ACCTFIN 3502 - Domestic Study Tour - Accounting & Finance

North Terrace Campus - Summer - 2020

This course is going to be used as the enrolment course for the School of Accounting & Finance International study tours. As the study tours may vary their focus each year, this course is designed to have flexible topics each year depending on the focus of the tour.

  • General Course Information
    Course Details
    Course Code ACCTFIN 3502
    Course Domestic Study Tour - Accounting & Finance
    Coordinating Unit Business School
    Term Summer
    Level Undergraduate
    Location/s North Terrace Campus
    Units 3
    Available for Study Abroad and Exchange Y
    Prerequisites ACCTING 1002 & CORPFIN 1002
    Quota As places are limited, enrolment in this course is by an application process
    Course Description This course is going to be used as the enrolment course for the School of Accounting & Finance International study tours. As the study tours may vary their focus each year, this course is designed to have flexible topics each year depending on the focus of the tour.
    Course Staff

    Course Coordinator: Associate Professor Robyn Davidson

    Course Timetable

    The full timetable of all activities for this course can be accessed from Course Planner.

  • Learning Outcomes
    Course Learning Outcomes
    On successful completion of this course, students will be able to:

    1. Apply discipline knowledge and capabilities and critical analysis of observed practice to develop innovative/creative and practical solutions to real world issues.
    2. Reflect on and provide a critical analysis of the application of discipline concepts and theories as they relate to the practice observed on tour.
    3. Recognise, interpret and explain the legal and ethical issues facing operators in this field.
    4. Communicate, both orally and in writing, in an academically and professionally appropriate manner.
    University Graduate Attributes

    This course will provide students with an opportunity to develop the Graduate Attribute(s) specified below:

    University Graduate Attribute Course Learning Outcome(s)
    Deep discipline knowledge
    • informed and infused by cutting edge research, scaffolded throughout their program of studies
    • acquired from personal interaction with research active educators, from year 1
    • accredited or validated against national or international standards (for relevant programs)
    Critical thinking and problem solving
    • steeped in research methods and rigor
    • based on empirical evidence and the scientific approach to knowledge development
    • demonstrated through appropriate and relevant assessment
    Teamwork and communication skills
    • developed from, with, and via the SGDE
    • honed through assessment and practice throughout the program of studies
    • encouraged and valued in all aspects of learning
    Career and leadership readiness
    • technology savvy
    • professional and, where relevant, fully accredited
    • forward thinking and well informed
    • tested and validated by work based experiences
    Intercultural and ethical competency
    • adept at operating in other cultures
    • comfortable with different nationalities and social contexts
    • Able to determine and contribute to desirable social outcomes
    • demonstrated by study abroad or with an understanding of indigenous knowledges
    Self-awareness and emotional intelligence
    • a capacity for self-reflection and a willingness to engage in self-appraisal
    • open to objective and constructive feedback from supervisors and peers
    • able to negotiate difficult social situations, defuse conflict and engage positively in purposeful debate
  • Learning & Teaching Activities
    Learning & Teaching Modes
    A participative, experiential teaching and learning approach underpins this course, with significant emphasis on critical reflection.

    The information below is provided as a guide to assist students in engaging appropriately with the course requirements.

    This is a residential intensive format. Students will be focussed on learning experiences for at least 6 hours per day on average for approximately 10 working days.
    Prior to the tour students will be required to attend a 3 hour workshop to prepare for the tour.
    Some assessment work may be required upon return from the tour.
    Learning Activities Summary
    Students will engage in frequent group discussions to reflect on the observations, which may take the form of debates and argument. Students will be required to lead at least one session.
    Students will be prepared for and debriefed on experiences using mini seminars and workshops format.
    Explicit direction will be provided on what constitutes appropriate academic and professional literacies.
  • Assessment

    The University's policy on Assessment for Coursework Programs is based on the following four principles:

    1. Assessment must encourage and reinforce learning.
    2. Assessment must enable robust and fair judgements about student performance.
    3. Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
    4. Assessment must maintain academic standards.

    Assessment Summary
    Assessment Task  Collaborative / Individual Weighting Word Count / Time Due Date Learning Outcomes
    Blog individual 5% N/A At allocated time 4
    Research & Presentation collaborative 20% TBA Research Mon 16th and Presentation Thur 19th Jan 1,4
    UK- Participation, Reflection & Quizzes individual 25% Reflective journal (between 700 and 1,200 words) At end of segment (on arrival in Paris) 1,2,3,4
    France- Participation, Reflection & Quizzes individual 25% Reflective journal (between 700 and 1,200 words) At end of segment (on arrival in Germany) 1,2,3,4
    Germany- Participation, Reflection & Quizzes individual 25% Reflective journal (between 700 and 1,200 words) At end of Tour 1,2,3,4
    Total 100%
    Assessment Detail
    Assessment Task 1: Blog 5%
    You are required to contribute to a blog published on the University website. A roster will be drawn up so that each person contributes. Your blog entry is to be emailed to staff on tour who will post it to the professions study tour blog. You can share the link with your family and friends at home so they can follow your progress.

    The blog differs from the reflective journal in that the blog is more of a description of what you have been doing and how you are feeling and should be of interest to those following your journey. You may volunteer to make more than one blog entry if you feel excited and want to share more of your experiences with those at home. You can also post photographs to the blog. You should look at the blogs from past study tours at the above link to get ideas on what others have done in the past.

    Assessment Task 2: Research & Presentation 20%
    In teams of 4, you will be assigned organisations and places to research. Please write approximately one page on each. What you will write about depends on what you have been assigned. Things you may like to consider include but are not limited to: an overview of the organisation/place, its purpose, things of special interest, must do/must see list etc. Three days before our final meeting before we leave you are to email your work to who will collate it and distribute it to the entire group. The purpose of this is to give everyone some background information into where we are going. At our final meeting before departure, in your group, you will present your findings to everyone.

    List A List B
    1. London Stock Exchange
    2. International Accounting Standards Board
    3. Bank of England
    4. Threadneedle Street, London
    5. EM Strasbourg Business School
    6. Grand Chais de France / Hospice de Strasbourg
    7. La confrerie St. Etienne, Kintzheim
    8. European Parliament
    9. University Hohenheim
    10. Stuttgart Stock Exchange
    11. London
    12. Oxford City
    13. Oxford University/Said Business School
    14. Paris
    15. Strasbourg/Alsace Region
    16. Stuttgart
    17. Munich
    18. Neuschwanstein Castle
    19. Dinkelacker Brewery
    20. PWC

    Assessment Tasks 3, 4, 5: Participation, Quizzes & Reflection 25% for each segment - UK, France & Germany (75% in total)
    Participation (approx. 8.5%)
    For all activities you are expected to actively participate. Be on time, listen, ask questions, answer questions, join in group discussions etc. You will be allocated marks as judged by your supervisors at the end of each segment and verbal feedback will be given throughout the tour.

    Quizzes (approx. 8%)
    Throughout the study tour there may be short assessment pieces, including but not limited to multiple choice tests, short answer questions, and case studies. It is intended that you will be able to complete these at the conclusion of the relevant session. There will be no time to study for them. If you have been actively participating you will be prepared for the assessment. You will be notified at the beginning of the session if there is an assessment and the form it will take.

    Reflective journal (approx. 8.5%)

    At the end of each segment you should write a short piece (between 700 and 1,200 words) on your experience. Note that this is not a “Dear Diary, I did xxx and saw xxx” exercise. You should reflect in a deep and critical way. Consider the What? Describe the experience – what did you do? So what? Describe what difference it makes, what impact or meaning it has for you and why is it important; and Now what? What are you going to do to continue your professional development in light of this learning?

    You should consider the following:
    1. Things (think of at least 3) I have learnt/discovered/saw that will benefit my future career.
    2. Things I have learnt/discovered/saw that may not be so useful for my future career.
    So what?
    3. How well will the above translate into the Australian context, in particular South Australia and your future work context?
    Now what?
    4. Reflect on 3 to 4 aspects of your learning from these experiences. For instance, how can you build upon what you have learnt? Is there something you will do with your new knowledge to increase your job prospects?

    Always write in the first person. E.g. I think… In my opinion… The following page gives a few suggestions for words and phrases that might be useful for prompting reflective writing.

    Remember that this is an academic piece of work and if you refer to theories, research literature or polices (whatever), then they should still be referenced using the Harvard referencing (Author, Date) style.

    Your submission should be made either electronically or may be neatly handwritten by the due time. It will be marked against the rubric provided and returned to you as soon as practical which is expected to be within two days.

    Reflective journal ideas
    Assessment Tasks 3,4,5 - For each segment in UK, France & Germany

    Reflective Journal (approx. 8.5%)
    Your submission should be made either electronically or may be neatly handwritten by the due time. It will be marked against the rubric provided and returned to you as soon as practical which is expected to be within two days.
    Course Grading

    Grades for your performance in this course will be awarded in accordance with the following scheme:

    M10 (Coursework Mark Scheme)
    Grade Mark Description
    FNS   Fail No Submission
    F 1-49 Fail
    P 50-64 Pass
    C 65-74 Credit
    D 75-84 Distinction
    HD 85-100 High Distinction
    CN   Continuing
    NFE   No Formal Examination
    RP   Result Pending

    Further details of the grades/results can be obtained from Examinations.

    Grade Descriptors are available which provide a general guide to the standard of work that is expected at each grade level. More information at Assessment for Coursework Programs.

    Final results for this course will be made available through Access Adelaide.

  • Student Feedback

    The University places a high priority on approaches to learning and teaching that enhance the student experience. Feedback is sought from students in a variety of ways including on-going engagement with staff, the use of online discussion boards and the use of Student Experience of Learning and Teaching (SELT) surveys as well as GOS surveys and Program reviews.

    SELTs are an important source of information to inform individual teaching practice, decisions about teaching duties, and course and program curriculum design. They enable the University to assess how effectively its learning environments and teaching practices facilitate student engagement and learning outcomes. Under the current SELT Policy ( course SELTs are mandated and must be conducted at the conclusion of each term/semester/trimester for every course offering. Feedback on issues raised through course SELT surveys is made available to enrolled students through various resources (e.g. MyUni). In addition aggregated course SELT data is available.

  • Student Support
  • Policies & Guidelines
  • Fraud Awareness

    Students are reminded that in order to maintain the academic integrity of all programs and courses, the university has a zero-tolerance approach to students offering money or significant value goods or services to any staff member who is involved in their teaching or assessment. Students offering lecturers or tutors or professional staff anything more than a small token of appreciation is totally unacceptable, in any circumstances. Staff members are obliged to report all such incidents to their supervisor/manager, who will refer them for action under the university's student’s disciplinary procedures.

The University of Adelaide is committed to regular reviews of the courses and programs it offers to students. The University of Adelaide therefore reserves the right to discontinue or vary programs and courses without notice. Please read the important information contained in the disclaimer.