university of brighton covid-19 course delivery statement … · 2020. 9. 1. · dip he mathematics...

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UNIVERSITY OF BRIGHTON

COVID-19 Course Delivery Statement 2020/21

School CEM

Name of Course(s) BSc(Hons) Mathematics with Business

BSc(Hons) Mathematics with Economics

BSc(Hons) Mathematics with Finance

Are there minimum equipment requirements for students?

Yes. Ideally, off-line access to on-campus software. Depending on the year of their course and their choice of options our students will need a subset of the following software (some of which is free):

Adobe acrobat Anaconda with Python 3.x. Excel Lindo Maple MATLAB Minitab

Microsoft SQL Management Studio application MS Office Octave Python R R Studio SAS - ideally SAS on Demand + SAS Enterprise Guide SPSS

Are there minimum hardware requirements for students?

Intel i5 or equivalent or better

Windows 10

8Gb RAM, 256Gb SSD

Full HD screen

Course Specific Delivery Statement:

The Maths Department and the Business School have adopted the University’s blended learning model for the coming academic year.

Module teams developed considerable expertise in this model during the last few months of 2019-20, aided by student feedback. None of the course content has been altered and there are no significant changes in assessment, although in some cases this will need to be conducted remotely.

We aim to help our new students quickly develop a sense of belonging by personal interaction with peers and staff, so about 50% of the 16-hour/week semester-1 contact time in year 1 is planned to take place on campus. In year 2, some modules will be completely online using pre-recorded materials backed up by extensive learning resources on MyStudies and including regular live interactive sessions. Other modules will be delivered on campus. The final year of the course, where all modules are optional, will mix online and face-to-face delivery. It will be possible to engage only remotely in many of these options, both in those organised by the Maths Department and in those organised by the Business School.

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All learning is planned to ensure that it is a) centred on our students’ experience, b) well-organised with a weekly breakdown of sessions and topics from the onset, and c) supported by high-quality resources, including appropriate software.

PROGRAMME SPECIFICATION

Final

PART 1: COURSE SUMMARY INFORMATION

Course summary

Final award BSc (Hons) Mathematics with Finance

Intermediate award BSc Mathematics with Finance

Dip HE Mathematics with Finance

Cert HE Mathematics with Finance

Course status Validated

Awarding body University of Brighton

School Computing, Engineering and Mathematics

Location of study/ campus Moulsecoomb

Partner institution(s)

Name of institution Host department Course status

1. SELECT

2.

3.

Admissions

Admissions agency UCAS

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Entry requirements Include any progression opportunities into the course.

Check the University’s website for current entry requirements

A-levels or BTEC

Entry requirements are in the range of A-level BBC–CCC (112–96

UCAS Tariff points), or BTEC Extended Diploma DMM–MMM. Our

conditional offers typically fall within this range.

A-levels must usually include maths at grade B.

We will generally make you an offer if your predicted grades are at

the top of this range. If your predicted grades are towards the lower

end of this range we may still make you an offer if you have a good

GCSE (or equivalent) profile or relevant non–academic

achievements.

International Baccalaureate

28 points, with three subjects at Higher level which must include

maths at grade 6.

Access to HE Diploma

Pass with 60 credits overall. Level 3 maths units required. At least 45

credits at level 3, with 24 credits at merit or above.

GCSE

At least five GCSEs, subjects must include English language and

maths at grade 4.

Foundation degree/HND

may enable you to start the course in year 2 or 3. HNC may also

count towards direct entry.

Studied before or have relevant experience?

A qualification, HE credits or relevant experience may count towards

your course at Brighton, and could mean that you do not have to take

some elements of the course or can start in year 2 or 3.

For non-native speakers of English

IELTS 6.0 overall, with 6.0 in writing and a minimum of 5.5 in the

other elements.

International students may also gain entry via completing pathway

courses at The University of Brighton International College. For more

information see: http://www.kic.org.uk/brighton/

Start date (mmm-yy) Normally September

Sep-20

Mode of study

Mode of study Duration of study (standard) Maximum registration period

Full-time 3 years 8 years

Part-time Other: 6 years 8 years

Sandwich 4 years 10 years

Distance Select Select

http://www.kic.org.uk/brighton/

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Course codes/categories

UCAS code G1N3

Contacts

Course Leader (or Course Development Leader)

Dr W P Wilkinson (Course Leader)

Admissions Tutor Dr P J Harris

Examination and Assessment

External Examiner(s)

Name Place of work Date tenure expires

Dr James Hind

Prof Andrew Osbaldestin

Nottingham Trent University.

University of Portsmouth

30/09/2022

30/09/2020

Examination Board(s) (AEB/CEB)

AEB – Mathematical Sciences

CEB – Mathematical Sciences

Approval and review

Approval date Review date

Validation 1 November 20152

Programme Specification January 20203 January 20214

Professional, Statutory and Regulatory Body 1 (if applicable): Institute of Mathematics and its Applications

June 2010 April 2018

Professional, Statutory and Regulatory Body 2 (if applicable):

Professional, Statutory and Regulatory Body 3 (if applicable):

1 Date of original validation. 2 Date of most recent periodic review (normally academic year of validation + 5 years). 3 Month and year this version of the programme specification was approved (normally September). 4 Date programme specification will be reviewed (normally approval date + 1 year). If programme specification is applicable to a particular cohort, please state here.

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PART 2: COURSE DETAILS

AIMS AND LEARNING OUTCOMES

Aims

The aims of the course are:

• to develop graduates who have a broad range of academic skills in the mathematical sciences and transferable skills which equip them for employment or further study and life-long learning. Specifically to provide a broad foundation in the mathematical sciences with the opportunity for further specialisation as well as opportunities for applying mathematical knowledge and skills in a variety of contexts.

• to produce mathematically literate graduates who have the confidence to apply their knowledge, working individually or in teams, and the ability to communicate their ideas and conclusions effectively taking account of the needs and knowledge base of the intended audience.

• to provide graduates with a firm grounding in the principles of finance and investment, and to enable

students to apply these to a broad range of economic, financial and investment problems faced by a

variety of financial organisations across the world.

• to develop a range of transferable skills including general IT skills, expertise in the use and evaluation of specialist software, communication skills, the ability to research and evaluate information, to evaluate problems and think logically, team-working abilities and personal organisation and development.

• to develop careers-related and life-long learning skills in partnership with the University’s Careers Service.

At level 4, the specific aims are

• to provide a balanced introduction to the core concepts, principles and techniques of the mathematical sciences and their application to a range of situations which will be relatively straightforward or self-contained in nature.

• to provide an introduction of key concepts in the areas of economics and its applications to business, finance, management accounting and financial accounting.

• to develop students’ IT, communication and team working skills and to provide the basis for consideration of the options in Level 5 including the optional placement.

At level 5, the specific aims are

• to develop a sound knowledge and critical understanding of the concepts, principles and techniques of the mathematical sciences and their application to a range of problems that will be more complex and open ended and may require the use of specialist software.

• to develop an appreciation of the business environment in different nations through comparative micro- and macro-economic analysis and an understanding of the theoretical underpinning of financial decision making in the assessment of investment opportunities.

• to develop the ability to construct reasoned arguments and to present conclusions and findings in a structured way that meets the needs of the intended audience.

A particular feature of the programme is the optional ‘sandwich’ placement year which aims to

• provide opportunities for students to develop and apply their knowledge in a professional environment thus reinforcing the aims articulated above.

At level 6, the aims are

• to build on level 5 to provide opportunities for students to develop a deeper and systematic understanding of some areas of the mathematical sciences and to produce more sophisticated reasoned arguments. The application of knowledge and techniques at level 6 will pertain to problems in a variety of areas that are less well formed, more complex and may require techniques to be adapted.

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• to develop a deep understanding of some specialist area(s) of finance such as, for example, corporate finance, international finance, game theory in finance strategy or taxation.

• to further develop the skills of independent learning, researching and evaluating information, critical reflection, communication and time management.

Learning outcomes

The outcomes of the main award provide information about how the primary aims are demonstrated by students following the course. These are mapped to external reference points where appropriate5.

Knowledge and theory Students will be able to demonstrate knowledge and understanding of:

LO1 a range of mathematical theories and concepts

LO2 a variety of mathematical methods and techniques and their application

LO3 structured mathematical or analytical approaches to problem solving

LO4 the modelling process and a range of modelling techniques

LO5 the importance of assumptions, awareness of their use and consequences of their violation

LO6 the use and application of software within mathematical sciences.

Award specific learning outcomes

(BSc (Hons) Mathematics with Finance)

Students will be able to demonstrate:

MwF1 a firm understanding of key concepts in the fields of economics and its applications to business, finance, management accounting and financial accounting

MwF2 a deep understanding of at least one specialist area of finance such as, for example, corporate finance, international finance, game theory in finance strategy or taxation

Skills Includes intellectual skills (i.e. generic skills relating to academic study, problem solving, evaluation, research etc.) and professional/ practical skills.

Students will have the ability to:

LO7 construct and develop logical mathematical arguments

LO8 engage in the processes of mathematical modelling, identifying assumptions and drawing appropriate conclusions

LO9 choose and use appropriate software to aid the mathematical and modelling processes and acquire and interpret further information

LO10 transfer expertise, knowledge and understanding from one context to another

LO11 demonstrate and apply general transferable skills including time management, organisational skills and working effectively within a team

LO12 research and learn independently and to obtain, assess and interpret information from a range of sources

LO13 effectively communicate mathematical arguments and disseminate information and conclusions appropriate for the intended audience.

Award specific learning outcomes

(BSc (Hons) Mathematics with Finance)

Students will have developed the ability to:

MwF3 analyse real world international business problems and financing

and investment decisions MwF4 apply their knowledge to the analysis of problems in some

5 Please refer to Course Development and Review Handbook or QAA website for details.

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specialised areas of finance

QAA subject benchmark statement (where applicable)6

The aims and learning outcomes of the programme have been informed by, and are consistent with, the QAA Framework for Higher Education Qualifications and the revised (2015) Subject Benchmark for Mathematics, Statistics and Operational Research: http://www.qaa.ac.uk/publications/information-and-guidance/publication?PubID=2952#.Wo3pFmdIk34

PROFESSIONAL, STATUTORY AND REGULATORY BODIES (where applicable)

Where a course is accredited by a PSRB, full details of how the course meets external requirements, and what students are required to undertake, are included.

This programme will meet the educational requirements of the Chartered Mathematician designation, awarded by the Institute of Mathematics and its Applications, when it is followed by subsequent training and experience in employment to obtain equivalent competences to those specified by the Quality Assurance Agency (QAA) for taught masters degrees.

LEARNING AND TEACHING

Learning and teaching methods

This section sets out the primary learning and teaching methods, including total learning hours and any specific requirements in terms of practical/ clinical-based learning. The indicative list of learning and teaching methods includes information on the proportion of the course delivered by each method and details where a particular method relates to a particular element of the course.

The information included in this section complements that found in the Key Information Set (KIS), with the programme specification providing further information about the learning and teaching methods used on the course.

Overview A wide range of teaching and assessment methods ensures that the aims and learning outcomes of the course are met whilst taking into consideration the diverse learning styles and needs of students. Introduction of key concepts, an increasingly deeper understanding of the subject matter and its applications, and the development of key skills are achieved through traditional lectures and problem-solving tutorials, group and individual case study investigations, computer laboratory classes, flipped learning featuring guided exploration of new concepts, computer modelling and simulation, student-led seminars, formative peer-assessments, and individual or group project work. The learning progressively becomes more student-centred with some optionality at level 5 and no compulsory modules at level 6, enabling students to tailor the curriculum according to their specific interests and strengths.

Level 4

The programme for full-time students includes six semester long 20-credit modules (FN163, MM422 and MM423 in semester-1, and EC163, MM421 and MM410 in semester-2). The immersive semester-long learning approach adopted in level 4 has two aims. Firstly, it promotes deeper learning of the topics and skills that provide the foundation for more advanced work in future years. Secondly, it helps students to get to know their peers as quickly as possible and helps integration within the cohort. The 20-credit MM modules are designed to require a total learning effort of approximately 13 hours per week over a 15 week semester (200 hours in total). These include approximately 70 hours of timetabled contact time per module, the rest being guided independent study. Each of the two introductory Business School modules also requires a total learning effort of 200 hours, of which approximately 40 hours are spent in scheduled activities.

All semester-1 MM modules include guided exploration of new content. Module MM423 involves group work to help students get to know each other quickly. Inclusivity is also supported by the range of assessment methods used (posters, presentations, reports, and traditional examinations) and by a choice of assessment in module MM423. The real-world applications of maths and stats are emphasized

6Please refer to the QAA website for details.

http://www.qaa.ac.uk/publications/information-and-guidance/publication?PubID=2952#.Wo3pFmdIk34

http://www.qaa.ac.uk/publications/information-and-guidance/publication?PubID=2952#.Wo3pFmdIk34

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in the semester 2 modules MM421 and MM410, respectively. The Business Economics (EC163) module provides students with an understanding of basic economics concepts and how these are applied to the world of business. The Financial Knowledge and Skills for Business module (FN163) provides an introduction to fundamental concepts in financial accounting, management accounting and finance. Both of these modules are also taken by students on the BSc(Hons) Mathematics with Business and BSc(Hons) Mathematics with Economics degree programmes, thus making level 4 identical for students on these two programmes and the BSc(Hons) Mathematics with Finance programme. The common first year for the business strand is a response to student feedback and is designed to give students an opportunity to learn about the basics of finance, economics and business, so that they can make an informed choice of which subject (business, economics or finance) they wish to specialise on at the start of level 5.

Timetabled hours will typically be shared between sessions used for introducing and discussing a topic or supervised sessions in the form of problem-solving, computer practicals developing knowledge of specialist software, or structured group discussions/seminars. A flipped classroom approach is used in several of the modules (e.g. EC163, FN163).

Level 5

Full-time students will be studying six year-long modules at any one time. These include two modules taught by the Business School: EC221 International Business Analysis provides students with an opportunity to apply both macro- and micro-economic analysis to an industry at a global level, while FN243 Understanding Finance Theory and Practice, explores the theoretical underpinning of financial decision making. Students also study MM510 Applied Linear Statistical Models and can choose one of four optional MM modules focusing on Pure Mathematics (MM503), Further Statistics Applications (MM511), Numerical Methods (MM506) or Operational Research (MM505), respectively.

Each module requires a total learning effort of around 200 hours. In the case of each of the MM modules, around 60 hours are timetabled and the rest is guided independent study. The number of scheduled hours for each of the Business School modules is approximately 40. Group investigations, online discussion boards, and formative peer-assessment feature alongside the more traditional lecture and problem-solving sessions. There is an emphasis on the development of modelling skills in several modules and extensive use is made of computer tutorials to promote mastery of a number of specialist mathematical and statistical software.

Optional Placement

An optional element of professional education and practice is the 48-week placement that full-time students may opt to undertake between Levels 5 and 6.

Level 6

By the time they reach Level 6, students will have identified where their own interests lie within the mathematical and financial areas and what assessment methods better help them demonstrate their knowledge, understanding and skills. Students build-up their own 120-credit curriculum consisting of 80 credits worth of mathematical sciences (MM) modules and 40 credits worth of finance modules delivered by the University’s Business School. They can choose from a portfolio of up to 300-credits worth of optional modules in pure mathematics, applied mathematics, statistics and applications and up to 120-credits worth of optional modules in finance. Students may opt for a substantial (40-credits) year-long investigation in either a mathematical sciences (MM640) or a contemporary finance (FN315) topic of interest. Students who have not chosen MM640 may opt instead for a shorter project (MM600) in mathematics, statistics or any of their applications. All modules (except for the 40-credit extended year-long projects) are 20-credits and are designed to require a total learning effort of approximately 200 hours. These include a total of 40-50 hours of contact time with the rest of the time allocation devoted to guided independent study. A wide range of assessment methods are used and inclusivity supported through a choice of assessments in as many as 5 of the modules. Most modules include an element of individual or group research into some aspect of the syllabus, exposure to research articles, and/or the solution of open-ended problems. Advanced modelling skills are developed in several of the modules with the help of specialist software.

Research-informed learning

The mathematical sciences are frequently regarded as being hierarchical in nature with the frontiers of current research lying a long way from the undergraduate curriculum, so that ‘undergraduate

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programmes … are not generally expected to reach the frontiers of knowledge’ (QAA Subject Benchmark: MSOR). Nevertheless, our BSc(Hons) Mathematics with Finance programme subscribes to the university policy on research-informed learning in the ways outlined below.

Several modules at levels 4 (MM422, MM423, EC163), 5 (EC221, MM503, MM506, MM511) and 6 (e.g. MM600, MM606, MM607, MM610, MM611, MM612, MM640, MM654, FN315, FN380) involve guided exploration of new content, group work on open-ended problems or investigations into some areas of the syllabus or specific techniques. These research-based activities allow students to develop and demonstrate their own practice as researchers. Students choosing any of the project modules (MM600, MM640, FN315) are often exposed to the research interests of the academic staff and/or expected to carry out academic literature reviews. For example, students have in recent years completed projects examining aspects of diagrammatic reasoning or of algorithmic information theory, looking at numerical methods for the solution of multiple integrals arising in the study of solar wind velocity distribution functions, researching the modelling of expanding underwater bubbles or deformations of the spinal cord. Students have, on occasion, presented their project work at external academic conferences.

In addition, research-led activities are part of a number of the final year module options that are related directly to the research interests of staff. For example, research in the diagrams domain filters into the more basic discrete maths curriculum, where reasoning with diagrams is discussed. The more correct but less common terminology, arisen from research activity, of ‘Venn-Euler diagrams’ is explained (rather than the informal, high-school notion of ‘Venn diagrams’). Discussion of current research on Online and Batch Learning paradigms takes place in MM610 Methods of Machine Learning. Students on MM612 Graph Theory and Applications are also exposed to some relatively recent published results and to some conjectures such as Grunbaum’s conjecture. Staff research interests in formal languages are discussed in MM612. In the level 6 option MM619, the material on low-rank formats in stochastic simulation has been inspired by staff research. In module MM607, students are given the opportunity to discuss critically some of the controversies and dilemmas of modern Mathematics while MM605 allows students to explore some of the most recent developments in Mathematics Pedagogy. Research-oriented elements highlight the processes by which knowledge is produced in a number of modules (e.g. MM611 and MM612) through, for example, developing students’ skills of constructing question variants, answering them, and researching via technological means to verify outcomes.

Education for Sustainable Development

Some elements of the curriculum explore and model issues related directly to sustainability. For example, various population models are explored (e.g. in a module on Stochastic Methods) which include the effects of environmental factors on the evolution of populations. Other discrete models consider how improving operational efficiency (for example, reducing transportation costs or improving the occupancy of passenger aircraft) can have genuine environmental impacts. Some final year undergraduate projects undertaken in the last few years have modelled pollution in lakes or by oil spills in sea waters. In module EC163, students are given an understanding of how environmental factors influence the world of business. Finally, the assessment in the level 6 option MM607 provides an opportunity for students to explore more deeply some aspect of the interaction of mathematics on the wider environment.

E-learning

Students are exposed to a variety of specialist software packages (e.g. Matlab, Maple, SPSS, SAS, R, Lindo) throughout their degree course. These re-enforce theoretical concepts and/or enable sophisticated modelling and data analysis. Students are also introduced to LaTeX in level 4 and are expected to produce professional looking typeset mathematics in written work and presentations.

All teaching is supported by materials made available via StudentCentral, an on-line mediated learning environment. The Mathematical Sciences Division strives to comply with the School of Computing, Engineering and Mathematics’ minimum information requirement that must be made available to students via StudentCentral.

Formative assessment and feedback

Every module includes formative assessment to guide students’ learning, provide timely, constructive feedback on their progress and prepare them for the summative assessment task. Formative assessment

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is designed to be complementary to the type of summative assessment – for example, preparation for an examination could be through the design of sample questions, test or mock examination.

Formative feedback is often given directly in class, by the tutor and peer learners. Alternative methods are to provide written feedback online, through studentcentral (the University’s Virtual Learning Environment or VLE) and ‘My Grades’, which is how students can view all their marks online.

ASSESSMENT

Assessment methods

This section sets out the summative assessment methods on the course and includes details on where to find further information on the criteria used in assessing coursework. It also provides an assessment matrix which reflects the variety of modes of assessment, and the volume of assessment in the course.

The information included in this section complements that found in the Key Information Set (KIS), with the programme specification providing further information about how the course is assessed.

The following methods of assessment are used:

Written Examinations (E): demonstration of knowledge and analytical skills

Computer based exams (CE) demonstration of knowledge, analytical skills and ICT skills

Tests (T): demonstration of knowledge and analytical skills Coursework (C): demonstration of knowledge and analytical skills

Reports (R): demonstration of analytical, research and communication skills

Presentations (P): demonstration of knowledge, analytical and communication skills

Project (Proj): independent and research skills, problem analysis, problem solving, solution building and evaluation

Group projects (GP): demonstration of independent research, problem-solving and ability to work as a member of a team

Poster (PS): demonstration of knowledge, analytical and communication skills

Portfolio (PF): demonstration of analytical, research and communication skills

Seminar (S) demonstration of knowledge, analytical and communication skills

Viva Examination (V) demonstration of knowledge, analytical and research skills

The table below shows the minimum set of methods used to assess each course learning outcome. For each individual student some outcomes will also be met by other methods, depending on the choice of elective modules. Please note that in the mappings of course learning outcomes onto modules, since there is a large number of possible combinations of optional modules which can be chosen at level 6 this is reflected in the potential number of additional credits for this level of the course.

Learning Outcome (Knowledge and Theory)

Assessment method Module Number of credits

1 Ability to demonstrate knowledge and understanding of a range of mathematical theories and concepts

E, CE, T, C, R, P, Proj, GP, PS, PF, S, V

All MM modules

EC364

240

Up to an additional 20

2 Ability to demonstrate knowledge and understanding of a variety of mathematical methods and techniques and their application


All MM modules

EC364

240


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3 Ability to demonstrate knowledge and understanding of structured mathematical or analytical approaches to problem solving


All MM modules

EC364

240


4 Ability to demonstrate knowledge and understanding of the modelling process and a range of modelling techniques

E, CE, T, P, GP, R, PF Level 4: MM410

Level 5: MM510 Optional Level 5: MM506, MM505, MM511

Level 6: MM602, MM606, MM610, MM612, MM614, MM617, MM618, MM619, FN380

20

20 20


5 Ability to demonstrate knowledge and understanding of the importance of assumptions, awareness of their use and consequences of their violation


Level 4: All MM modules

Level 5: All MM modules

Level 6 MM600, MM602, MM606, MM607, MM610, MM611, MM612, MM614, MM617, MM618, MM619, MM640, MM654, EC364, FN315, FN350, FN380, FA362

80 80 Up to an additional 120

6 Ability to demonstrate knowledge and understanding of the use and application of software within mathematical sciences

E, CE, T, R, P, GP Level 4: MM421, MM410

Level 5: MM520, MM510 Level 5 optional MM505, MM506, MM511

Level 6: MM602, MM606, MM610, MM611, MM614, MM617, MM618, MM619

40

40 Up to an additional 20


MwF1 Ability to demonstrate a firm understanding of key concepts in the fields of economics and its applications to business, finance, management

E, GP, R, C, P Level 4: EC163, FN163

Level 5: EC221, FN243

40

40

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accounting and financial accounting.

MwF2 Ability to demonstrate a deep understanding of at least one specialist area of finance such as, for example, corporate finance, international finance, game theory in finance strategy or taxation

E, C, R, Proj, PF Level 6:

EC364, FN315, FN350, FN380, FA362

40

Learning Outcome

(Skills)

Assessment method Module Number of credits

7 Ability to construct and develop logical mathematical arguments

E, CE, T, C, R, P, GP, S, Proj All MM modules 240

8 Ability to engage in the processes of mathematical modelling, identifying assumptions and drawing appropriate conclusions

E, CE, T, P, GP, R Level 4: MM410

Level 5: MM510 Optional Level 5: MM505, MM506, MM511


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9 Ability to choose and use appropriate software to aid the mathematical and modelling processes and acquire and interpret further information

E, CE, T, R, P, GP Level 4: MM421, MM410

Level 5: MM520, MM510 Level 5 optional MM505, MM506, MM511


40



10 Ability to transfer expertise, knowledge and understanding from one context to another.

E, CE, T, C, R, P, PS, PF, Proj, GP,S

All modules 360

11 Ability to demonstrate and apply general transferable skills including time management, organisational skills and working effectively within a team

E, CE, R, P, GP, PS, PF, Proj Level 4:

MM422, MM423, MM410, EC163

Level 5: MM520, EC221 Level 5 optional: MM505, MM506, MM511

Level 6: MM600, MM605,

80

40 20

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MM607, MM610, MM617, MM640, MM654, MM699, FN315, FN380


12 Ability to research and learn independently and to obtain, assess and interpret information from a range of sources

E, CE, R, P, Proj, GP, PS, PF, S, V

Level 4:

MM422, MM423, MM410, EC163

Level 5: MM520, EC221, FN243 Level 5 optional: MM511, MM505, MM506

Level 6: MM600, MM605, MM606, MM607, MM610, MM611, MM612, MM617, MM618, MM640, MM654, MM699, FN315, FN380

80

60 Up to an additional 20 Up to an additional 120

13 Ability to effectively communicate mathematical arguments and disseminate information and conclusions appropriate for the intended audience.

E, CE, T, C, R, P, Proj, GP, PF, PS, S,V

All MM modules 240

MwF3 Ability to analyse real world international business problems and financing and investment decisions

E, CE, C, R, P, GP, PS, Proj, S, V

Level 4:

EC163, FN163

Level 5: EC221, FN243

Level 6: EC364, FN315, FN350, FN380, FA362

40

40

40

MwF4 Ability to apply knowledge to the analysis of problems in some specialised areas of finance

E, C, R, PF, Proj EC364, FN315, FN350, FN380, FA362

40

SUPPORT AND INFORMATION

Institutional/ University All students benefit from:

University induction week

Student Contract and Course Handbook

Extensive library facilities

Computer pool rooms (see below under “Course-specific”)

E-mail address

Welfare service

Personal tutor for advice and guidance

Level Tutors

Student Support and Guidance Tutor

Studentcentral (Managed Learning Environment)

Course-specific Additional support, specifically where courses have non-

In addition, students on this course benefit from:

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traditional patterns of delivery (e.g. distance learning and work-based learning) include:

School of CEM computer laboratories with approximately 300 networked workstations, technical support and printing facilities.

Personal webspace.

Placements Unit and tutor support during the placement year.

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PART 3: COURSE SPECIFIC REGULATIONS

COURSE STRUCTURE

This section includes an outline of the structure of the programme, including stages of study and progression points. Course Leaders may choose to include a structure diagram here.

At Level 4, all modules are semester-long, immersive delivery, to promote faster learning of core material and quickly develop integration within the student cohort. Modules MM422, MM423, MM421, MM410 are common to all degrees in the mathematical sciences programme. These modules provide a foundation in the theory of mathematical sciences and develop key skills. Modules EC163 and FN163, common to the Mathematics with Business/Economics/Finance degree programmes, provide an understanding of core economics concepts and their application to the world of business and an introduction to fundamental concepts in financial accounting, management accounting and finance.

At level 5, MM520, MM521 and MM510 are common to all mathematical sciences degrees. These modules cover fundamental topics in maths and stats. In EC221 students learn the skills to apply micro- and macro-economic theory to the analysis of real-world international business problems, while FN243 develops the knowledge and skills expected of a finance manager, particularly in relation to investment and financing decisions. Students opt for one of four possible MM modules: MM503 Algebra and Analysis and MM506 Numerical Methods develop further pure mathematical theory and core numerical methods, respectively. Students also have the option of further developing applications in statistics (MM511) or operational research (MM505).

At Level 6, students choose 120 credits of taught modules, of which 80 are MM modules (Mathematical Sciences) and the remaining 40 are from the Finance area in the Business School. The range of modules available at Level 6 allows for students to graduate from the same degree course with differing subject expertise.

Level 4

All modules are 20 credits.

MM422 Discrete Mathematics Semester 1 20 credits

MM423 Continuous Mathematics Semester 1 20 credits

MM421 Linear Algebra and Calculus Semester 2 20 credits

MM410 Introduction to Statistics Semester 2 20 credits

EC163 Business Economics Semester 2 20 credits

FN163 Financial Knowledge and Skills for Business Semester 1 20 credits

Semester-1

Semester-2

Level 5

Each module at Level 5 carries 20 credits.

EC163

(20)

Business Economics

MM421

(20)

Linear algebra and

calculus

MM410

(20)

Intro to statistics

FN163

(20)

Financial Knowledge and Skills for Business

MM422

(20)

Discrete Mathematics

MM423

(20)

Continuous Mathematics

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Compulsory modules

MM520 Further Calculus Year-long 20 credits

MM521 Linear Mathematics Year-long 20 credits

MM510 Applied Linear Statistical Models Year-long 20 credits

EC221 International Business Analysis Year-long 20 credits

FN243 Understanding Finance Theory and Practice Year-long 20 credits

Optional module: one module from the following

MM503 Analysis and Algebra Year-long 20 credits

MM505 Operational Research Year-long 20 credits

MM506 Numerical Methods Year-long 20 credits

MM511 Mathematical Methods for Statistical Practice Year-long 20 credits

Year-long

Placement

After completing Level 5 students have the option of taking the placement year module, MM699. This module carries zero credits.

Level 6

80 credits chosen from Level 6 optional MM modules which may be a mixture of 20-credits semester long modules and/or 20-credits year-long modules and/or a 40-credit year-long Extended Mathematical Sciences Project. Normally, students will be expected to spread credits equally between the two semesters, but a 30-50 split between semesters is allowed.

In addition, 40 credits worth of year-long optional modules from an approved subset of finance modules in the Business School. Students may opt for the 40-credit FN315 Current Issues in Finance module only if they do not also choose module MM640.

Semester-1

Semester-2

MM619

Stochastic methods

MM654

Complex analysis

MM628

Time series and forecasting

MM612

Graph theory &

applications

MM611

Topics in abstract algebra

MM607

Historical, social and

philosophical perspectives on

mathematics

MM600

Mathematical sciences project

MM

506

Num

eric

al

me

thods

MM

505

Opera

tional R

esearc

h

MM

511

Ma

them

atic

al M

eth

ods fo

r Sta

tistic

al P

ractic

e

Choose one

MM

503

Analy

sis

and a

lgebra

MM

510 A

pplie

d L

inear S

tatis

tical M

odels

EC

221 In

tern

atio

nal B

usin

ess A

naly

sis

FN

243 U

nders

tandin

g F

inance T

heory

and

Pra

ctic

e

MM

521 L

inear M

ath

em

atic

s

MM

520 F

urth

er C

alc

ulu

s

of 20

Year-long:

Finance options (all year-long):

Note: students are not permitted to take both MM640 and FN315.

Modules

Status:

C = Compulsory (modules which must be taken to be eligible for the award)

O = Optional (optional modules)*

A = Additional (modules which must be taken to be eligible for an award accredited by a professional, statutory or regulatory body, including any non-credit bearing modules)

*Optional modules listed are indicative only and may be subject to change, depending on timetabling and staff availability

Level7

Module code

Status Module title Credit

4 MM422 C Discrete Mathematics 20

4 MM423 C Continuous Mathematics 20

4 MM421 C Linear Algebra and Calculus 20

4 MM410 C Introduction to Statistics 20

4 EC163 C Business Economics 20

4 FN163 C Financial Knowledge and Skills for Business 20

5 MM520 C Further Calculus 20

5 MM521 C Linear Mathematics 20

5 MM510 C Applied Linear Statistical Models 20

5 EC221 C International Business Analysis 20

5 FN243 C Understanding Finance Theory and Practice 20

5 MM506 O Numerical Methods 20

5 MM503 O Analysis and Algebra 20

5 MM505 O Operational Research 20

5 MM511 O Mathematical Methods for Statistical Practice 20

7All modules have learning outcomes commensurate with the FHEQ levels 0, 4, 5, 6, 7 and 8. List the level which corresponds with the learning outcomes of each module.

MM

605

Ma

ths E

ducatio

n

MM

606

Num

eric

al A

naly

sis

of

PD

Es

MM

610

Me

thods o

f machin

e

learn

ing

MM

614

Optim

isatio

n m

eth

ods

MM

617

Sta

tistic

al m

odellin

g

MM

618

Tim

e s

erie

s a

nd

fore

castin

g

MM

602

Ma

ths o

f finance

MM

640

(40 c

redits

)

Exte

nded M

ath

em

atic

al

Scie

nces P

roje

ct

FN

350

Corp

ora

te F

inancia

l

Ma

nagem

ent

FN

380

Inte

rnatio

nal F

inance

FA

362

Ta

xatio

n

EC

364

Gam

e T

heory

in

Econom

ics, F

inance a

nd

Busin

ess

FN

315

(40 c

redits

)

Curre

nt Is

sues in

Fin

ance

of 20

6 MM699 O Industrial Placement 0

6 MM600 O Mathematical Sciences Project 20

6 MM602 O Mathematics of Finance 20

6 MM605 O Mathematics Education: Research and Experience 20

6 MM606 O Numerical Analysis of Partial Differential Equations 20

6 MM607 O Historical, Social and Philosophical Perspectives on Maths 20

6 MM610 O Methods of Machine Learning 20

6 MM611 O Topics in Abstract Algebra 20

6 MM612 O Graph Theory and Applications 20

6 MM614 O Optimisation Methods 20

6 MM617 O Statistical Modelling 20

6 MM618 O Time Series and Forecasting 20

6 MM619 O Stochastic Methods 20

6 MM640 O Extended Mathematical Sciences Project 40

6 MM654 O Complex Analysis 20

6 EC364 O Game Theory in Economics, Finance and Business 20

6 FA362 O Taxation 20

6 FN315 O Current Issues in Finance 40

6 FN350 O Corporate Financial Management 20

6 FN380 O International Finance 20

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AWARD AND CLASSIFICATION

Award type Award* Title Level Eligibility for award Classification of award

Total credits8 Minimum credits9 Ratio of marks10: Class of award

Final BSc (Hons)

Mathematics with Finance 6 Total credit 360 Minimum credit at level of award 90

Levels 5 and 6 (25:75) Honours degree

Intermediate BSc Mathematics with Finance 6 Total credit 300 Minimum credit at level of award 60

Level 6 Not applicable

Intermediate DipHE Mathematics with Finance 5 Total credit 240 Minimum credit at level of award 90


Intermediate CertHE Mathematics with Finance 4 Total credit 120 Minimum credit at level of award 90


*Foundation degrees only

Progression routes from award:

Award classifications Mark/ band % Foundation degree Honours degree Postgraduate11degree (excludes PGCE and BM BS)

70% - 100% Distinction First (1) Distinction

60% - 69.99% Merit Upper second (2:1) Merit

50% - 59.99% Pass

Lower second (2:2) Pass

40% - 49.99% Third (3)

8 Total number of credits required to be eligible for the award. 9 Minimum number of credits required, at level of award, to be eligible for the award. 10 Algorithm used to determine the classification of the final award (all marks are credit-weighted). For a Masters degree, the mark for the final element (e.g, dissertation) must be in the corresponding class of award. 11Refers to taught provision: PG Cert, PG Dip, Masters.

Document template revised: 2010 of 20

EXAMINATION AND ASSESSMENT REGULATIONS

Please refer to the Course Approval and Review Handbook when completing this section.

The examination and assessment regulations for the course should be in accordance with the University’s General Examination and Assessment Regulations for Taught Courses (available from staffcentral or studentcentral).

Specific regulations which materially affect assessment, progression and award on the course e.g. Where referrals or repeat of modules are not permitted in line with the University’s General Examination and Assessment Regulations for Taught Courses.

Exceptions required by PSRB These require the approval of the Chair of the Academic Board

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