BA Accounting Programme Specification from the Faculty of Sciences and Social Sciences

Transcription

1 BA Accounting Programme Specification from the Faculty of Sciences and Social Sciences Version: 2013/4.1 Last updated: July 2012

2 BA ACCOUNTING PROGRAMME SPECIFICATION 1. Programme title BA (Honours) Accounting 2. Study mode(s) and max. period of registration Mode of study Duration of study Maximum registration period Full-time 3 Years 6 years Part Time 6 Years 10 years 3. Awarding body Liverpool Hope University 4. Teaching location(s) Hope Park 5. Final award(s), including any interim awards Final award BA(Hons) 360 credits Intermediate award DipHE 240 credits Intermediate award CertHE 120 credits 6. NQF level(s) National Qualifications Framework (NQF) Level 6 Level 5 Level 4 Framework for Higher Education Qualifications (FHEQ) Level H (honours) Level I (intermediate) Diplomas of higher education Level C (certificate) Certificates of higher education 7. Sponsoring Faculty Business And Computer Science (BACS) 8. Date of initial validation July Date of last Programme / Pathway Review (if applicable) N/A 10. Date of first intake Frequency of Intake Annual ( each year) 12. Additional Costs to Students ( estimate) ACCA Qualification Student Fees (If students opt to enrol with ACCA, Figure per year as at June 2009) Initial Registration 66 Annual 66 each year 198 (3 x 66) SUB TOTAL 264

3 ACCA papers Exam/Exemption as at June 2009 per paper Accountant in Business 50 Financial Accounting 50 Management Accounting 50 Financial Reporting 60 Corporate and Business Law Performance Management Financial Management 60 SUB TOTAL 390 TOTAL COST OF ACCA 654 If a student does not enrol as above with ACCA, he/she can use the Accelerate Programmehttp:// which is open to undergraduates and is designed to give them an insight into some of the benefits of ACCA membership and to help them improve/develop employability skills. Specific benefits include 1.) Free invitation to ACCA student meetings and any events specifically organised by the ACCA for undergraduates 2.) Monthly copy of student accountant which contains information/articles on a variety of topics such as ACCA examinations and developments within the Accountancy profession 3.) Free registration with the ACCA on graduation (a current saving of 66) In order to join Accelerate Programme, students must be studying for a relevant degree (accounting or business). There is an annual fee of 15. Details of how to join are available on the ACCA s website Production Peripherals DVDs, Rewritable CD's, Data Storage Keys cost approx Key texts per year approx Name of Programme Co-ordinator Dr. Adel Ahmed 14. Professional Statutory or Regulatory Body (PSRB)(s) (if applicable) with date/outcome of last PSRB approval This programme is based on link with the ACCA (Association of Chartered Certified Accountants).

4 Accounting Programme Details 1- Programme Aims The overall aim of this Programme is to enable graduates to make an effective contribution to the financial management and administration of organisations through developing those key skills and abilities considered to be necessary for the financial management of organisations in the future. The programme is appropriate for those who wish to pursue a career in industry, commerce, the public sector, or the voluntary sector; it provides a useful introduction to the worlds of accountancy practice, commerce, industry and finance, and the public sector. In order to boost the students employability and record their ongoing development, The Accounting programme includes Career Planning Process (CPP) training and development embedded within the programme. Throughout the CPP students will acquire skills for improved study and career management and reflect how their learning relates to a wider personal and professional context. CPP includes self assessment as it is a key factor leading to career success through conducting a complete assessment of personality, interests, values, skills, learning needs and self-employment potential and discover the wide range of work available. CPP as well include information search, learning methods, reflective practice, analytical ability and decision-making, communication and negotiation skills, ethical issues, and other employability skills. CPP gives students the opportunity to record their on-going skills development in a Progress File, an invaluable document that can be used to aid their future career and employability. The programme will have a practical element through a field study involving visits to local business organisations, using the students development of a progress file/portfolio material in order to demonstrate their understanding of taught concepts. The portfolios are also intended to provide a valuable employment resource for the students through the Career Planning Process (CPP) which is discussed further below. It is also anticipated that the programme will develops Work-based learning initiative as collaborative model of developing students career planning skills via a series of work based placements over the course of a 3 year degree programme. The placements will initially be short but will build over the course of the programme into longer (4 weeks) project-based work packages. In total participating students will experience around 8 weeks of work experience that will be closely related to the academic skills they are developing. This CPP is a new way of embedding career skills development within subject curricular. However, as the package of career skill development is itself a certificate level qualification. The students will benefit from this Work-based learning initiative as in the current economic graduates with work experience, that links directly to their chosen career path will be much better placed than their peers without this experience when entering the job market. This initiative will also shift the mindset of students so that they appreciate that their undergraduate degree is the start of career long development programme that they must manage. As such it will enable them to cope with the ebb and flow of the economic cycles and will ensure they are well placed to make the most of any opportunity. The programme is based on the link with the ACCA (Association of Chartered Certified Accountants) which will give the opportunity for the students to undertake ACCA examinations or use the degree credits to apply for exemptions from ACCA papers or any major accountancy professional bodies in the UK and Ireland, which form Consultative Committee of Accountancy Bodies (CCAB). CCAB is now a limited company with six members: The Institute of Chartered Accountants in England and Wales (ICAEW) The Institute of Chartered Accountants of Scotland (ICAS) The Institute of Chartered Accountants in Ireland (ICAI) The Association of Chartered Certified Accountants (ACCA)

5 The Chartered Institute of Management Accountants (CIMA) The Chartered Institute of Public Finance and Accountancy (CIPFA). The Accounting courses which will deliver in the programme are ACCA papers content adapted the same ACCA method of assessment which is exam PLUS extra methods of assessment such as group presentation, case study and essay. The programme team is well aware of the choice of assessment methods should be aligned with the ACCA assessment requirement and the overall aims of the program, and may include the development of disciplinary skills (such as critical evaluation or problem solving) and support the development of vocational competencies (such as particular communication or team skills). There are numerous benefits to completing the degree. Not least because a degree and part of professional accounting qualification are a powerful combination of qualifications to have, putting the students in demand with employers and increasing their career prospects. It is also anticipated that as the programme develops it will help foster and develop cross departmental links, in particular with the Centre for Learning and Teaching, Writing Centre - supported by the Write Now CETL- LearnHigher, Student Success Zone and Career Development. The specific aims of the programme are : 1. To provide a programme of study in Accounting, which has an underlying vocational focus and is designed for students intending to pursue careers as accountants, financial managers or other jobs where financial information and decision-making are central; 2. To provide an academic base which will enable students to meet the challenges of new ideas and problems arising in subsequent employment; 3. To enable students to develop an analytical awareness of activities within the business specialism of accounting; 4. To provide an academic and vocationally oriented curriculum which develops knowledge and understanding of accounting issues and reflect critically upon ethical issues in business; 5. To provide students with the necessary practical and intellectual skills, such as analysis, problem-solving and reasoning, to enable them independently to achieve an understanding of accounting problems, deal with complexity, explore alternative solutions, demonstrate critical evaluation and integrate theory and practice; 6. To provide a stimulating learning environment which fosters a critical, reflective and challenging approach to the study of accountancy; 7. To provide opportunities that develop the students capability to take positive initiatives, respond effectively to new ideas, adapt to changing circumstances, and address multi-faceted problems with an open mind; 8. Generally develop student s capacity for independent inquiry, written and oral communication skills, use of IT, ability to handle both quantitative and qualitative information, and ability to work co-operatively with their peers; 9. To provide students with the necessary personal and transferable skills to enable them to develop as independent, autonomous and reflective individuals and to prepare them for employment or future study; 10. To facilitate the development of a range of skills and values which allow students to use their talents to the full in achieving their personal and career aspirations. 2- Programme Learning Outcomes The programme provides opportunities for students to achieve and demonstrate the following learning outcomes for each Level as follows:

6 Level C (1) On successful completion of Level C (1) students should be able to: 1. Demonstrate a knowledge of the underlying concepts and principles of financial accounting. 2. Demonstrate the use of double-entry and accounting systems. 3. Prepare basic financial statements for incorporated and unincorporated entities 4. Identify the framework and context of elementary economic analysis and its application to business problems 5. Identify and describe the key environmental influences and constraints on how businesses operate in general and how these affect the accounting function in particular 6. Record and summarise transactions and other economic events, prepare financial statements and conduct elementary analysis for a variety of organisations 7. Explain the role of information and its management in a business environment 8. Collect, organise and interpret data using appropriate quantitative techniques 9. Understand and analyse the impact of the internal and external business environment on organisations. 10. Conduct a complete assessment of personality, interests, values, skills, learning needs and self-employment potential. Skills and other attributes: (a) Present, evaluate and interpret data to develop lines of argument and make sound judgements in accordance with basic business theories and concepts (b) Formulate solutions to clearly defined problems and situations. (c) Communicate the results of their study accurately and reliably using structured and coherent arguments. (d) Access and use a range of learning resources in order to acquire the skills to begin the process of moving from dependent to independent learning. (e) Begin to take responsibility for their own learning and development. Level I (2) On successful completion of Level I (2) students should be able to: 1. Prepare financial statements, which conform with International accounting standards to Generate accounting information relevant to internal and external users. 2. Understand and appraise the main current technical language and practices of accounting in a given socio-economic and ethics domain. 3. Interpret and analyse Published Financial Reports using real business accounts. 4. Understand and appraise the value and limitations of traditional management accounting techniques. 5. Apply management accounting techniques within appropriate decision-making paradigms. 6. Recognise the influences on decision making and apply a range of techniques to support the decision making process in organisations. 7. Analyse the cost and impact of marketing communications in relations to a wide range of stakeholder groups. 8. Examine how an organisation s financial resources are managed and contribute to the attainment of organisational objectives and apply this to realistic situations.

7 9. Demonstrate critical evaluation of governance and ethical issues relating to businesses in the light of the expectations of the modern world, including legal controls. 10. Make decisions, set goals and write a career action plan through establishing objectives in the areas of career, personal, community service and lifelong learning Skills and other attributes (a) Apply concepts, principles and techniques in analysing realistic, semi-open financial problems and situations, and selecting appropriate methods for their resolution (b) Communicate information, arguments and analysis in a variety of forms (c) Participate effectively in interdependent learning activities and function effectively as a more independent learner (d) Analyse learning needs and develop appropriate strategies (e) Evaluate and reflect upon their progress towards their chosen career Level H (3) On successful completion of Level H (3) students should be able to: 1. Critically analyse issues in the field of business ethics. 2. Examine and critically evaluate concepts in the field of Social Entrepreneurship. 3. Review and evaluate critically the feasibility of project plans for the completion of a successful project. 4. Evaluate critically the methodology used in planning, managing, implementing and terminating a project. 5. Apply budgeting techniques and critically evaluate alternative methods of budgeting, planning and control. 6. Critically assess the performance of a business from both a financial and non-financial viewpoint. 7. Critically assess the role and purpose of the financial management function. 8. Identify and evaluate alternative sources of business finance. 9. Recognize the role of the future in the current planning efforts. 10. Assess offers for work and fit into new role and organization Skills and other attributes (a) Positive attitudes towards the role of the accountant as a member of a management team (b) The ability to make an effective contribution to the management and administration of organisations (c) The ability to address open-ended, realistic problems and case situations in a complex and unpredictable context with an open mind, taking positive initiatives to achieve a solution or identify a range of solutions (d) The ability to effectively communicate information, ideas, arguments, problems and solutions to appropriate audiences (e) The ability to research accounting and finance issues using appropriate data, sources and methodologies (f) The ability to determine their own learning needs and develop appropriate strategies to achieve their academic and personal aspirations (g) The ability to evaluate and reflect upon their progress towards their career, identifying areas

8 of development (h) The ability to take actions on an on-going basis to build their career over time. 3- Development of other Key Generic and Subject-specific Skills Cognitive abilities and generic skills 1. To become critical and analytical in their thinking and to recognize where the particular skills or ideas learned on the course may be relevant to solving a new problem. 2. To be able to analyse and draw reasoned conclusions concerning structured and, to a more limited extent, unstructured problems from a given set of data which must be acquired by the student. 3. To locate, extract and analyse data from multiple sources, including the acknowledgement and referencing of sources. 4. To develop the capacity for independent and self-managed learning. 5. Numeracy skills, including the ability to manipulate financial and other numerical data and to appreciate the statistical concepts at an appropriate level. 6. Skills in the use of communications and information technology, in particular, the use of spreadsheets, word processing software, computerised accounting package (Sage, EQL) and on-line databases (FAME - Financial Analysis Made Easy). 7. Communication skills, including the ability to present quantitative and qualitative information, together with analysis and commentary. 8. Ability to work in groups, and other inter-personal skills, including oral as well as written presentation skills. In addition to the learning outcomes for the programme, on completion of the full programme including the career planning process (CPP), a student should have acquired and developed cognitive skills, practical/professional skills and transferable skills including: a) Understand why self assessment is a key factor leading to career success b) Know what the students are looking for in their career c) Discover the wide range of work available d) Find out the specifics of a particular job e) Detect work-related trends f) Establish objectives in the areas of career, personal, community service and lifelong learning g) Make decisions, set goals and write a career action plan h) Search for work or job openings i) Prepare resumes and letters j) Present qualifications in an interview. k) Continue to learn from experiences at work. l) Take actions on an on-going basis to build career over time. Subject-specific skills: 1. An understanding of the contexts in which accounting and finance operate, in particular, the legal environment, the business entity, the ethical and social environment and the capital markets. 2. Understanding of the main current technical language and practices of accounting, in

9 particular, recognition, measurement and disclosure in financial statements, managerial accounting, auditing, taxation and in a socio-economic domain specified above. 3. Understanding of some of the alternative technical languages and practices of accounting, for example, alternative recognition rules and valuation bases and alternative managerial accounting approaches to control and decision-making. 4. Skills in recording and summarising transactions and other economic events; preparation of financial statements; analysis and the operations of business, in particular, decision analysis, performance measurement and management control; financial analysis and projections, in particular, analysis of financial ratios, discounted cash flow analysis, budgeting and financial risks. 5. Understanding of contemporary theories and empirical evidence concerning accounting and finance in the contexts of accounting and capital markets and accounting and the firm; and the ability to critically evaluate such theories and evidence. 6. Understanding of the problems associated with investment decisions, the raising of finance and the management of financial resources and risk. 7. On completion of the degree, students will have skills on understanding of theories and empirical evidence concerning financial management, risk and the operation of capital markets. 4- Teaching /Learning and Assessment Methods All courses will involve a range of teaching/learning methods including formal lectures, seminars, tutorials, case studies, role play, team work, discussions, video, Accounting Simulation Game, Accounting education software such as EQL as part of BPP Learning Media, Accounting package such as sage directed reading, project work, individual and team presentations and independent study. Practical skill sessions will complement and reinforce what has been learnt in an experiential manner. The primary assessment methods are exams, essays, reports, presentations and projects in order to demonstrate knowledge, understanding and the ability to apply knowledge.

10 5. BA accounting Curriculum structures, Levels, Credits, Awards and Curriculum diagram Level C (1): Business Environment (60 credits) Accountant in Business (30 credits ACCA) Financial Accounting (30 credits ACCA) Career Planning Process 1 (CPP1-10 credits)- Optional* Level I (2): Marketing Communication (30 credits) Management Accounting (30 credits ACCA) Financial Reporting (30 credits ACCA) Corporate and Business Law (30 credits ACCA) Career Planning Process 2 (CPP2-10 credits)- Optional* Level H (3): Business ethics and social entrepreneurship (30 credits) Project and Operation Management (30 credits) Performance Management (30 credits) ACCA Financial Management (30 credits) ACCA Career Planning Process 3 (CPP3-10 credits) - Optional* * These Career Planning Process courses will be optional for the BA accounting programme but if students choose to take these courses over the three year study programme they will be awarded the Certificate in Professional Development alongside the BA Accounting degree. ACCA Qualification The ACCA Qualification is designed to provide the accounting knowledge, skills and professional values which will deliver finance professionals who are capable of building successful careers across all sectors, whether they are working in the public or private sectors, practicing in accounting firms, or pursuing a career in business.

11 Professional bodies; the differences: Practice Sector Corporate Sector Public Sector ICAEW CIMA CIPFA A C C A Practice Sector-students will tend to study for ICAEW (Institute of Chartered Accountants in England and Wales) qualifications Corporate Sector-students will tend to study for CIMA (Chartered Institute of Management Accountants) qualifications Public Sector-students will tend to study for CIPFA (Chartered Institute of Public Finance and Accountancy) ACCA Syllabus structure Students will need to complete 14 papers in total (9 papers at Fundamental Level and 5 papers at Professional Level- see tables below. A maximum of nine papers at Fundamental level are available for exemption as shown below. FUNDAMENTAL ( ACCA nine papers in total) F1 Accountant in Business Accounting Programme now Level C F2 Management Accounting Accounting Programme now Level I F3 Financial Accounting Accounting Programme now Level C F4 Corporate and Business Law Accounting Programme now Level I F5 Performance Management Accounting Programme now Level H F6 Taxation Future Development Plan F7 Financial Reporting Accounting Programme now Level I F8 Audit and Assurance Future Development Plan F9 Financial Management Accounting Programme now Level H

12 Essentials PROFESSIONAL (five papers in total) P1 Professional Accountant (PA) P2 Corporate Reporting (CR) P3 Business Analysis (BA) Options (two to be completed) P4 Advanced Financial Management (AFM) P5 Advanced Performance Management (APM) P6 Advanced Taxation (ATX) P7 Advanced Audit and Assurance (AAA) Professional Ethics module As part of ethical development, students are required to complete the Professional Ethics module alongside the 14 papers in total. This will give student exposure to a range of ethical perspectives and includes several self-tests which require you to reflect on your own ethical behaviour and values. Students are given access to the Professional Ethics module as soon as they become eligible to take Paper P1, Professional Accountant (see above). Career Planning Process The Career Planning Process (CPP) is accredited through Certificate in professional development (CPD) details will be appear in separate definitive document and assessed by completion of the portfolio element of assessment. CPP consists of the building up by student of a Portfolio. It is the place, throughout the programme, which helps the students to prepare for work in the real world, building on their own motivations, personalities, attitudes and expectations. CPP will give an opportunity to students to identify what factors are important to them, build up a picture of their priorities in terms of skills, interests and what motivates them, recognise what might hold them back and identify how to fill any gaps in their experiences. The process will help students to learn, increase their awareness of skills, values, attitudes and competencies. It therefore will have a positive impact and the potential to enhance students' employability. It will also help them to articulate and evidence their knowledge, skills and experiences gained from higher education. Their employability will be supported by CPP; students' awareness of their skills is important for effective self-presentation in interview and to foster personal confidence, self-awareness of individual strengths, preferences and weaknesses and to develop their career paths successfully through building the CPP blocks as will discuss below in details in diagram 1.

13 Diagram 1 Career Planning Process Blocks CPP 3 6 Life/Work Planning 5 Work Re-evaluation Work Offers & Acceptance Success at Work CPP 2 4 Networks & Contacts Work Search 3 Decision Making Resumes & Letters Interviews Career Objectives Personal Objectives Lifelong Learning Goal Setting CPP 1 2 Research Career Trends Information Search Information Interviews Job Shadowing Gaining Experience 1 Self Assessment Personality Values Skills Interests Knowledge & Learning Entrepreneurism In the past it was normal for students to declare a major related to a career; complete a prescribed set of studies; find a job in a related field; and stay in that field until they retired. One decision and that was it! Today, however, it is far more common for individuals to change their majors, do several career searches and changes in a lifetime. People change their careers for a variety of reasons. For example, they did not make a wise choice initially; the career they selected no longer exists; they want to match their changing values and needs to a new set of career possibilities. Making the right plans for the future during these changing times can be difficult. Starting with the self assessment process can give students more choices and broaden their options. You then can have the confidence that you are on the right career path. A self assessment can reveal your characteristics, interests, values and skills. It will define your strengths and your weaknesses. Looking for a match between these and the work you are considering is the most important step you can take before you write a Résumé or begin the search for a job. In fact, when the time comes to write your Résumé and prepare for a job interview, you will find the task easier if you have completed the self-assessment process first!

14 Finding the right job has never been easy. The students have to look for something that plays to their strengths, meets their aspirations and provides them with the chance to use their graduate skills in the ways that make sense to them. CPP is designed to help students to do this by taking them through the process from start to finish. In the first section students look at their skills, abilities and values. In the second you find out what jobs you can do and explore careers options, and find strategies to maximise their employability skills. Thirdly, students learn how to set goals, fourthly how to make effective job applications and excel in interviews. CPP gives students advice on job applications, preparing CVs, interview techniques and job opportunities. Students joining the programme have an opportunity to attend talks by professional accountancy bodies which are arranged to enable students to keep up to date with developments in these bodies' examination structures and registration requirements. 6- Entrance Requirements There are no special requirements for Accounting entry. The normal University requirements apply. Applicants should have at least five different GCSE subjects at grade C or above (or equivalent), including English Language, Maths and Science. Students with international qualifications, or mature students without A-levels, will be considered individually. Please visit the website for further information. 7- Special Features The programme could be viewed as Accounting PLUS. The PLUS features of this accounting programme are: Liverpool Hope s BA Accounting is based on the relationship with the globally recognized ACCA. When student enrols on BA Accounting he/she will be encouraged to become a member of the ACCA. Students will have the opportunity to undertake ACCA examinations or use degree credits to apply for exemptions from ACCA modules or any major accountancy professional bodies in the UK and Ireland, which form Consultative Committee of Accountancy Bodies (CCAB). Not only will they gain an academic qualification, but they can also gain part of the ACCA professional qualification from early University stage. Liverpool Hope s BA Accounting includes the Career Planning Process (CPP) training and development embedded within courses in order to boost students employability and record the ongoing development, Throughout the CPP students will acquire skills for improved study and career management and reflect how the learning process relates to a wider personal and professional context. CPP includes study skills, information search, learning methods, reflective practice, analytical ability and decision-making, communication and negotiation skills, ethical issues, and other employability skills. CPP gives the student the opportunity to record their on-going skills development in a Portfolio or Progress File, an invaluable document that can be used to aid their future career and employability. In completing the CPP element through the three yeas, the student will receive Certificate in Professional Development in Career Planning Process.

15 8- Relationship with Subject Benchmark Statement On completion of the Accounting degree at Liverpool Hope University with a combination of ACCA modules and Liverpool Hope University subjects, students would have acquired the skills and abilities which comprise the 2007 QAA Accounting Benchmark statement): The tables 1 and 2 below show how the programme aims and learning outcomes fulfill the subject-specific knowledge and skills as well the cognitive abilities and generic skills. Table 1 Subject-specific knowledge and skills at QAA Accounting Benchmark statement some of the contexts in which accounting can be seen as operating (examples of contexts include the legal, ethical, social and natural environment; the accountancy profession; the business entity; the capital markets; the public sector) the main current technical language and practices of accounting (for example, recognition, measurement and disclosure in financial statements; managerial accounting; auditing; taxation) in a specified socioeconomic domain some of the alternative technical languages and practices of accounting (for example, alternative recognition rules and valuation bases, accounting rules followed in other socio-economic domains, alternative managerial accounting approaches to control and decision-making) skills in recording and summarising transactions and other economic events; preparation of financial statements; analysis of the operations of business (for example, decision analysis, performance measurement and management control); financial analysis and projections (for example, analysis of financial ratios, discounted cash flow analysis, budgeting, financial risks) contemporary theories and empirical evidence concerning accounting in at least one of its contexts (for example, accounting and capital markets; accounting and the firm; accounting and the public sector; accounting and society; accounting and sustainability) and the ability to critically evaluate such theories and evidence theories and empirical evidence concerning financial management, risk and the operation of capital markets (in cases of degrees with significant finance content). Programme Aims Programme Learning Outcomes Programme Subject-specific skills 1, 2 C1, 2, 3 1 2, 3 C 4, 5, 6 2 4, 6 I 1, 2, 3, 4, 3 1, 2, 3 I 1, C 4, 5 4 1, 3, 4 I 2, H 1, 2, 3, 4 5 4, 5 H 4, 5 6, 7

16 Table 2 Cognitive abilities and generic skills at QAA the capacity for the critical evaluation of arguments and evidence the ability to analyse and draw reasoned conclusions concerning structured and, to a more limited extent, unstructured problems from a given set of data and from data which must be acquired by the student the ability to locate, extract and analyse data from multiple sources, including the acknowledgement and referencing of sources capacities for independent and self-managed learning numeracy skills, including the ability to manipulate financial and other numerical data and to appreciate statistical concepts at an appropriate level skills in the use of communications and information technology in acquiring, analysing and communicating information (currently these skills include the use of spreadsheets, word processing software, online databases) communication skills including the ability to present quantitative and qualitative information, together with analysis, argument and commentary, in a form appropriate to the intended audience normally, an ability to work in groups, and other interpersonal skills, including oral as well as written presentation skills. Cognitive abilities and generic skills at Hope C a, b and I a, b and H d C c and I b and H a, b C d and I d and H e C e and I c and H c, f C b and I a and H d, g C a-e and I a e and H a-g C a-d and I a-d and H a-f C e and I e and H f, g Specification last modified on: July 2009 Modified by: Dr Adel Ahmed