity to test their understanding of theoretical and practical ideas and

concepts.

To enable students to acquire an understanding of the contemporary business issues influencing managers.

To provide students with the opportunity to apply their understanding of these issues in interactive sessions.

Learning Outcomes

On successful completion of this module, students should be able to:

1. Evaluate the practical implications and context of theoretical ideas and concepts across a spectrum of business

areas including social awareness.

2. Identify and assess key developments in marketing, human resources, finance and enterprise from an inter-

related perspective.

3. Critically appraise strategy development, leadership styles and effectiveness drawing on practitioner examples.

4. Recognise the key economic and financial forces shaping the national and global environment.

5. Demonstrate an ability to apply knowledge of the areas examined through the medium of reflective practice.

Indicative Syllabus

Seminars – International Business; Organisational Behaviour; Leadership; HR in practice; Marketing in

practice; Social Awareness; Finance; Small Business and Entrepreneurship.


Continuous Assessment – 2 pieces a) Individual reflective piece of 1,000 words (40%) (LO 1, 5) and b)

Individual theoretical piece of 2,000 words (60%) (LO 2,3,4)

Essential Reading/Resources

Reading packs will be made available to students as well as speaker notes and slides. Relevant case and journal

material will also be made available to students. Examples of these include:

Gosling, J & Mint berg, H. (2003) ‘The five minds of a manager’, Harvard Business Review, November,

pp.54-63

Huusko, L. (2006), ‘The lack of skills: an obstacle in teamwork’, Team Performance Management, 12(1/2),

pp.5-16

Carlile, O & Jordan, A. (2007), ‘Reflective Writing: Principles and Practice’ Chapter 3 in Teaching Portfolio

Practice in Ireland: a handbook, Ciara O Farrell.

Floodgate, J & Nixon, A. (1994), ‘Personal Development Plans: The challenge of Implementation-Case

Study’, Journal of European Industrial Training, 18(11), pp.43-47

Cotter, R.J & Cullen, J.G (2012), ‘Reflective Management Learning: An Integrative Review and a Conceptual

Typology’, Human Resource Development Review,11(2), pp.227-253

Effort Hours



Total 135



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Semester 2

Business Intelligence

Module Title: Business Intelligence


Aims and Objectives: In this module students will learn about business intelligence (BI) concepts, methods, and

processes for decision support and business process improvement. The student will gain an in-depth theoretical

understanding of data warehouses, business performance management, data mining, web mining and types of

architectures and implementation methods. The student will have both a theoretical knowledge of relevant business

intelligence concepts, as well as the practical application of tools and experiences of their use.


1. Examine business intelligence concepts, processes and technologies.

2. Produce a plan for the application of business intelligence for decision support and process improvement in a

business environment.

3. Assess the concepts and recommended use of data warehouses to store data.

4. Develop and demonstrate Extraction, Transformation and Loading (ETL) techniques and the data cube for

analysis.

5. Critically analyse data using data mining and web mining techniques.

6. Demonstrate reporting and dashboard visualization tools to visualise data to support and improve decision

making.

Indicative Syllabus

Conceptual foundations of decision support systems (DSS) methodology

Components, processes and architecture of BI

Data Warehouse – architecture, data storage, ETL and data cube for OLAP analysis

Data and Web Mining – methods and techniques

Enterprise reporting and data visualization techniques and tools


50% Continuous Assessment (LO 4,5,6)

50% Final Exam (LO 1,2,3,4,5)


Essential:

Business Intelligence: A Managerial Approach, Turban, E., Sharda, R., Aronson, J.E., and King, D., Pearson

Prentice Hall, 2011, 2nd

Ed.

http://www.teradatauniversitynetwork.com/tun/ access to software, readings and articles.

http://www.sdn.sap.com/irj/uac/library-bi access to software, curriculum and resources.

Supplementary:

Database Systems, A Practical approach to design, implementation and management, Thomas Connolly &

Carolyn Begg, Fifth edition, Addison-Wesley, 2010

Data Mining, concept and techniques, Jiawei Han, Micheline Kamber, & Jian Pei, Elsevier 2012

Business Analytics for Managers: Taking Business Intelligence beyond Reporting, Jesper Thorlund and Gert

H.N. Laursen, Wiley and SAS Business Series, 2010

Xcelsius Dashboard Best Practices, Loren Abdulezer, Pearson Prentice Hall, 2009.

Effort Hours


Lecture 24*


Total 270


http://www.teradatauniversitynetwork.com/tun/

http://www.sdn.sap.com/irj/uac/library-bi


65 | P a g e

Global Transaction, Banking, and Payment Systems

Module Title: Global Transactions, Banking and Payment Systems.

This module focuses on the adoption and adaption of technological advances in ICT for Financial Services

innovation in transactional activities, banking, and payments. The module explores the application of existing and

future advances in retail and business banking systems and architecture, while also examining the role of peer-to-

peer and non-bank payment systems. The module will also examine the application of ICT for the globalisation of

financial institutions, systems, products and services. The module will also consider the security, legal, and

regulatory frameworks which impact on the design and management of these systems, especially in the context of

global fraud management.



Enable students to gain practical training in using SWIFT messaging and payment systems.

Enable students to critically appraise the role of technology across multiple payment instruments, multiple

access points, and multiple delivery channels.

Equip students with knowledge of the technologically advancements in ICT for Financial Services innovation

to enable service providers to offer multiple and diverse solutions that enhance efficiency and reach of

products across boundaries and across national jurisdictions.

Facilitate discussion on the global integration of financial systems with end-to-end straight through processing

capabilities and development of payment, clearing and settlement systems to overcome time zone and

currency constraints.

Enable students to critique international legal and regulatory frameworks, and the requirements arising from

these for the design and management of payment systems.

Contribute to the application of organisational procedures for payment risk assessment, security, and fraud

detection and prevention.


1. Demonstrate a practical knowledge of SWIFT messaging and payments system.

2. Evaluate the technologies and functions of retail and business banking and payment systems.

3. Demonstrate a strong comprehension of technologically advancements in ICT for financial banking and

payment services.

4. Discuss knowledgably the global integration of financial banking and payment systems.

5. Discuss knowledgably compliance with the relevant controls, procedures, and legislation

6. Critically appraise payment risk assessment, security, and fraud detection and prevention strategies.

Indicative Syllabus

Introduction to Financial Services banking and payment ICT systems (e.g.) SWIFT, etc.

Payment systems technologies and functions.

Retail and business banking systems: Remote Deposit Capture (RDC) and Payment Services - Automated

Clearing House (ACH), Bankers Automated Clearing Systems (BACs), Murex, Credit Card, E.F.T., etc.

Adoption and adaptation of technological advancements in ICT for Financial Services innovation including, E-

Commerce, M-Commerce, NFC, Internet banking, mobile banking, mobile wallets and payment systems, P2P

Micropayments, stored value cards, digital cash, virtual currencies, cloud computing, service oriented

architecture, , etc.

Globalisation of financial institutions, systems, products and services, and solutions for effective management.

Non-bank payment systems.

Legal and regulatory frameworks and payment directives.

International payments risk assessment and fraud management.


Continuous Assessment (50%) will assess LO 1, 2 and 3.

The Final Exam (50%) will assess LO 4, 5 and 6.


Essential


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Essvale Corporation (2007) Business Knowledge for IT in Retail Banking: A Complete Handbook for IT

Professionals. Essvale Corporation. Available on Amazon

http://www.amazon.co.uk/dp/0955412420/ref=rdr_ext_tmb

King, Brett (2010) Bank 2.0: How Customer Behavior and Technology Will Change the Future of Financial

Services, Marshall Cavendish Business, Singapore. Available on Amazon http://www.amazon.co.uk/Bank-2-

0-behaviour-technology-financial/dp/9814302074/ref=pd_sim_b_1

Supplementary

Gardner, J. (2009) Innovation and the Future Proof Bank: A Practical Guide to Doing Different Business as

Usual. Wiley and Sons. Available on Amazon http://www.amazon.co.uk/Innovation-Future-Proof-Bank-

Business-as-usual/dp/0470714190/ref=pd_sim_b_3

Research Papers

Dinez, E., J. Albuquerque and A. Cernez (2011). Mobile Money and Payment: a literature review based on

academic and practitioner-oriented publications (2001-2011). Proceedings of SIG GlobDev Fourth Annual

Workshop, Shanghai, China.

Klein, M. and Mayer, C. (2011) Mobile Banking and Financial Inclusion: The Regulatory Lessons. World

Bank Policy Research Working Paper 5664. Available online at http://www-

wds.worldbank.org/servlet/WDSContentServer/WDSP/IB/2011/05/18/000158349_20110518143113/Rendere

d/PDF/WPS5664.pdf

Any additional assigned research papers.

Online

Swift E-Training Modules (2012) http://www.swift.com/etraining?lang=en

InfoSys Finacle: http://www.infosys.com/finacle/finacleconnect/pages/index.aspx

Cyclos Open-Source Online Banking System: http://project.cyclos.org/

European Payments Council: http://www.europeanpaymentscouncil.eu/

Irish Payment Services Organisation: http://www.ipso.ie/

Irish National Payment Plan: http://www.ipso.ie/section/NationalPaymentsStrategy

Basle III Quick Guide in Movie Presentation Format from BNP Paribas:

http://dam.bnpparibas.com/vcm2/php/playerExterne.php?file=vcm_1329757037602_1796427292273394244.

mp4

Sarbanes Oxley Act Forum: http://www.sarbanes-oxley-forum.com/

Effort Hours




Total 135


http://www.amazon.co.uk/dp/0955412420/ref=rdr_ext_tmb

http://www.amazon.co.uk/Bank-2-0-behaviour-technology-financial/dp/9814302074/ref=pd_sim_b_1

http://www.amazon.co.uk/Bank-2-0-behaviour-technology-financial/dp/9814302074/ref=pd_sim_b_1

http://www.amazon.co.uk/Innovation-Future-Proof-Bank-Business-as-usual/dp/0470714190/ref=pd_sim_b_3

http://www.amazon.co.uk/Innovation-Future-Proof-Bank-Business-as-usual/dp/0470714190/ref=pd_sim_b_3

http://www-wds.worldbank.org/servlet/WDSContentServer/WDSP/IB/2011/05/18/000158349_20110518143113/Rendered/PDF/WPS5664.pdf



http://www.swift.com/etraining?lang=en

http://www.infosys.com/finacle/finacleconnect/pages/index.aspx

http://project.cyclos.org/

http://www.europeanpaymentscouncil.eu/

http://www.ipso.ie/

http://www.ipso.ie/section/NationalPaymentsStrategy

http://dam.bnpparibas.com/vcm2/php/playerExterne.php?file=vcm_1329757037602_1796427292273394244.mp4

http://dam.bnpparibas.com/vcm2/php/playerExterne.php?file=vcm_1329757037602_1796427292273394244.mp4

http://www.sarbanes-oxley-forum.com/


67 | P a g e

Global Financial IS Security, Continuity, & Ethics

Module Title: Global Financial Information System Security, Continuity and Ethics

This module provides a theoretical foundation in aspects of financial information systems security and continuity

considerations, paying heed to the fact that these requirements will vary with company circumstances and variables

and also vary in relation to current risk and threat exposure in the financial services sector. Students then apply

this knowledge to a real time company, devising grounded analytical and design plans for the client to address their

financial IS security, continuity and ethics requirements.

NFQ Level : Level 9 ECTS Credits : 5 Prerequisite/Co-requisite Requirements None


Introduce the learners to theoretical issues in the area of global IS security, continuity and ethics (security

architecture and models; access control systems and structures; security (from the perspectives of applications,

systems, operations, databases, cryptography, networks, and the Internet); and business continuity planning.

Develop learner knowledge of the legal, ethical and security requirements, from a business policy and

procedures perspective, regarding the control and protection of financial data to maintain data integrity, quality

and reliability.

Provide learners with the knowledge and tools to structure a comprehensive IT audit framework, adaptable to

client requirements, establishing key audit controls for financial data systems.

Learning Outcomes: On successful completion of this module, a learner will be able to :

1. Readily identify areas of concern and vulnerability for financial information systems through the analysis of

their exposure to sources of risk.

2. Assess, through evaluation and appraisal, financial information systems security requirements (scaled from

minimum to maximum depending on system variables).

3. Evaluate the financial information systems security policies and procedures for their completeness (covering

all aspects of security to all levels of the systems) and appropriateness to counteract risk exposures.

4. Design an audit framework suitable for financial information systems and their contexts (evaluate risk

exposure areas and identify key controls to address these areas).

5. Develop a systematic approach to ensuring financial information systems availability and consequent business

continuity.

6. Critique all developed policies, procedures, plans, controls and continuity options to reflect emerging and

evolving threats, vulnerabilities and risk exposures.

Indicative Syllabus

Information Systems security (architecture and models)

Security considerations and options (application, operation, database, physical, network and Internet)

Systems and business operations continuity planning

IT audit framework and controls

Business policies and procedures regarding legal, ethical and security protocols for financial information

systems

System considerations to create and maintain information integrity, quality and reliability


100% Continuous Assessment


Essential:

Tipton, H.F., Nozaki, M.K., (2012) Information Security Management Handbook (6th

Edition); Volume 5;

CRC Press.

Goldman, P.D., (2010) Financial Services: Anti Fraud Risk and Control Workbook; Wiley.

Cole, E., (2011) Network Security Bible (2nd

edition); Wiley Publishing Inc.

Bishop, T., (2009) Next Generation Datacenters in Financial Services: Driving Extreme Efficiency and

effective Cost Savings; Complete Technology guides for Financial Services Series; Elsevier Inc.


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Whitman, M.E., Mattard, H.J., (2012) Principles of Information Security (4th

Edition); Course Technology

Cengage Learning.

Stewart, J.M., Tittel, E., Chapple, M., (2011) Certified Information Systems Security Professional Study

Guide (5th

Edition); Sybex.

Supplementary:

Chen, L., Ryan, M.D., Wong, G., (2008) Information and Communications Security; 10th

International

Conference; ICIS; Birmingham; UK.

Lehtinan, R., Russell, D., Gongemi, G.T., (2006) Computer Security Basics (2nd

Edition); O’Reilly.

Chatain, P.L., Hernandez-Coss, R., Borowik, K., Zerzan, A., (2008) Integrity in Mobile Phone Financial

Services: Measuring for Mitigating Risks from Money Laundering and Terrorist financing; The World Bank;

Washington DC.

On-Line Support:

http://www.springer.com/generic/search/results?SGWID=5-40109-24-653415-

0&sortOrder=relevance&searchType=EASY_CDA&searchScope=editions&queryText=FC+conference+pape

rs

Effort Hours



Total 135

*12 weeks of 2 contact hours

http://www.springer.com/generic/search/results?SGWID=5-40109-24-653415-0&sortOrder=relevance&searchType=EASY_CDA&searchScope=editions&queryText=FC+conference+papers




69 | P a g e

Global Risk Management and Regulation

Module Title: Global Risk Management and Regulation

NFQ Level : Level 9 ECTS Credits : 5 Prerequisite/Co-requisite Requirements None

Aims and Objectives: This module is designed to provide graduates with a knowledge and understanding of the

conceptual frameworks and professional practice which govern risk and regulation in the financial sector in an

international context. It will also examine critically the economic and organisation architecture in which this

activity is enacted.


1. Critique international regulatory frameworks designed to manage financial risk.

2. Devise organisational responses to the regulatory challenges international financial institutions face

3. Contribute to the operation of risk management processes within financial institutions and regulatory bodies

4. Frame risk management within a strategic context in an individual financial institution and demonstrate its role

in sustaining the organisation.

Indicative Syllabus

Introduction to financial risk and regulation

Risk philosophical foundations

Financial Risk concepts, tools and practices

Risk management and regulatory compliance

Regulatory enforcement, success and failure

International dimensions of risk and regulation

Risk and international networks


A two hour terminal written exam.

Essential Reading

R Baldwin, M Cave & M Lodge, (2012) Understanding Regulation Theory Strategy & Practice 2nd

edition,

Oxford University Press

Supplementary Reading/Resources

Kern Alexander (2006) Global Governance of Financial Systems, Oxford University Press

Carmen M Reinhart & Rogoff Kenneth S (2009) This time it is different, eight centuries of financial folly,

Princeton University Press USA

Grey Joanna & Hamilton Jenny, (2006) Implementing Financial Regulation theory and practice

Lynn Matthew, (2011) Bust, Greece the euro and the Sovereign Debt Crisis, Bloomberg Press/Wiley, USA

Hyman Michael H (2005) New Ways for Managing Global Financial Risks, Wiley, USA

Students will be expected to familiarise themselves with the relevant state and international bodies that are engaged

with risk including trade bodies (Banking, Insurance, Fund Management and Administration, Hedge Funds etc),

EU regulatory agencies (ESMA, EBA, EIOPA, ESRB), international authorities on the Financial Services Industry

(OECD, IMF, BIS, G20) and professional bodies (Global Association of Risk Professionals and the Risk

Management Association).

Effort Hours



Total 135



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Corporate Financial Interpretation

Module Title: Corporate Financial Interpretation

This module provides a comprehensive insight into the analyses of businesses using financial statements and

business application context. Students learn to scan the environment and how it along with governance practices

influences the financial performance, value and creditworthiness of organisations. Students gain practical

experience using a range of tools including Thomson One and The Financial Times to analyse current issues

arising in financial markets and their subsequent impact on financial analysis.



Enable students to critically appraise the environment in order to assess company performance

Equip learners with an advanced level of the theories, models and practices used by financial analysts

Facilitate the synthesise of theoretical and empirical research on valuation

Introduce learners to the complex range of issues in the investment environment.


1. Analyse, evaluate and appraise the role of governance practices in influencing firm valuation

2. Demonstrate a systematic comprehension of various tools of analysis applied in security and investment

valuation

3. Critically appraise the usefulness of financial statements in light of both theoretical accounting and empirical

financial research

4. Accumulate a broad range of information and data using relevant databases in order to conduct a detailed

investigation of issues arising in financial markets and write a report thereon.

Indicative Syllabus

Introduction to Governance, Investor Relations and Communications and the framework for analysis and

valuation

Framework for Financial Reporting including Adoption of IFRS

Financial Analysis and Equity Security Analysis

Valuation theory, concepts and implementation

Mergers and Acquisitions and Financing Policies

Credit Analysis and Distress Prediction and Review

Final Exam 50% to address learning outcomes (a) to (c) inclusive above

Continuous Assessment 50% consisting of a 2,000 word assignment to address learning outcome (d) above.

Essential Reading/Resources

Business Analysis and Valuation IFRS edition by Palepu, Healy and Peek (2010), South Western Cengage

Learning

Web site: Financial Times (www.ft.com) and Thomson One (www.thomsone.com)

Supplementary Reading/Resources

Financial Statement Analysis and Security Valuation by Penman, S (2010), 4th

edition, McGraw Hill

Education

International Financial Statement Analysis by Robinson, T (2012), 2nd

edition, Wiley publishers

Tse, T. (2011), ‘Shareholder & Stakeholder Theory: After the Financial Crisis’, Qualitative Research in

Financial Markets, 13(1), pp.51-63

Martynova, M & Renneboog, (2011), ‘Evidence on the International Evolution and Convergence of Corporate

Governance Regulations’, Journal of Corporate Finance, 17(5), pp.1531-1557

Goyal, V.K, Nova, A. & Zaneta, L (2011), ‘Capital Market Access and Financing of Private Firms’,

International Review of Finance, 11(2), pp.155-179

Aggarwal, R and Auing Kyaw, N. (2010), ‘Capital Structure, Dividend Policy and Multinationality: Theory

versus Empirical Evidence’, International Review of Financial Analysis, 19(2), pp.140-150

Penmam, S. (2003), ‘The Quality of Financial Statements: Perspectives from the Recent Stock Market

Bubble’, Accounting Horizons, 17(1), pp. 77-96.

http://www.ft.com/

http://www.thomsone.com/


71 | P a g e

Semester 3

Professional Internship

Module Title: Professional Internship

* All students must complete all taught elements in Semester 1 and Semester 2 to the satisfaction of the Head of the

School of Business, before being eligible for a Professional Internship.

This module involves the placement of students on a three month Professional Internship in the Financial Services

Industry. It is essential that the role(s) fulfilled by a participant on a Professional Internship reflect the skills and

knowledge base of the Masters Degree. It is envisaged that the skills-based component of the Professional

Internship will complement the course content and help develop the “action-learning” skills that are essential in the

Financial Services Industry today. The Internship is scheduled near the end of the programme, to ensure that once

students complete their internships, they have every possibility of being retained on an extended employment

contract by their internship hosts. Postgraduate internships are a participant initiated process for which the Institute

will provide support. Overseas students have responsibility of ensuring that their visa requirements are not violated.



Provide students with a broader skills-base on the completion of the Masters Degree.

Ensure that upon completion of this module, programme graduates have the practical skills, knowledge, and

experience required to avail of employment positions in the Financial Services Industry.

Develop the participant’s ability to engage in reflective learning and utilise this method of learning to

maximise their individual experiences as a learning resource.

Record the participant’s Professional Internship experience.

Provide students with a skills and knowledge base from which to progress to middle management and beyond

in the future.


1. Prepare CVs, Letters of Application, e-Profile, direct and online applications, and other documentation of

sufficient quality to send to/connect with, potential employers and recruitment agencies, and perform capably

in an employment interview.

2. Demonstrate confidence and self-awareness to be able to communicate effectively in a work environment.

3. Demonstrate a greater understanding of the various business functions, roles, and tasks.

4. Demonstrate an acute awareness of the need for the highest ethical standards of practice.

5. Demonstrate a greater level of management, analytical, communication, teamwork, and interpersonal skills.

6. Engage in the management of their own learning and development, demonstrating time management and

organisational skills at a professional level.

7. Demonstrate self-direction and originality in learning and problem solving in familiar and unfamiliar

situations.

8. Critically evaluate work experiences and relate relevant practical work experience with academic theory.

9. Demonstrate the principles and practice of reflective learning and compile a reflective learning log-book.

10. Recognise the need to future-proof their skills and knowledge by participating in further education and training

through research, or academic or professional training and certification, in the interest of further enhancing

their career prospects and promotion potential.

Indicative Syllabus:

Attendance at presentations on Professional Internship, CV preparation and job interview techniques.

Preparation of CV, Letters of Application and any other required documentation.

Preparation and continued development of a professional e-Profile, including creating a LinkedIn profile and

developing extensive connections with relevant Financial Services companies and recruiters.

Completion of job applications on time and to a professional standard.


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Attendance at job interviews.

Attendance over the agreed period of Professional Internship.

Performance of duties as directed by the employer.

Conformance with all organisational, legal, regulatory, and ethical rules, procedures and policies.

Review and analysis of experience obtained; tasks and functions, both depth and breadth; skills learned;

responsibilities assumed and given.

Reflection on work experience; soft skills learned; application of academic learning to practical work,

evaluation of skills learned (generic and subject specific).

Compiling and submission of a reflective log-book.

Assessment Methodology: The Professional Internship module will be assessed by:

Satisfactory attendance and participation in CV preparation, career guidance, and interview workshops.

Satisfactory completion of all pre-Internship requirements including completion of CV, Letters of Application,

e-Profile, etc.

Satisfactory completion of an appropriate Professional Internship as assessed by the course board, with

feedback from the employer including performance and attendance over the agreed time of the Professional

Internship.

An organised formal work place visitation by the participant’s WIT Mentor during the Professional Internship

period. During this work place visitation, the participant will make a presentation reflecting on their learning

during their Professional Internship.

The submission of a completed log book, signed by the participant, the employer, and the mentor.

Assessment Criteria: Assessment will be on a Pass/Fail basis, based on:

Satisfactory attendance and participation in CV preparation, career guidance, and interview workshops.

Satisfactory completion of all pre-Internship requirements including completion of CV, Letters of Application,

e-Profile, etc.

Satisfactory performance at job interviews.

Satisfactory completion of at least 12 weeks of an appropriate Professional Internship as assessed by the course

board, with feedback from the employer including performance and attendance over the agreed time of the


Satisfactory outcome to the formal work place visitation and presentation by the participant.

Satisfactory completion and submission of a formal reflective learning log-book by the participant.

Effort Hours

Participant Independent Learning - 12 weeks * 39 hours minimum per week. Reasonable overtime, including

weekend work, may be required by the employer occasionally subject to contractual terms and conditions and Irish

employment legislation.


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Financial Information Systems (FIS) Project

Module Title: Financial Information Systems (FIS) Project

This module aims to develop the student’s ability to carry out a systematic investigation of a complex problem

within their field of study. Using Financial Information Systems (FIS), the student will be expected to effectively

analyse and interpret a significant body of data, integrate the learning from other modules to analyse the problem in

light of conceptual and theoretical knowledge, and to comprehensively plan the effective long term solution to this

problem. Students will also be required to apply their knowledge of project management to prioritise their project

activities, schedule their project, maintain a project log-book, and develop a view of where their work fits into

existing academic and Financial Services contexts. A substantial research element is required, and specific and

measurable objectives are inherent in the project planning process to be initiated by the student. A strong element

of application, integration, implementation, and analysis of the problem and solution is an essential part of this

module. Students are required to document all of their work and to prepare a detailed formal report for the project

to be submitted to the supervisor. Students will also be required to make a final presentation of their work. ** This

module is mandatory in the event that an appropriate Professional Internship is not secured by a student.



Apply appropriate research and analysis methods to the selected problem.

Critically analyse and interpret the data light of conceptual and theoretical knowledge.

Integrate learning from all of the other modules.

Engage in effective project management and maintain a project log-book.

Comprehensively plan the effective long term solution to this problem.

Present their findings in a written report and as a succinct presentation.


1. Perform a detailed background research on a specific topic area.

2. Analyse the problem and specify the solution requirements.

3. Demonstrate the ability to identify and justify an appropriate project with milestones, deliverables and

objectives defined.

4. Defend a chosen course of action based on reasoning, resources and capability.

5. Analyse and interpret the data and produce a viable solution(s) to the problem.

6. Maintain a professional project log-book.

7. Evaluate where the project work fits into ongoing related work by other academics and practitioners.

8. Demonstrate the application of pertinent knowledge, research tools and techniques in a flexible and innovative

manner, to the solving of a problem.

9. Plan and complete a predominantly self-directed report on the project.

10. Prepare a presentation on the project.

Indicative Syllabus:

Attendance at WIT over the agreed period required for the completion of the project.

Background research.

Project planning and management.

Project charter and scheduling activities.

Project management activities.

Problem definition and solution identification.

Analysis and interpretation of the data.

Evaluation and analysis of results.

Ethical issues in projects.

Compiling and submission of a project log-book and responding to feedback.

Compiling and submission of a detailed project report.

Preparation and delivery of a project presentation.


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Assessment will be on a Pass/Fail basis, based on:

Satisfactory attendance at WIT throughout the project completion period as assessed by the programme board.

Satisfactory submission of project log-book at regular intervals as assessed by the programme board.

Satisfactory completion of the project analysis as assessed by the programme board.

Satisfactory completion of the project and project report as assessed by the programme board.

Satisfactory completion of the project presentation as assessed by the programme board.


All essential and supplementary reading lists, online sources and research papers provided in the entire programme

apply to this module. In addition however:

Essential

Weaver, P (2004) Success in Your Project: A Guide to Student Systems Development Projects, Prentice Hall,

UK

Fuller, M.A., Valacich, J.S. and George, J.G. (2008) Information Systems Project Management: A Process and

Team Approach, Pearson Prentice Hall.

Supplementary

Meredith, J.R. (2011) Project Management: A Management Approach. Wiley.

Mantel, Meredith, Shafer and Sutton (2008) Project Management in Practice 3rd

Edition, Wiley.

Keyes, J. (2005) Financial Services Information Systems Best Practices. Auerback Publications.

Kerzner, H. (2005) Project Management: A Systems Approach to Planning, Scheduling, and Controlling.

Wiley.

Marachewka, J.T. (2003) Information Technology Project Management: Providing Measurable Organisational

Value, Wiley.

Journals

International Journal of Information Technology Project Management (IJITPM) http://www.igi-

global.com/journal/international-journal-information-technology-project/1103

Online

http://www.ehow.com/how_6705012_design-information-system-project-management.html

http://www.dummies.com/how-to/business-careers/project-management.html

http://www.pmi.org/en/knowledge-center/future-of-project-management/challenge-of-managing-financial-

services-projects.aspx

implementing financial information systems projects

http://siteresources.worldbank.org/intranetfinancialmgmt/resources/k-l/kl-course-

materials/reviewwbprojifmisdorotinsky.pdf

Implementing fis projects: blog-pfm.imf.org/aist2/dorotinsky.ppt

http://www.igi-global.com/journal/international-journal-information-technology-project/1103

http://www.igi-global.com/journal/international-journal-information-technology-project/1103

http://www.ehow.com/how_6705012_design-information-system-project-management.html

http://www.dummies.com/how-to/business-careers/Project-Management.html

http://www.pmi.org/en/Knowledge-Center/Future-of-Project-Management/Challenge-of-Managing-Financial-Services-Projects.aspx

http://www.pmi.org/en/Knowledge-Center/Future-of-Project-Management/Challenge-of-Managing-Financial-Services-Projects.aspx

http://siteresources.worldbank.org/INTRANETFINANCIALMGMT/Resources/K-L/KL-COURSE-MATERIALS/ReviewWBprojIFMISdorotinsky.pdf

http://siteresources.worldbank.org/INTRANETFINANCIALMGMT/Resources/K-L/KL-COURSE-MATERIALS/ReviewWBprojIFMISdorotinsky.pdf


75 | P a g e

Seminar Series Autumn 2014

Dates Venue Speaker Position/Organisation

Friday 12th

Sept at 11.15am Auditorium Micheal O Foghlu CTO of Feedhenry

Friday 12th Sept at 1.45pm Auditorium Dr Tom Mc Cabe MD of Sordolas Ltd and CEO in Residence at WIT Business School

Friday 19th

Sept at 11.15am Auditorium Professor John Fitzgerald Research Professor, ESRI, Dublin

Friday 19th

Sept at 2.15pm Auditorium Joanna Roche JP Morgan and MBS E&F graduate

Friday 26th

Sept at 11.15am Auditorium Deirdre Garvey CEO of The Wheel

Friday 3rd Oct at 11.15am Auditorium Brian Mc Gee Head of Market Development, Design & Craft Council of Ireland

Friday 3rd

Oct at 2pm Auditorium Tom Early Senior Investment Adviser, Enterprise Ireland

Friday 10th Oct at 11.15am Auditorium Marc Rafferty CEO Linked Finance

Friday 10th

Oct at Auditorium Keith Butler Sales Operations Manager, Musgrave Group

Friday 17th

Oct at 11.15am G17 Mary Cullen HR Consultant, Insight HR

Friday 17th

Oct at G17 Aileen Mc Hugh HR Manager, Property Registration Authority


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Friday 24th

Oct at 11.15am Auditorium Sean Kelly Member of European Parliament, Former President of GAA

Friday 24th

Oct at 1.30pm Auditorium Prof Helen O Neill Emeritus Professor, Centre for Development Studies, UCD

Friday 7th

Nov at 11.15am Auditorium Alan Duffy CEO, HSBC (Ireland)

Friday 7th

Nov at 1.15pm Auditorium Noelle O Connell CEO, European Movement

Friday 21st

Nov at 1.30pm Auditorium Eddie Downey CEO, Irish Farmers Association

Friday 28th

Nov at 11.15am Auditorium Susan Dargan CEO, State Street (Ireland)

Note: AM slot will most likely be an 11.15am start; on occasion this may be earlier at the request of speakers; PM slot will most likely involve 1.15pm or 2.15pm; again

this is totally at the request of the speakers.

msc in gfis programme handbook 2014-2015

Documents

list of modules

financial derivatives

gfis programme overview

programme level

payment systems

global transaction

global risk management

masters of science msc