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Masters of Science (MSc) in Global Financial Information Systems (GFIS) 2014-2015
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Table of Contents
1.0 Rationale for the Programme ........................................................................................................................ 4
2.0 MSc in GFIS Programme Overview ............................................................................................................. 6
2.1 DESCRIPTION OF THE PROGRAMME ............................................................................................................... 6
2.2 AIMS AND OBJECTIVES .................................................................................................................................. 7
2.3 LEARNING OUTCOMES AT PROGRAMME LEVEL ............................................................................................ 9
2.3 OUTLINE CURRICULUM, LIST OF MODULES, COMMENTARY AND SEQUENCING .......................................... 10
2.3.1 Overview of the Programme and Modules .......................................................................................... 10
2.3.2 Introduction to Semester 1 Modules ................................................................................................... 13
2.3.2.1 Data Modelling and Analysis: ..................................................................................................... 13
2.3.2.2 Econometrics: .............................................................................................................................. 13
2.3.2.3 Information Systems Project Management: ................................................................................. 13
2.3.2.4 Financial Derivatives: .................................................................................................................. 14
2.3.2.5 Seminar Series: ............................................................................................................................ 14
2.3.3 Introduction to Semester 2 Modules ................................................................................................... 14
2.3.3.1 Business Intelligence: .................................................................................................................. 14
2.3.3.2 Global Transaction, Banking, and Payment Systems: ................................................................. 15
2.3.3.3 Global Financial IS Security, Continuity, and Ethics: ................................................................. 15
2.3.3.4 Global Risk Management and Regulation: .................................................................................. 15
2.3.3.5 Corporate Financial Interpretation: .............................................................................................. 15
2.3.4 Introduction to Semester 3 Modules ................................................................................................... 16
2.3.4.1 Professional Internship: ............................................................................................................... 16
2.3.4.2 Financial Information Systems (FIS) Project: ............................................................................. 16
2.3.5 Module Credit Weighting .................................................................................................................... 17
2.4 PROPOSED PROGRAMME SCHEDULES .......................................................................................................... 19
2.5 TEACHING AND LEARNING APPROACHES .................................................................................................... 21
2.5.1 WIT AIB Centre for Finance and Business Research (CFBR) ............................................................ 23
2.6 PROGRAMME ASSESSMENT STRATEGY ....................................................................................................... 23
2.6.1 Link to Teaching and Learning Strategy ............................................................................................. 24
2.6.2 A Curriculum Map Linking Learning Outcomes to Module Outcomes............................................... 27
2.6.3 Balanced Continuous Assessment Workload ...................................................................................... 28
2.6.3.1 Semester 1 ................................................................................................................................... 28
2.6.3.2 Semester 2 ................................................................................................................................... 29
2.6.3.3 Semester 3 ................................................................................................................................... 29
2.6.4 Programme Assessment Instruments and Intended Programme Learning Outcomes ........................ 30
2.6.5 Rationale for Assessment Methods...................................................................................................... 30
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2.6.6 Special Regulations ............................................................................................................................. 31
2.6.7 Contingency Strategies for Exemptions and RPL ............................................................................... 32
2.6.8 Institutional Grading System and Programme Assessment Instruments ............................................. 32
2.7 ENTRY REQUIREMENTS ............................................................................................................................... 33
2.7.1 Admission Procedure and Selection.................................................................................................... 33
2.8 PROGRESSION OPPORTUNITIES AND TRANSFER PATHWAYS ........................................................................ 34
2.9 PROTOCOL OF EXIT AWARD ........................................................................................................................ 35
2.10 PROGRAMME REGULATIONS ..................................................................................................................... 35
2.11 PROGRAMME ADMINISTRATION AND QUALITY ASSURANCE ..................................................................... 35
3.0 Academic Team ............................................................................................................................................ 36
4.0 Professional Code of Conduct at WIT School of Business ........................................................................ 36
4.1 DIGNITY AND RESPECT POLICY ................................................................................................................... 39
4.1.1 Development of Awareness of the Need to Promote Dignity and Respect for Staff and Students ....... 40
4.1.2 Bullying and Harassment Policy ......................................................................................................... 40
4.2 STUDENT COMPLAINTS PROCEDURE ........................................................................................................... 41
4.3 CLASS ATTENDANCE ................................................................................................................................... 45
4.4 EMAIL ......................................................................................................................................................... 45
4.5 ACADEMIC INTEGRITY ................................................................................................................................ 45
4.5.1 Plagiarism ........................................................................................................................................... 46
4.5.2 Cheating During Exams ...................................................................................................................... 46
4.5.3 Collusion ............................................................................................................................................. 46
4.5.4 False Information................................................................................................................................ 47
4.5.5 Helping or Hindering Others .............................................................................................................. 47
4.5.6 Group Work ........................................................................................................................................ 47
5.0 Facilities ......................................................................................................................................................... 50
5.1 COMPUTING FACILITIES .............................................................................................................................. 50
5.2 MEETING ROOMS ........................................................................................................................................ 50
5.3 LIBRARY ..................................................................................................................................................... 50
5.4 REGISTRATION ............................................................................................................................................ 50
5.5 THE GRADUATE BUSINESS SOCIETY (GBS) ................................................................................................ 51
5.6 THE MEDICAL CENTRE................................................................................................................................ 51
5.7 WIT CARD .................................................................................................................................................. 52
5.8 CHART (CENTRE FOR HELPING ACCESS, RETENTION AND TEACHING) ..................................................... 52
5.9 CLUBS AND SOCIETIES ................................................................................................................................ 52
5.10 WIT FITNESS SUITE .................................................................................................................................. 53
5.11 THE CAREERS CENTRE .............................................................................................................................. 53
5.12 SLL (STUDENT LIFE AND LEARNING) ....................................................................................................... 53
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5.13 STUDENTS IN DIFFICULTY ......................................................................................................................... 54
6.0 Academic Calendar 2014- 2015 ................................................................................................................... 55
6.1 SEMESTER 1: MONDAY 8TH
SEPTEMBER - SATURDAY 20TH
DECEMBER 2014 ............................................... 55
6.2 SEMESTER 2: MONDAY 12TH
JANUARY - SATURDAY 16TH
MAY 2015 .......................................................... 55
7.0 Contacts ......................................................................................................................................................... 56
7.1 PROGRAMME DIRECTOR .............................................................................................................................. 56
7.2 HEAD OF GRADUATE BUSINESS .................................................................................................................. 56
7.3 GRADUATE BUSINESS PROGRAMMES ADMINISTRATOR .............................................................................. 56
7.4 PROGRAMME WEBSITES .............................................................................................................................. 56
Appendix 1: Module Descriptors ...................................................................................................................... 57
Semester 1 ........................................................................................................................................................... 57
DATA MODELLING AND ANALYSIS ................................................................................................................... 57
ECONOMETRICS ................................................................................................................................................ 59
INFORMATION SYSTEMS PROJECT MANAGEMENT ............................................................................................ 60
FINANCIAL DERIVATIVES .................................................................................................................................. 61
SEMINAR SERIES ............................................................................................................................................... 63
Semester 2 ........................................................................................................................................................... 64
BUSINESS INTELLIGENCE .................................................................................................................................. 64
GLOBAL TRANSACTION, BANKING, AND PAYMENT SYSTEMS ........................................................................... 65
GLOBAL FINANCIAL IS SECURITY, CONTINUITY, & ETHICS .............................................................................. 67
GLOBAL RISK MANAGEMENT AND REGULATION .............................................................................................. 69
CORPORATE FINANCIAL INTERPRETATION ........................................................................................................ 70
Semester 3 ........................................................................................................................................................... 71
PROFESSIONAL INTERNSHIP .............................................................................................................................. 71
FINANCIAL INFORMATION SYSTEMS (FIS) PROJECT ......................................................................................... 73
Seminar Series Autumn 2014 ............................................................................................................................ 75
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Masters of Science (MSc) in Global Financial Information
Systems (GFIS)
1.0 Rationale for the Programme
The Forfas “Guidance for Higher Education Providers on Current and Future Skills Needs of
Enterprise” report (2012, p.24/26), has specifically called on Third Level Educational
Institutes to develop programmes in Information and Communications Technology (ICT) and
International Financial Services (IFS). According to the report, the “measures to address ICT
shortages apply strongly to the Financial Services Industry” (2012, p.25). In particular the
report calls for the development of “hybrid technologists – financial analysts with
IT/systems skills” and “IT Courses with a specific focus on Financial Services, including
applying IT to Financial Services; financial products; financial modelling; product
development; and business systems analysis” (p.26). This report echoes future skills
identified in the previously published Expert Group on Future Skills Needs (EFGSN) (2007,
p.78) report entitled “Future Skills and Research Needs of the International Financial
Services Industry”, which identified a need for “hybrid technologists with a background in
business systems analysis which enables them to problem solve and use technology to
deliver business solutions” in a Financial Services environment. The Government of
Ireland’s “Building Ireland’s Smart Economy Report” (2008, p.12), encourages a range of
measures to “re-invigorate the International Financial Services Industry
including….support for a targeted up-skilling programme for the industry to enhance the
skill base to attract and retain investment, and …… vigorous promotion targeting new
opportunities in areas such as…. technology development”.
The Graduate Business School in Waterford Institute of Technology (WIT), a university-level
institution in the South-East of Ireland with over 10,000 students and 1000 staff, is
responding to all of these calls for a targeted up-skilling programme for the Financial
Services Industry by proposing to offer a Level 9, Postgraduate Masters of Science (MSc) in
Global Financial Information Systems (GFIS) delivered over a 12 month period from
Masters of Science (MSc) in Global Financial Information Systems (GFIS) 2014-2015
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commencement to completion, which includes a 3 months Professional Internship with a
company operating in the Financial Services Industry.
According to the “Higher Education Authority Springboard 2011 First-Stage Evaluation
Report” (February 2012, p.9), “education and training which is closely linked to labour
market needs seems to be emerging as the most effective investment for a country to
make”. In accordance with best practice and the reported recommendations of the EGFSN
(p.24/25-EGFSN/Forfas Future Skills Report), IBEC, Enterprise Ireland, and the Government
of Ireland’s recommendations for a targeted up-skilling programme in the Financial Services
Industry (p.12-Building Ireland’s Smart Economy 2008), industry involvement was sought
from the offset to ensure that the MSc in GFIS meets the needs of potential employers and
students. Representatives of several organisations in Financial Services Investment, Banking,
and Recruitment, were requested to submit their assessment of the programme design,
module content, delivery mechanisms, teaching, learning, and assessment methodologies,
Internship possibilities, and the employment potential of future graduates, at a national and
international level. The organisations that provided feedback include, Morgan McKinley:
Accounting and Finance Division; Reed Global Recruitment: Banking and Finance Division;
Aberdeen Asset Management Plc. U.K.; Citi Group; State Street; JP Morgan; Ulster Bank
Corporate Markets; and, Allied Irish Bank Merchant Services (AIBMS). Our interaction with
Financial Services Investment, Banking, and Recruitment companies in the design of the
MSc in Global Financial Information Systems (GFIS) strongly validates our offering and
approach, as the demand for hybrid Finance and Information Systems (FIS) graduates is
highly emphasised by representatives of the Financial Services Industry.
The School of Business at Waterford Institute of Technology (WIT) is the largest integrated
business school in Ireland, in terms of full-time and part-time student enrolment and faculty.
The School has been a significant provider of postgraduate education in Ireland and
especially the South-East, since 1996. The Master of Science (MSc) in Global Financial
Information Systems (GFIS) builds on the Institute’s existing Graduate School of Business
programmatic portfolio, and complements the Institute’s core academic competencies and
areas of expertise. The MSc in GFIS will join a wide portfolio of specialist postgraduate
taught business programmes in WIT.
2.0 MSc in GFIS Programme Overview
2.1 Description of the Programme
The provision of targeted up-skilling programmes at postgraduate level for the Financial
Services Industry is a key recommendation of the EGFSN report on the “Future Skills and
Research Needs of the International Financial Services Industry” (2007 pp.57-78); the
Government of Ireland’s “Building Ireland’s Smart Economy” report (2008, p.12); and, more
recently, the Forfas “Guidance for Higher Education Providers on Current and Future Skills
Needs of Enterprise” report (2012, p24-26). The Masters of Science (MSc) in Global
Financial Information Systems (GFIS) aims to address the current and future demand from
the Financial Services Industry, for hybrid finance-technology graduates with a specific focus
on the application of ICT in a Financial Services context, especially in the context of: data
modelling and analysis; econometrics; project management; financial derivatives; business
intelligence; transaction, banking and payment systems; security, continuity and ethics; risk
management and regulation; and, corporate financial interpretation.
In addition, the MSc in Global Financial Information Systems (GFIS) provides students with
a 3 month Professional Internship in the Financial Services Industry. The opportunity for
students to gain valuable work experience has been identified as a critical aspect of the MSc
in GFIS by representatives from the Financial Services Industry, and it is considered to be a
particularly valuable component of the programme, and a vital stepping-stone to future
employment for graduates. The provision of a Professional Internship module at Level 9 on
the MSc in GFIS is reflective of School of Business initiatives over the past four years, to
embed a Work Placement component on all undergraduate programmes such as the Bachelor
of Business Studies (Honours).
The MSc in Global Financial Information Systems (GFIS) is designed for graduates and
professionals seeking a Postgraduate Masters Degree that integrates Financial Services
knowledge and skills, with ICT knowledge and skills. The importance of producing graduates
with these hybrid skills has been identified in several agency and Government reports, and by
Financial Services Industry representatives, as being essential for continued inward
investment into the Financial Services Industry, and Ireland’s continued economic recovery
Masters of Science (MSc) in Global Financial Information Systems (GFIS) 2014-2015
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and future growth. While covering key future skills needs, the programme provides students
with an opportunity to develop, update and improve, key strengths and capabilities, re-direct
their careers, and/or consider how they can create their own employment opportunities, or
develop new routes to employment. The MSc in GFIS develops students’ Financial Services
and ICT skills and knowledge, providing them with an opportunity to gain valuable
experience in the Financial Services Industry, significantly enhancing their future
employment and career prospects. With an increasing requirement that Financial Managers
have specific knowledge of, and skills in, information systems, the MSc in GFIS prepares
students to effectively deal with ICT in the Financial Services Industry, and to play a leading
advisory role in integrating and utilising information systems to create value in business
environments. This is a perspective shared by representatives of the Financial Services
Industry who have provided significant feedback on the development of the MSc in Global
Financial Information Systems. The MSc in GFIS will be equally attractive to qualified
individuals in the field of Information Systems, who would like to expand and apply their
qualifications and knowledge of ICT to the Financial Services Industry.
2.2 Aims and Objectives
The Masters of Science (MSc) in Global Financial Information Systems (GFIS) responds to
calls from the Financial Services Industry, and Government of Ireland future skills needs and
education strategy reports, published over the past five years. The MSc in GFIS is
underpinned by WIT’s longstanding reputation for providing high quality, innovative,
business and finance programmes at undergraduate and postgraduate levels. The mission of
the MSc in GFIS is to produce graduates highly skilled, knowledgeable, and experienced, in
financial modelling, analysis, and interpretation, and in the development, application, and
management of ICT for the Financial Services Industry. Specifically, the programme aims to:
clearly differentiate itself from other postgraduate business and finance programmes
on offer in Ireland, by working closely with representatives of the Financial Services
Industry to create a programme that reflects market needs, and enhances Ireland’s,
and the South East’s, ability to attract and retain Foreign Direct Investment (FDI) in
this sector of the Irish economy;
Masters of Science (MSc) in Global Financial Information Systems (GFIS) 2014-2015
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create hybrid Financial Services and ICT graduates with the skills, knowledge,
research abilities, and experience to gain employment, and rise through the
management ranks, of the Financial Services Industry;
re-invigorate the Financial Services Industry by targeting specific current and future
skills needs, identified as being essential for the future growth and sustainability of
the Irish economy; and,
produce high calibre WIT graduates, distinct in their abilities and knowledge, capable
of playing leading roles in the design, integration, and utilisation of Financial
Information Systems to create value in the Financial Services Industry.
The objective of the MSc in GFIS is to enable high calibre graduates to rapidly develop
quantitative, analytical, and ICT skills and experience, embedded in a comprehensive
knowledge and understanding of the Financial Services Industry. The programme is reflective
of the current and future needs of the Financial Services Industry. Specifically, this
programme will:
provide intensive training and upskilling in data modelling and analysis, business
intelligence, and the development, management, and application of information
systems for the Financial Services Industry;
provide advanced instruction and training in financial derivatives, and risk
management and regulation;
develop the analytical competence required for developing, analysing, and
interpreting financial models, and corporate financial interpretation;
provide in-depth knowledge of the theoretical and applied aspects of developing,
project managing, and appraising next-generation Financial Information Systems;
develop a multi-faceted perspective of formulating and implementing information
systems security, continuity and ethical policies, and legislative requirements;
enable students to obtain appropriate work experience through 3 month Professional
Internships in the Financial Services Industry;
embed a research and knowledge acquisition and reflective learning ethos in students,
across all aspects of learning and development; and especially throughout the
Professional Internship; and,
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develop high level group interaction and communication skills, and problem solving
abilities, through both the academic learning environment and the Professional
Internship.
2.3 Learning Outcomes at Programme Level
Section 2.3 establishes the learning outcomes at the programme level for the Postgraduate
Level 9 MSc in Global Financial Information Systems (GFIS) at Waterford Institute of
Technology (WIT). Table 1 outlines the anticipated learning outcomes for the programme.
Programme Level (NFQ): Level 9
Anticipated Learning Outcomes
Knowledge:
Breadth
Upon successful completion of the programme of study for this award, a graduate will be
able to demonstrate:
a systematic understanding of the theory, concepts and methods at the forefront of
knowledge pertaining to Financial Information Systems, which includes, data modelling
and analysis; econometrics; project management; financial derivatives; business
intelligence; transaction, banking and payment systems; security, continuity and ethics;
risk management and regulation; and, corporate financial interpretation.
Knowledge:
Kind
Upon successful completion of the programme of study for this award, a graduate will be
able to demonstrate:
a critical awareness of the issues associated with Financial Information Systems in the
Financial Services Industry, and an ability to apply this critical awareness to actual
situations encountered in these work environments.
Know-How
and Skill:
Range
Upon successful completion of the programme of study for this award, a graduate will be
able to demonstrate:
the ability to work successfully and productively in a team and as an individual;
the ability to structure, analyse, and interpret financial data, and report it in a clear,
appropriate, and verifiable manner, in both management report and summary formats;
the ability to self-critique and assess their own work in the context of their task
assignments, performance expectancy, and role requirements.
Know-How
and Skill:
Selectivity
Upon successful completion of the programme of study for this award, a graduate will be
able to demonstrate:
the ability to select appropriate technology, applications, and skill-sets to apply in
different business scenarios arising in the Financial Services Industry;
the ability to source, process, organise, collate, and expertly disseminate relevant and
reliable information, from a wide range of sources to a broad spectrum of recipients;
new skills, including the application of data modelling and analysis, business
intelligence, financial modelling and corporate financial interpretation, and project
management, as well as active team participation, and the ability to write and report in a
professional business-oriented style.
Competence:
Context
Upon successful completion of the programme of study for this award, a graduate will be
able to demonstrate:
Masters of Science (MSc) in Global Financial Information Systems (GFIS) 2014-2015
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the ability to draw upon information systems based financial analysis techniques to
address both specific and imprecise problems, e.g. financial projections, risk analysis,
security, continuity and ethical assessment, and project management tool sets;
the ability to justify and be accountable for the reported analysis, interpretation, and
proposed solutions.
Competence:
Role
Upon successful completion of the programme of study for this award, a graduate will be
able to demonstrate:
the ability to assist colleagues, management, and other designated internal and external
stakeholders, in understanding the principles of Financial Information Systems, and how
to put these systems into practice in the business environment for beneficial purposes.
Competence:
Learning to
Learn
Upon successful completion of the programme of study for this award, a graduate will be
able to demonstrate:
a recognition of the need to future-proof their skills and knowledge by participating in
further education and training through research, or academic, or professional training and
certification, in the interest of further enhancing their career prospects and promotion
potential;
the ability to independently acquire further knowledge and expertise, and to ensure that
the use of this knowledge and expertise complies with the security, legal, regulatory,
professional and ethical standards of the Financial Services Industry.
Competence:
Insight
Upon successful completion of the programme of study for this award, a graduate will be
able to demonstrate:
advanced knowledge of, and an ability to, reflect on the importance of the role of
Financial Information Systems in the Financial Services Industry and the impact of these
systems on society in general, and how the role of these systems may be used to initiate
change where appropriate, and when necessitated;
critical awareness of the need to communicate effectively within the work environment
and within the Financial Services Industry as a whole;
an acute awareness of the need for the highest ethical standards of practice;
a planning, design and project management process that is cognisant of the opinions of
team members, and other stakeholders.
a critical understanding of and the ability to deploy effectively, a wide range of learning
methods resources and technologies.
management of their own learning and development demonstrating time management
and organisational skills at a professional level.
self-direction and originality in learning and problem solving in familiar and unfamiliar
situations.
the selection and use a variety of modes of discourse for effective communication,
including graphical, written and oral, according to the needs of the intended audience.
Table 1: Learning Outcomes at Programme Level
2.3 Outline Curriculum, List of Modules, Commentary and Sequencing
2.3.1 Overview of the Programme and Modules
The MSc in Global Financial Information Systems (GFIS) consists of 11 modules delivered
over 3 Semesters, including a 3 months Professional Internship, with a 12 month time-frame
from commencement to completion. Of the 11 modules, 5 are new modules (including the
Masters of Science (MSc) in Global Financial Information Systems (GFIS) 2014-2015
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Professional Internship) created specifically for the MSc in GFIS, while 4 modules will be
shared with existing Postgraduate programmes in the School of Business, and 2 modules will
be shared with Postgraduate programmes in the School of Science. From a learning
perspective, this is highly beneficial for students on the MSc in GFIS, as they will have the
opportunity to study and collaborate on projects and assignments with students from other
programmes within the School of Business and the School of Science, who will bring
different skill-sets, perspectives, approaches and experiences to the learning environment.
Semesters 1 and 2, each consist of 5 modules (5 skills-based and 5 knowledge-based). The
MSc in Global Financial Information Systems (GFIS) develops students’ practical skills and
knowledge of Financial Services and ICT through the following modules:
1. Data Modelling and Analysis (Semester 1)
2. Business Intelligence (Semester 2)
3. Information Systems Project Management (Semester 1)
4. Econometrics (Semester 1)
5. Corporate Financial Interpretation (Semester 2)
All skills-based module coordinators will establish “practical skills target checklists” and
“measurable check-points” to guide participant learning and facilitator feedback, and to
facilitate “reflective learning”. This enables accurate feedback to the participant regarding
skills attained, improvements required, and structured advice on how to make these
improvements, prior to formal assessment. Representatives of the Financial Services Industry
have provided significant feedback on the skills-based components of the MSc in GFIS, and
there is a strong endorsement of the skills-based components included in the MSc in GFIS.
Table 2 outlines the Financial Information Systems (FIS) adopted for the MSc in GFIS.
However, these will evolve and change as new technologies emerge and are adopted.
Financial Information Systems (FIS) Adopted for the MSc in GFIS
Oracle (SQL and PL/SQL) / ERwin Microsoft Access
SAP Business Intelligence & Business Warehousing StockTrak
Microsoft Project ERwin
SPSS Financial Times
Thomson One Moodle
SWIFT E-Learning Video Conferencing
Microsoft Excel Social Media Tools
Table 2: Financial Information Systems (FIS) Adopted for the MSc in GFIS
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The MSc in Global Financial Information Systems also equips students with essential core
knowledge of Financial Services and ICT through the following modules:
1. Financial Derivatives (Semester 1)
2. Global Transaction, Banking, and Payment Systems (Semester 2)
3. Global Financial IS Security, Continuity and Ethics (Semester 2)
4. Global Risk Management and Regulation (Semester 2)
Knowledge-based modules adopt problem based learning, reflective practice, case studies,
individual assignments, and group work, to ensure graduates are well prepared to handle
“real-life” industry scenarios when they enter the workplace. Representatives of the
Financial Services Industry have also provided significant feedback on the knowledge-based
components of the MSc in GFIS.
The MSc in Global Financial Information Systems (GFIS) programme content, delivery
mechanisms, teaching, learning and assessment methodologies, are designed using
international academic and Financial Services Industry best practice. These critical technical
skills and core knowledge competencies are enhanced through a (10) “Seminar Series
Module” delivered in Semester 1, whereby invited industry experts will deliver interactive
sessions. Representatives of the Financial Services Industry consider the Seminar Series an
integral part of the MSc in GFIS, both as a mechanism to impart industry knowledge and the
experiences of Financial Services experts, but also to connect and interlink all of the learning
acquired by students on other modules, into a career focused approach. It will also provide
students with a valuable insight into the Financial Services Industry prior to undertaking a
Professional Internship.
The capstone on the MSc in GFIS programme is a 3 month (11) “Professional Internship
Module” in the Financial Services Industry. The Professional Internship is scheduled for
Semester 3, at the end of the programme, to ensure that once students complete their
Professional Internships, they have every possibility of being retained on an extended
employment contract by their Internship Hosts. The ultimate goal of the MSc in Global
Financial Information Systems is to ensure that programme graduates have the practical
skills, knowledge, and experience required to avail of employment positions in the Financial
Masters of Science (MSc) in Global Financial Information Systems (GFIS) 2014-2015
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Services Industry, in roles such as Graduate FIS Analyst; Graduate Risk Analyst; Graduate
Data Analyst; Graduate Business Analyst; Graduate Operations Analyst; Graduate
Operations Associate; Graduate Business Executive, etc. Representatives of the Financial
Service Industry consider the Professional Internship a key component of the MSc in GFIS.
2.3.2 Introduction to Semester 1 Modules
Sections 2.3.2.1 to 2.3.2.5 provide a brief introduction to the modules scheduled for Semester
1 of the MSc in GFIS.
2.3.2.1 Data Modelling and Analysis: This module provides a comprehensive discussion of,
and practical skills-based experience in entity modelling; normalisation; transactional
relational database design; SQL and PL/SQL coding and analysis techniques; and the
generation of data backed management and summary reports. Students gain practical
experience using contemporary database modelling and design tools and technologies, and
apply sound design principles and procedures for creating and applying effective decision
support solutions for realistic business scenarios.
2.3.2.2 Econometrics: This module will address the use of statistical and mathematical
methods for finance and economics. The module focuses on the classical linear regression
model and its assumptions using practical examples from the world of finance and
economics. In addition, learners will acquire skills in the use of financial databases for
research (Thomson One) and econometric software packages (SPSS/Excel). Students will
acquire practical skills in the sourcing, accessing and validation of data. Other estimation and
forecasting techniques will also be introduced.
2.3.2.3 Information Systems Project Management: This module explores project
management for Information Systems in modern business environments. Particular emphasis
is placed on project selection approaches including mechanisms for evaluating outsourcing
opportunities. The key project management methodologies are evaluated and templates for
their application in an organisation are presented. Standard project management life-cycles
will be the subject of a risk management perspective in this module.
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2.3.2.4 Financial Derivatives: This module provides students with a thorough analysis of
financial derivative markets, where financial risks are identified, managed and executed via
the use of futures and options. Theoretical, mathematical and empirical concepts are
explored and applied both from an academic and from a real-life trading perspective. This
module provides students with the chance to apply their knowledge to trade derivatives in
real-time, where events that affect markets will be genuine. This exposure will organically
enhance the learning outcomes for the student, since a more thorough and insightful
understanding is enforced by their own actions and determination to succeed. Overall, the
academic application of financial derivatives is applied and tested in reality, thus giving a
true blended learning experience.
2.3.2.5 Seminar Series: The purpose of this module is to facilitate an in-depth understanding
of contemporary aspects of business and management, and their application to practice. As
such, seminars are presented by leading academics and practitioners to develop further the
managerial and professional skills necessary for business. The focus of this module will be
applying concepts and ideas to real-world examples. It is intended that discussions will go
beyond the material presented by guest speakers to explore the ideas and examples contributed
by class members. There will also be an expectation that students will draw from knowledge
they have gained from prior/current academic and work experiences and, from concurrent
modules on the Masters programme. The timetable for the 2014-2015 Seminar Series can be
found at the end of this document.
2.3.3 Introduction to Semester 2 Modules
Sections 2.3.3.1 to 2.3.3.5 provide a brief introduction to the modules scheduled for Semester
2 of the MSc in GFIS.
2.3.3.1 Business Intelligence: This module provides students with an insight into business
intelligence (BI) concepts, methods, and processes for decision support and business process
improvement. The student will gain an in-depth theoretical understanding of data
warehouses, business performance management, data mining, web mining and types of
architectures and implementation methods. The student will have both a theoretical
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knowledge of relevant business intelligence concepts, as well as the practical application of
tools and experiences of their use.
2.3.3.2 Global Transaction, Banking, and Payment Systems: This module focuses on the
adoption and adaption of technological advances in ICT for Financial Services innovation in
transactional activities, banking, and payments. The module explores the application of
existing and future advances in retail and business banking systems and architecture, while
also examining the role of peer-to-peer and non-bank payment systems. The module will also
examine the application of ICT for the globalisation of financial institutions, systems,
products and services. The module will also consider the security, legal, and regulatory
frameworks which impact on the design and management of these systems, especially in the
context of global fraud management.
2.3.3.3 Global Financial IS Security, Continuity, and Ethics: This module provides a
theoretical foundation in aspects of financial information systems security and continuity
considerations, paying heed to the fact that these requirements will vary with company
circumstances and variables and also vary in relation to current risk and threat exposure in the
financial services sector. Students then apply this knowledge to a real time company,
devising grounded analytical and design plans for the client to address their financial IS
security, continuity and ethics requirements.
2.3.3.4 Global Risk Management and Regulation: This module is designed to provide
graduates with a knowledge and understanding of the conceptual frameworks and
professional practice which govern risk and regulation in the financial sector in an
international context. It will also examine critically the economic and organisation
architecture in which this activity is enacted.
2.3.3.5 Corporate Financial Interpretation: This module provides a comprehensive insight
into the analyses of businesses using financial statements and business application context.
Students learn to scan the environment and how it along with governance practices influences
the financial performance, value and creditworthiness of organisations. Students gain
practical experience using a range of tools including Thomson One and The Financial Times
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to analyse current issues arising in financial markets and their subsequent impact on financial
analysis.
2.3.4 Introduction to Semester 3 Modules
All students must complete all taught elements in Semester 1 and Semester 2 to the
satisfaction of the Head of the School of Business, before being eligible for a Professional
Internship. Section 2.3.4.1 provides a brief introduction to the Professional Internship
scheduled for Semester 3 of the MSc in GFIS. Section 2.3.4.2 introduces the Financial
Information Systems (FIS) Project for students who are unsuccessful in securing a
Professional Internship.
2.3.4.1 Professional Internship: This module involves the placement of students on 3 month
Professional Internships in the Financial Services Industry. The roles and functions fulfilled
by students on Professional Internships will reflect the skills and knowledge base of the MSc
in Global Financial Information Systems (GFIS). The skills-based and knowledge-based
components of the Professional Internship will complement the course content, and further
develop the “action-learning” skills that are essential in the Financial Services Industry. The
Professional Internship is scheduled at the end of the programme, to ensure that once students
complete their internships, they have every possibility of being retained on an extended
employment contract by their Internship Hosts. Postgraduate Internships are a participant
initiated process for which the Institute will provide support. Overseas students have
responsibility of ensuring that their visa requirements are not violated. All students must
complete all taught elements in Semester 1 and Semester 2 to the satisfaction of the Head of
the School of Business, before being eligible for a Professional Internship. Students who are
unsuccessful in securing a Professional Internship will have to complete a Financial
Information Systems (FIS) Project.
2.3.4.2 Financial Information Systems (FIS) Project: This module aims to develop the
student’s ability to carry out a systematic investigation of a complex problem within their
field of study. Using Financial Information Systems (FIS), the student will be expected to
effectively analyse and interpret a significant body of data, integrate the learning from other
modules to analyse the problem in light of conceptual and theoretical knowledge, and to
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comprehensively plan the effective long term solution to this problem. Students will also be
required to apply their knowledge of project management to prioritise their project activities,
schedule their project, maintain a project log-book, and develop a view of where their work
fits into existing academic and Financial Services contexts. A substantial research element is
required, and specific and measurable objectives are inherent in the project planning process
to be initiated by the student. A strong element of application, integration, implementation,
and analysis of the problem and solution is an essential part of this module. Students are
required to document all of their work and to prepare a detailed formal report for the project
to be submitted to the supervisor. Students will also be required to make a final presentation
of their work. ** This module is mandatory in the event that an appropriate Professional
Internship is not secured by a student.
2.3.5 Module Credit Weighting
Under the European Credit Transfer and Accumulation System (ECTS), the MSc in Global
Financial Information Systems (GFIS) is comprised of 90 Credits. Sixty credits are allocated
to 10 modules while 30 Credits are allocated to the 3 months Professional Internship. The
weighting of these credits is as follows:
8 Modules with 5 Credits = 40 Credits
2 Modules with 10 Credits = 20 Credits
1 Module with 30 Credits = 30 Credits
Total Credits = 90 Credits
Five (5) credit modules are standard across the School of Business at Level 9. Ten (10) credit
modules are commonly adopted at Level 9 in the School of Science for skills-based modules
such as Business Intelligence (BI). The School of Business also adopts 10 credit modules
such as those developed for the Dissertation Portfolio on the MSc in Business, Innovation,
Technology and Entrepreneurship (mBite), which awards 10 credits each for the Advanced
Academic Paper, the Technology Commercialisation Paper, and the Product Development
Paper. In the context of the MSc in GFIS, two modules, Data Modelling and Analysis, and
Business Intelligence (BI) are allocated 10 Credits. These two modules have been identified
as critical to the programme by representatives from industry.
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Professional Internship arising in Semester 3 is allocated the full 30 credits provided for the
semester, on the basis of the significant levels of commitment, effort, working hours, and the
level of skills and knowledge acquired in the workplace, and the requirement of the student to
maintain and submit a reflective learning log. The student will also be required to make a
presentation during the scheduled formal mentor visit to the work place. Students who are
unsuccessful in securing a Professional Internship will have to complete a Financial
Information Systems (FIS) Project.
2.4 Proposed Programme Schedules
Name of Provider: Waterford Institute of Technology (WIT)
Title of Award: Masters of Science (MSc) in Global Financial Information Systems (GFIS)
Area of Specialisation: Financial Information Systems (FIS)
Level: 9
Learning Modes Offered: On-Campus
Semester: 1
Module
Number1 Title Of Module
Pre-
Requisite
Module(S)2
Module
Status3 NFQ Level4 Credits5
Contact Hours
(Per Week)6 Allocation Of Marks (%)7
Lecture Tutorial Practical Total Project Continuous
Assessment Practical
Final
Exam Total
Data Modelling and Analysis M 9 10 4 4 100 100
Econometrics M 9 5 1 1 2 50 50 100
Information Systems Project Management M 9 5 1 1 2 50 50 100
Financial Derivatives M 9 5 2 2 50 50 100
Seminar Series M 9 5 2 2 100 100
Table 3: Semester 1 Modules
1 This code will be assigned by the Academic Affairs Office in Registry.
2 Insert here the module number for pre-requisite modules. Module numbers for existing (and therefore shared) modules should be indicated in italics.
3 Enter “M” for Mandatory modules, “E” for elective modules.
4 Enter here the level on the National Framework of Qualifications for the module.
5 Enter here the credits assigned to the module. The standard credit allocation to a module is 5 or a multiple of 5.
6 Indicate contact hours (per week) in the categories listed below.
7 Indicate the allocation of marks in the categories listed below. Please refer to MAP guidelines on assessment.
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Title of Award: Masters of Science (MSc) in Global Financial Information Systems (GFIS)
Area of Specialisation: Financial Information Systems (FIS)
Level: 9
Learning Modes Offered: On-Campus
Semester: 2
Module
Number Title Of Module
Pre-
Requisite
Module(S)
Module Status NFQ Level Credits
Contact Hours
(Per Week) Allocation Of Marks (%)
Lecture Tutorial Practical Total Project Continuous
Assessment Practical
Final
Exam Total
Business Intelligence M 9 10 2 2 4 50 50 100
Global Transaction, Banking, and Payment Systems M 9 5 1 1 2 100 100
Global Financial IS Security, Continuity, and Ethics M 9 5 2 2 100 100
Global Risk Management and Regulation M 9 5 2 2 100 100
Corporate Financial Interpretation M 9 5 2 2 50 50 100
Table 4: Semester 2 Modules
Title of Award: Masters of Science (MSc) in Global Financial Information Systems (GFIS)
Area of Specialisation: Financial Information Systems (FIS)
Level: 9
Learning Modes Offered: Off-Campus Professional Internship
Semester: 3
Module
Number Title Of Module
Pre-
Requisite
Module(S)
Module Status NFQ Level Credits
Contact Hours
(Per Week) Allocation Of Marks (%)
Lecture Tutorial Practical Total Project Continuous
Assessment Practical
Final
Exam Total
8Professional Internship (3 months)9 M 9 30 100 100
Table 5: Semester 3 Modules
8 All students must complete all taught elements in Semester 1 and Semester 2 to the satisfaction of the Head of the School of Business, before being eligible for a Professional Internship.
9 Students who are unsuccessful in securing a Professional Internship will have to complete a Financial Information Systems (FIS) Project.
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2.5 Teaching and Learning Approaches
The MSc in Global Financial Information Systems (GFIS) aims to meet the requirements
under the National Framework of Qualifications (NFQ) for Level 9 programmes. The
programme also aims to meets the skills and knowledge requirements identified in the
EGFSN report on “Future Skills and Research Needs of the International Financial Services
Industry” (2007 pp.57-78); the Government of Ireland’s “Building Ireland’s Smart
Economy” report (2008, p.12); and, more recently, the Forfas “Guidance for Higher
Education Providers on Current and Future Skills Needs of Enterprise” report (2012, p24-
26). The programme also aims to meet the key skills and knowledge requirements specified
by representatives of the Financial Services Industry who contributed to the development of
this programme.
In order to achieve the programme’s aims, a strong link will be maintained with the Financial
Services Industry. Integral to this, will be the research and activities of the WIT AIB Centre
for Finance and Business Research (CFBR) which is discussed in more detail in Section
2.5.1. Problem solving techniques reflective of industry best practice will be used to tackle
live cases/issues which will demonstrate the intricacies associated with both the development
and application of Financial Information Systems (FIS) in the Financial Services Industry.
Where appropriate, students will be integrated into consulting and research projects within
the framework of project-oriented lessons. This ensures that theory is linked to current
working practice and applied research, while also ensuring that graduates are prepared for
future employment in the Financial Services Industry.
Teaching is delivered by means of lectures, tutorials, computer laboratory classes, workshop
demonstrations, projects, e-learning (e.g. SWIFT e-Training, SAP Business Intelligence e-
Training, etc.), individual assignments, group based assignments, Q&A sessions, and a
Seminar Series centered around presentations by a broad spectrum of expert speakers from
across the world of business. Video-conferencing presentations and online Q&A sessions by
Financial Services Industry representatives will also be integrated into module content. The
teaching methods employed will be interactive in nature, and student participation is actively
encouraged. Students will be required to present their work orally, in electronic, and in
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written format, where required by the learning outcomes of the module and the overall MSc
in GFIS programme.
Students learn practical skills, gain knowledge and understanding, and develop cognitive
skills and abilities, through self-directed resource based learning, small group discussions,
small group and individual exercises, case study analysis, in-depth analysis, computer
laboratory sessions, demonstration software, presentations, on-line examples, e-learning, and
industry expert presentations. Problem-based learning reflective of industry best practice will
also be integral to this programme. This ensures that graduates are well versed in “real-life”
scenarios arising in the industry, and prepared to deal with them in a work environment.
In addition, all skills-based module coordinators will establish “practical skills target
checklists” and “measurable check-points”, to guide participant learning and facilitator
feedback, and to facilitate “reflective learning”. This enables informative feedback to the
student regarding skills attained, improvements required, and structured advice on how to
make these improvements, prior to official assessment.
Throughout their studies, students will be encouraged to undertake independent study and
learning, both to supplement and consolidate what is being learned, and to broaden their
individual skills, knowledge and understanding of the subject matter. Critical evaluation and
reflection also engage students in applying theory to practice, particularly through the
Professional Internship.
A Professional Internship of a minimum of 3 months in duration is mandatory for all students
on the MSc in Global Information Systems. However, all students must complete all taught
elements in Semester 1 and Semester 2 to the satisfaction of the Head of the School of
Business, before being eligible for a Professional Internship. Throughout the Professional
Internship period, students are required to maintain a formal reflective learning-logbook,
recording their weekly activities, duties, experiences, learning, problem resolution, new skills
attainment, etc. Students will be visited by a mentor from the MSc in GFIS programme team
at least once during their Professional Internship. Postgraduate internships are a participant
initiated process for which WIT will provide support. Internship opportunities are posted on
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the MSc in GFIS Facebook Website on a weekly basis (www.facebook.com/witmscgfis).
Other opportunities are posted on the WIT Careers office website located at
http://www.wit.ie/current_students/student_life_and_learning/the_careers_centre. Where
applicable, students of non-Irish citizenship, have the responsibility of ensuring that their visa
requirements are not violated.
2.5.1 WIT AIB Centre for Finance and Business Research (CFBR)
The MSc in Global Financial Information Systems will also integrate teaching and learning
with the research and activities of the WIT AIB Centre for Finance and Business Research.
Established in 2009, the AIB Centre for Finance and Business Research (CFBR) is a research
centre within the School of Business of Waterford Institute of Technology which
encompasses research on small firm finance, corporate finance and financial markets, at both
theoretical and applied levels. WIT is committed to the creation of new knowledge, new
innovative products and services for society, and also to educating the next generation of
researchers and members of society. The Institute’s philosophy is to create an open
innovative research and learning environment, which co-locates research, Postgraduate
studies, industry, and entrepreneurship creating a research and innovation eco-system for the
knowledge economy. Further information on the CFBR is located at http://www.cfbr.ie/.
2.6 Programme Assessment Strategy
A programme assessment strategy is a document aimed at those teachers, learners and
assessors who are involved with the programme. According to HETAC “Assessment and
Standards 2009”, a Programme Assessment Strategy should be prepared for every
programme during the programme’s development and maintained thereafter
(http://www.hetac.ie/docs/Fina%20English%20Assessment%20and%20Standards%202009.p
df). The programme assessment strategy should have a number of features, which are
outlined and discussed in Sections 2.6.1 to 2.6.8.
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2.6.1 Link to Teaching and Learning Strategy
The following is an overview of the link between the Masters of Science (MSc) in global
Financial Information Systems (GFIS) programme outcomes, individual module outcomes,
teaching and learning approaches, and programme assessment.
A. Knowledge-Based Abilities On completion of this programme the successful
student will be able to demonstrate:
1. a systematic understanding of the theory,
concepts and methods at the forefront of
knowledge pertaining to Financial Information
Systems, which includes, data modelling and
analysis; business intelligence; financial
derivatives; econometrics; corporate financial
interpretation; transaction, banking and payment
systems; security, continuity and ethics; project
management; and financial risk and regulation. 2. a critical awareness of the issues associated with
Financial Information Systems in the Financial
Services Industry, and an ability to apply this
critical awareness to actual situations
encountered in these work environments. 3. the ability to draw upon information systems
based financial analysis techniques to address
both specific and imprecise problems, e.g.
financial projections, risk analysis, etc. 4. the ability to justify and be accountable for the
reported analysis, interpretation, and proposed
solutions. 5. an ability to assist colleagues, management, and
other designated internal and external
stakeholders, in understanding the principles of
Financial Information Systems, and how to put
these systems into practice in the business
environment for beneficial purposes.
Teaching and Learning Approaches Students learn practical skills, gain
knowledge and understanding, and develop
cognitive skills and abilities, through self-
directed resource based learning, small
group discussions, small group and
individual exercises, case study analysis, in-
depth analysis, computer laboratory
sessions, demonstration software,
presentations, on-line examples, e-learning,
industry expert presentations, and
individual and group projects. Problem
based learning reflective of industry best
practice will also be integral to this
programme. This ensures that graduates are
well versed in “real-life” scenarios arising
in the industry, and prepared to deal with
them upon commencement of employment.
Throughout their studies, students will be
encouraged to undertake independent study
both to supplement and consolidate what is
being learned, and to broaden their
individual knowledge and understanding of
the subject matter. Critical evaluation and
reflection engage the students in applying
theory to practice. Assessment Methods Students’ mastery of knowledge-based
content will be assessed by a combination
of continuous assessment and final
examination.
B. Skills-Based Abilities On completion of this programme the successful
student will be able to demonstrate: 1. the ability to work successfully and productively
in a team and as an individual;
2. the ability to structure, analyse, and interpret
financial data, and report it in a clear,
appropriate, and verifiable manner, in both
management report and summary formats;
3. the ability to self-critique and assess their own
work in the context of their task assignments,
performance expectancy, and role requirements.
Teaching and Learning Approaches Students learn practical skills, gain
knowledge and understanding, and develop
cognitive skills and abilities, through self-
directed resource based learning, small
group discussions, small group and
individual exercises, case study analysis, in-
depth analysis, computer laboratory
sessions, demonstration software,
presentations, on-line examples, e-learning,
and industry expert presentations. Problem
based learning reflective of industry best
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4. the ability to select appropriate technology,
applications, and skill-sets to apply in different
business scenarios arising in the Financial
Services Industry; 5. the ability to source, process, organise, collate,
and expertly disseminate relevant and reliable
information, from a wide range of sources to a
broad spectrum of recipients; 6. new skills, including the application of data
modelling and analysis, business intelligence,
econometrics and corporate financial
interpretation, and project management, as well
as active team participation, and the ability to
write and report in a professional business-
oriented style.
practice will also be integral to this
programme. This ensures that graduates are
well versed in “real-life” scenarios arising
in the industry, and prepared to deal with in
a work environment. In addition, all skills-based module
coordinators will establish “practical skills
target checklists” and “measurable check-
points”, to guide student learning and
facilitator feedback, and to facilitate
“reflective learning”. This enables accurate
feedback to the student regarding skills
attained, improvements required, and
structured advice on how to make these
improvements, prior to assessment.
Assessment Methods Students expertise in skills-based content
will be assessed by their completion of
individual and group based “work
package” assignments, and/or individual
and/or group-based projects, that may be
carried out using specialist software, and
may include computer laboratory based
tests.
C. Additional Transferable Skills (including
those acquired through Professional
Internship) On completion of this programme the successful
student will be able to demonstrate: 1. the selection and use of a variety of modes of
discourse for effective communication, including
graphical, written and oral, according to the
needs of the intended audience.
2. an ability to independently acquire further
knowledge and expertise, and to ensure that the
use of this knowledge and expertise complies
with the security, legal, regulatory, professional
and ethical standards of the Financial Services
Industry. 3. advanced knowledge of, and an ability to, reflect
on the importance of the role of Financial
Information Systems in the Financial Services
Industry and the impact of these systems on
society in general, and how the role of these
systems may be used to initiate change where
appropriate, and when necessitated;
4. an acute awareness of the need for the highest
ethical standards of practice; 5. a planning, design and project management
Teaching and Learning Approaches Students learn transferable skills through
the teaching and learning programme
outlined above, including the Professional
Internship. Although not all the skills are
explicitly taught, they are nurtured and
developed throughout the programme,
which is structured and delivered in such a
way as to promote this process. Assessment Methods Transferable skills are assessed as follows:
Outcomes 1, 2 and 3 are assessed
through coursework, reports,
examinations, and presentation of
relevant current research issues.
Outcome 4 is assessed primarily
through examinations, but also through
the Professional Internship.
Outcome 5 is assessed through
coursework, and examinations.
Outcomes 6, 7 and 8 are assessed
primarily through coursework, reports
and presentations, but also through the
Professional Internship.
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process that is cognisant of the opinions of team
members, and other stakeholders. 6. management of their own learning and
development demonstrating time management
and organisational skills at a professional level. 7. a critical understanding of, and the ability to,
deploy effectively, a wide range of learning
methods resources and technologies. 8. self-direction and originality in learning and
problem solving in familiar and unfamiliar
situations. 9. critical awareness of the need to communicate
effectively within the work environment and
within the Financial Services Industry as a
whole;
10. a recognition of the need to future-proof their
skills and knowledge by participating in further
education and training through research, or
academic, or professional training and
certification, in the interest of further enhancing
their career prospects and promotion potential.
Outcomes 9 and 10 are assessed
through the Professional Internship. Note: Assessment of Professional
Internship: The Professional Internship module will be
assessed using organised formal work place
visitations which will include a presentation
by the student. This presentation will
require the student to reflect upon their
period of internship, and in addition, self-
assess their progress and learning. The
Internship Host will also be required to
provide feedback. Upon, satisfactory
completion of the 3 month Internship
period, the student will submit a formal
reflective learning-logbook.
Table 6: Linking of Programme Outcomes to Teaching, Learning and Assessment Strategy
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2.6.2 A Curriculum Map Linking Learning Outcomes to Module Outcomes
Semester
Module Knowledge-Based Abilities Skills-Based Abilities
Additional Transferable Skills (including those acquired
through Professional Internship)
A1 A2 A3 A4 A5 B1 B2 B3 B4 B5 B6 C1 C2 C3 C4 C5 C6 C7 C8 C9 C10
1 Data Modelling & Analysis X X X X X X X X X X
1 Econometrics X X X X X X X X
1 Information Systems Project Management X X X X X X X X X X X X X
1 Financial Derivatives X X X X X X X
1 Seminar Series X X X X X X X X
2 Business Intelligence X X X X X X X X X X X X X X X
2 Global Transaction, Banking, & Payment Systems X X X X X X X
2 Global Financial IS Security, Continuity, & Ethics X X X X X X X X X
2 Global Risk Management and Regulation X X X X X X
2 Corporate Financial Interpretation X X X X X X X
3 Professional Internship10 X X X X X X X X X X X X X X X X X X X X X
Table 7: Curriculum Map Linking Programme Learning Outcomes to Module Outcomes
10
Students who are unsuccessful in securing a Professional Internship will have to complete a Financial Information Systems (FIS) Project.
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2.6.3 Balanced Continuous Assessment Workload
The learning outcomes (LOs) for each module are assessed only once during the course of a
semester in accordance with the assessment schedule below. However, where deemed
necessary, a learning outcome can be split over a number of assignments. Students will be
provided with an assessment schedule for all modules at the start of each semester which will
specify a date for each component of CA. This reduces overlaps in the timing of CA during
the semester, while also enabling students to manage their own learning and development,
and to engage in time management and organisational skills at a professional level.
2.6.3.1 Semester 1
Data Modelling and Analysis LO1 LO2 LO3 LO4 LO5
Assessment 1 X
Assessment 2
X
Assessment 3
X
X
Assessment 4
X X
Table 8: Data Modelling and Analysis Assessment and Learning Outcomes
Econometrics LO1 LO2 LO3 LO4
Assessment 1
X X
Final Exam X
X
Table 9: Econometrics Assessment and Learning Outcomes
Information Systems Project Management LO1 LO2 LO3 LO4 LO5
Assessment 1 X
Assessment 2
X
Final Exam
X X X
Table 10: Information Systems Project Management Assessment and Learning Outcomes
Financial Derivatives LO1 LO2 LO3 LO4 LO5 LO6
Assessment 1
X X X X
Final Exam X X X
Table 11: Financial Derivatives Assessment and Learning Outcomes
Seminar Series LO1 LO2 LO3 LO4 LO5
Assessment 1 X
X
Assessment 2
X X X
Table 12: Seminar Series Assessment and Learning Outcomes
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2.6.3.2 Semester 2
Business Intelligence LO1 LO2 LO3 LO4 LO5 LO6
Assessment 1
X
Assessment 2
X
Assessment 3
X
Final Exam X X X X X
Table 13: Business Intelligence Assessment and Learning Outcomes
Global Transaction, Banking and Payment Systems LO1 LO2 LO3 LO4 LO5 LO6
Assessment 1 X
Assessment 2
X X
Final Exam
X X X
Table 14: Global Transactions, Banking and Payment Systems Assessment and Learning Outcomes
Global Financial IS Security, Continuity and Ethics LO1 LO2 LO3 LO4 LO5 LO6
Assessment 1 X X X
Assessment 2
X X X
Table 15: Global Financial IS Security, Continuity and Ethics Assessment and Learning Outcomes
Global Risk Management and Regulation LO1 LO2 LO3 LO4
Final Exam X X X X
Table 16: Global Risk Management and Regulation Assessment and Learning Outcomes
Corporate Financial Interpretation LO1 LO2 LO3 LO4
Assessment 1
X
Final Exam X X X
Table 17: Corporate Financial Interpretation Assessment and Learning Outcomes
2.6.3.3 Semester 3
Professional Internship LO1 LO2 LO3 LO4 LO5 LO6 LO7 LO8 LO9 LO10
Satisfactory CVs, letters of
application, e-profile, interview
preparation, online/direct
applications, and interviews.
X
Satisfactory completion of a
minimum 12 week internship. X X X X X X
Satisfactory performance and
presentation during formal visitation
by mentor.
X X X
X X
Satisfactory completion and
submission of a formal reflective
learning-log.
X X X X X X X X
Table 18: Professional Internship Assessment and Learning Outcomes
* All students must complete all taught elements in Semester 1 and Semester 2 to the satisfaction of the Head of
the School of Business, before being eligible for a Professional Internship.
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Students who are unsuccessful in securing a Professional Internship will have to complete a
Financial Information Systems (FIS) Project.
Financial Information Systems
Project LO1 LO2 LO3 LO4 LO5 LO6 LO7 LO8 LO9 LO10
Satisfactory attendance at WIT
throughout the project completion
period.
X X X X X X X X X X
Satisfactory submission of project
log-book at regular intervals. X
Satisfactory completion of the
project and project report as assessed
by the project coordinator and
external examiner.
X
Satisfactory completion of the
project presentation. X
Table 19: Financial Information Systems Project
** This module is mandatory in the event that an appropriate Professional Internship is not secured by a
student.
2.6.4 Programme Assessment Instruments and Intended Programme Learning
Outcomes
As shown previously, in Tables 7 and 8, consideration has been given to linking the
programme learning outcomes of the MSc in Global Financial Information Systems, with the
individual module learning outcomes, and the programme assessment strategy. Tables 9 to 20
in the previous section, provide further insight into the assessment of the learning outcomes
of each module.
2.6.5 Rationale for Assessment Methods
The MSc in Global Financial Information Systems (GFIS) consists of skills-based and
knowledge-based modules, and this is reflected in the programme assessment strategy. As
shown in Figure 1 and Figure 2, the modules scheduled for Semesters 1 and 2, have a well
balanced approach to the allocation of Continuous Assessment and end of year Final
Examinations. This approach is also consistent, appropriate and valid when the module
content and the aims of the MSc in GFIS are taken into consideration.
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Figure 1: Semester 1 Analysis of Continuous Assessment and Final Examination
Figure 2: Semester 2 Analysis of Continuous Assessment and Final Examination
2.6.6 Special Regulations
Grades are awarded according to the established Waterford Institute of Technology (WIT)
scale with an Honours Grade 1 being the highest award. However, students enrolled on the
MSc in Global Financial Information Systems (GFIS) must achieve a minimum 40% grade in
the practical skills component on every applicable module. Failure of the practical skills
component will result in the failure of the module (i.e.) if a student fails the practical skills
0
10
20
30
40
50
60
70
80
90
100
CA Final Examination
Data Modelling and Analysis
Econometrics
IS Project Management
Financial Derivatives
Seminar Series
0
10
20
30
40
50
60
70
80
90
100
CA Final Examination
Business Intelligence
Global Transaction, Banking and
Payment Systems
Global Financial IS Security,
Continuity, and Ethics
Global Risk Management and
Regulation
Corporate Financial Interpretation
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Continuous Assessment component, but passes the Final Examination component, the student
will fail the module. Given the nature of this MSc in Financial Information Systems, this
requirement is essential to ensure that students are equipped with the necessary critical skill-
set and knowledge-base required to work in a Financial Information Systems (FIS) related
role in the Financial Services Industry. Furthermore, all students must complete all taught
elements in Semester 1 and Semester 2 to the satisfaction of the Head of the School of
Business, before being eligible for a Professional Internship. Students who are unsuccessful
in securing a Professional Internship will have to complete a Financial Information Systems
(FIS) Project. For additional information on Continuous Assessment, Final Examinations,
and how learning outcomes are assessed, please refer to the individual module descriptors
included in Appendix 1 for this programme.
2.6.7 Contingency Strategies for Exemptions and RPL
The programme will conform to the established Waterford Institute of Technology (WIT)
Postgraduate recruitment policies with regard to accreditation of prior learning (RPL), non-
standard applicants, and non-native English speakers. Applicants who are not native speakers
must have one of two English language qualifications – TOEFL/IELTS with a minimum
score in TOEFL of 550 or IELTS of 6.5. Springboard applicants also complete a Springboard
application form for RPL to determine the appropriate entry level for candidates to give them
optimum chance to succeed, and where appropriate, facilitate advanced entry. As per the WIT
RPL policy, applicants must demonstrate that their prior learning (formal, informal and non-
formal) meets the learning outcomes of the relevant module/s.
2.6.8 Institutional Grading System and Programme Assessment Instruments
The MSc in Global Financial Information Systems (GFIS) will conform to the established
Waterford Institute of Technology (WIT) Postgraduate grading system and all programme
assessment instruments have been designed, and will be implemented, in accordance with this
system. Further, information on how the Institute’s formal assessment regulations work,
including details of how award classifications are determined, can be found in the Waterford
Institute of Technology Examination Regulations located on our website at
http://www.wit.ie/current_students/student_affairs/examinations .
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2.7 Entry Requirements
Graduates of Business or Technology oriented undergraduate Degree programmes that have
achieved Honours Grade (2:2) or higher, are eligible to apply. Graduates from other
undergraduate Degree programmes who have achieved an Honours Grade (2:2) or higher, are
also eligible to apply. However, this does not guarantee automatic entry to the programme,
but applicants may be considered for interview and short listing. Prior work or industrial
experience may be considered when short listing applicants.
Springboard applicants will also have to complete a Springboard form to be considered for
Recognition of Prior Learning (RPL) in line with the Institute’s RPL policy. The programme
will conform to the standard Waterford Institute of Technology (WIT) Postgraduate
recruitment policies with regard to accreditation of prior learning. Applicants who are not
native speakers must have one of two English language qualifications – TOEFL/IELTS with
a minimum score in TOEFL of 550 or IELTS of 6.5
WIT may also invite representatives from the Financial Services Industry to participate in the
interview and selection process. This provides an opportunity to establish early engagement
between students and industry representatives, which will accentuate the programme-industry
relationship for Internships and future employment possibilities.
2.7.1 Admission Procedure and Selection
An application for the Masters of Science in Global Financial Information Systems (GFIS) is
made in the first instance to the Waterford Institute of Technology (WIT) Office of Graduate
Studies using the Postgraduate Applications Centre (PAC) located at
http://www.pac.ie//main.php?inst=wd&ln=e. Applicants must complete a programme
application form and include a full academic transcript. Applicants may also include a short
statement explaining why they wish to undertake this programme. Places on the programme
are allocated on merit, based on applicants’ undergraduate results, and, where appropriate,
prior applicable experience. In line with the Institute’s policy on accrediting prior learning,
exemption may be offered for specific modules on application to the Head of
Department/School or his/her nominee. Such applications would need to demonstrate that the
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learner has successfully completed equivalent modules, or that their prior learning (formal,
informal and non-formal) meets the learning outcomes of the relevant module/s.
2.8 Progression Opportunities and Transfer Pathways
Active engagement with representatives of the Financial Services Industry in the design of
the programme, the content, delivery mechanism, and teaching, learning and assessment
strategies will ensure that graduates have the appropriate required skill-set and knowledge for
rapid employment in the Financial Services Industry. Furthermore, involving representatives
of the Financial Services Industry in the interview and selection process to identify suitable
students for the programme, and supporting students in securing a 3 month Professional
Internship in the Financial Services Industry, will ensure that graduates of the MSc in Global
Financial Information Systems (GFIS) will be best-positioned to avail of the considerable
number of employment opportunities arising in the Industry, now and into the future.
In addition, the Institute’s academic staff have built significant links and relationships
through research and engagement with the Financial Services Industry over the past number
of years, which often means WIT staff, are the first point of contact when these companies
are seeking to recruit graduates. As previously stated, the Institute also has a well established
Work Placement programme at undergraduate level, which has developed multiple links with
industry over the past number of years. The Institute also has a well established and well
resourced Careers Office and online careers website. Furthermore, dedicated support is
provided to all students of the Institute’s programmes with respect to Curriculum Vitae, job
application, and interview workshops, careers advice, recruitment fairs, etc. The Institute also
regularly hosts recruitment presentations, employment opportunity fairs, and promotional
events by companies in the Financial Services Industry.
Upon successful completion of the MSc in Global Financial Information Systems (GFIS), a
graduate may also apply for Postgraduate Level 10 studies, such as a PhD by Research, either
nationally or internationally. Students may also use accumulated ECTS credits to transfer to
other programmes of study subject to the transfer requirements of these programmes and
WIT rules and regulations pertaining to same.
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2.9 Protocol of Exit Award
In the event of a candidate completing at least 60 ECTS, but not the 90 ECTS required for the
award of an MSc in Global Financial Information Systems (GFIS), the examination board can
consider the candidate for a Postgraduate Diploma in Business award. Eligible candidates
may apply to the Examination Board or can be nominated by the Head of Department/School
or his/her nominee at the Examination Board for this award to be made. Students who are
awarded a Postgraduate Diploma in Business may not progress to the award of MSc in
Global Financial Information Systems (GFIS), but they can subsequently choose to make a
new application to join the programme, subject to it being offered in the future.
2.10 Programme Regulations
As previously stated in Section 2.6.6., students enrolled on the MSc in Global Financial
Information Systems (GFIS) must achieve a minimum 40% grade in the practical skills
component on every applicable module. Failure of the practical skills component will result
in the failure of the module (i.e.) if a student fails the practical skills Continuous Assessment
component, but passes the Final Examination component, the student will fail the module.
Given the nature of this programme, this requirement is essential to ensure that students are
equipped with the necessary critical skill-set and knowledge-base required to work in a
Financial Information Systems (FIS) related role in the Financial Services Industry.
Furthermore, students who are unsuccessful in securing a Professional Internship will have to
complete a Financial Information Systems (FIS) Project. For additional information on
Continuous Assessment, Final Examinations, and how learning outcomes are assessed, please
refer to the individual module narratives included in Appendix 1 for this programme.
2.11 Programme Administration and Quality Assurance
Programme administration and quality assurance will conform to the established Waterford
Institute of Technology (WIT) Academic Regulations.
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3.0 Academic Team
Table 20 outlines the academic team for the MSc in Global Financial Information Systems as
established in September 2014. However, as per normal for all programmes offered at
Waterford Institute of Technology (WIT), the allocation of specific members of staff is
subject to change depending on staff demands and circumstances (e.g. illness, retirement,
etc.).
Staff Member School Module
Dr. Aidan Duane School of Business Data Modelling and Analysis
Ms. Ruth Barry School of Science Business Intelligence
Mr. Frank Conway School of Business Financial Derivatives
Dr. William Doyle School of Science Information Systems Project Management
Dr. Aidan Duane School of Business Global Transaction, Banking, and Payment Systems
Mr. John Maher School of Business Global Risk Management and Regulation
Dr. Tom Egan School of Business Econometrics
Dr. John Casey School of Business Corporate Financial Interpretation
Mr. Joseph Griffin School of Business Global Financial IS Security, Continuity, and Ethics
Dr. Sheila O’Donohoe & Mr.
Gerry Arthurs
School of Business Seminar Series
Dr. Aidan Duane School of Business Professional Internship
Table 20: Indicative Staff Deployment Plan
4.0 Professional Code of Conduct at WIT School of
Business
The mission of the School of Business is to develop thinking professionals to the highest
international standards. Our aim is to prepare students for successful careers in business, the
professions, public service and society. This is achieved through a suite of innovative and
challenging programmes that are delivered in a personalised learning environment. Our
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intention is to continuously evolve and respond to our changing environment by offering
accessible, flexible and relevant courses to all.
To support this mission, WIT School of Business is committed to the ongoing development
of faculty and staff through scholarship and other professional development. Our activities
enrich the commercial, economic, educational and social environment of the region and
beyond. We embody the core values of personal integrity, social responsibility and ethical
behaviour; these values are reflected in both our teaching and our actions.
We continuously seek to involve our students as partners to the learning process and engage
them to be active learners through critical discussion, debate and a wider sense of civic
engagement. As a School, we value integrity, social responsibility, and ethical behavior,
which includes academic integrity on the part of both students and staff. Our values are
inherent in our taught and research programmes our delivery methods and our learning styles
as well as being reflected in our own actions both on a faculty-to-student basis and on a
faculty-to-faculty basis. As a School we commit to:
A. Respect for others
Actively encourage the questioning mind and partner our students on the voyage towards
enlightenment and discovery. We view education as a collaboration of equals and place
significant emphasis on developing and maintaining a learning community. Education is a
life-long activity and we want all learners (no matter what life stage they are at) to feel at ease
in the WIT School of Business learning environment.
Be respectful of our colleagues and our students and desist from all forms of harassment and
intimidation that may infringe on the rights of members of the WIT academic community.
WIT is committed to providing a safe working and learning environment in which all
employees and students have the opportunity to fulfill their potential with dignity. Such an
environment should be free of all forms of bullying, harassment and discrimination.
Serve all of our community irrespective of ability, age and background. Our programmes are
developed to encourage students into education instead of acting as a barrier. The delivery of
programmes is designed to be flexible to take into account the personal circumstances of
individual learners.
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Show respect for School/Institutional property and the individual rights of others. As an
academic community we are stewards of institutional resources and in all our actions we seek
to preserve these resources and also show respect for the personal property of others.
Adhere to the Institutional dignity & respect policy which promotes a positive working and
study environment. Dignity and respect is an integral part of the Institute’s overall policy and
must therefore be observed by all staff and students.
B. Professionalism
Provide students with the prerequisite skills, knowledge and attitudes necessary to assume
roles as professionals in the modern business environment. By examining how leaders think
and act, we expose students to an in-depth education beyond the traditional frameworks and
theories. We consider the personal and professional development of the graduate as central to
the teaching and learning philosophy of our programmes.
Exhibit enthusiasm, passion and commitment in our work which represent the important
attributes that we want to encourage in our students. If we are passionate in our role as
educators then this will be reciprocated in passionate learners.
Represent the School and Institute in a responsible manner and maintain high standards of
honesty and integrity. We expect that our students will seek to achieve these high standards in
representations on behalf of the School or Institute and in their academic studies and
engagements with the business community.
C. Integrity
Demonstrate integrity in the undertaking of our academic work which includes the
preparation and delivery of our lectures, examinations and in all aspects of our course
requirements. We will not participate in any actions or engage in methods that may cause
unfair advantage.
Desist from behaviors that disrupt the teaching and learning process or infringe upon the
rights of other students or other members of the wider academic community. This ensures
that we conduct our affairs in a professional manner and show respect for all members of the
community.
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Exhibit dignity and demonstrate integrity in our engagement and involvement with the
business community and society. This will include participation in study events nationally
and internationally which are viewed as representing the School or Institute. Examples may
include but are not limited to, graduate association activities, seminars, conference events,
meetings, engagement with alumni and national and international study programmes.
Our academic community at the WIT School of Business is expected to adhere to the highest
ethical standards in the planning, administration and overall undertaking of our work. As our
mission concerns the professional development of ‘thinking professionals’ we strive to
support our students in ways that underpin a ‘fitness for practice and a fitness for life’.
Achieving this mission is the collective responsibility of all of the WIT School of Business
community who show adherence to high standards of ethical conduct in their engagements
with students and society. All our colleagues are acutely aware of their individual
responsibilities in this regard, as we strive to foster a learning environment where students are
encouraged and supported to achieve their full potential. In this regard, students are also
advised to consult WIT Student Life and Services at:
http://www.wit.ie/current_students/student_life_and_learning/student_life_learning here they
will find a comprehensive range of services, support and information for all students.
4.1 Dignity and Respect Policy
The W.I.T. is fully committed to a policy of dignity & respect. The purpose of the policy is to
create a positive working and study environment. The complete policy is outlined in a
formally approved document that can be found on
http://www.wit.ie/images/uploads/Postgrad_PDF/Dignity__Respect_Policy.pdf. The purpose
of this section is to highlight the existence of the framework and to provide a brief overview
of the main elements of the policy.
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4.1.1 Development of Awareness of the Need to Promote Dignity and Respect for
Staff and Students
The Institute undertakes to develop awareness among all participants in the educational
process of the need to promote dignity and respect for all staff and students. This will involve
senior management, staff and students. In that regard please read section 3 on the Code of
Professional Conduct.
4.1.2 Bullying and Harassment Policy
a) WIT is committed to providing a safe working and learning environment in which all
employees and students have the opportunity to fulfill their potential with dignity. Such an
environment should be free of all forms of bullying, harassment and discrimination. The
scope of this policy extends beyond the physical confines of the WIT campus e.g. staff
attendance at conferences as part of their terms of employment, attendance at work-related
social events.
b) It is recognized by WIT that bullying, harassment and discrimination in the working or
learning environment can seriously damage a person’s mental and physical health and well
being. Accordingly, WIT will regard any complaint of alleged bullying, harassment or
discrimination as a serious matter which could, if substantiated, lead to disciplinary
procedures being invoked
c) The Institute recognizes the importance of balancing the freedoms of expression and
intellectual enquiry, which are part of the ethos of higher education, with ensuring that these
freedoms are not abused so as to leave members of the Institute feeling bullied, harassed or
discriminated against.
d) Once a complaint of bullying, harassment or discrimination has been made, any form of
victimization arising out of the complaint will be taken seriously and can itself lead to
disciplinary action.
e) Complaints which are malicious and unfounded will also be subject to disciplinary
procedures.
f) This policy applies to all staff and students of the Institute and its companies and all visitors
and contractors and to all WIT events and activities, whether on or off the campus.
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g) In formulating this policy WIT has had regard to the Equality Authority Code of Practice on
Sexual Harassment and Harassment at Work 2002, the Health and Safety Authority Code of
Practice on the Prevention of Workplace Bullying 2002 and the Labour Relations
Commission Code of Practice Detailing Procedures for Addressing Bullying in the
Workplace 2002.
h) Using the WIT procedure will not affect the complainant’s right to make a complaint under
the Employment Equality Act 1998.
i) An employee will not be victimized or subject to sanction for making a complaint in good
faith or for giving evidence in proceedings.
There are two approaches to making and resolving complaints of harassment, bullying or
discrimination.
1. The Informal Procedure: As a general rule, an attempt should be made to address an
allegation as informally as possible. The objective of this approach is to resolve the difficulty
with the minimum of conflict and stress for the individuals involved.
2. The Formal Procedure: If an informal approach is inappropriate or if the matter cannot be
resolved by the informal procedure, the formal procedure should be invoked.
Full details on the definitions of discrimination, harassment and bullying along with the
procedure for resolving complaints can be found in the formal policy document (see
http://www.wit.ie/images/uploads/Postgrad_PDF/Dignity__Respect_Policy.pdf.).
4.2 Student Complaints Procedure
In the event that you wish to complain about a person, service or department within WIT,
there is a formal procedure to help resolve your complaint in a fair and speedy manner. The
full procedure is outlined in the students complaint policy which can be downloaded at:
http://www.wit.ie/images/uploads/About_PDF/students_complaints_policy.pdf . The purpose
of this section is to highlight the existence of the framework and to provide a brief overview
of the main elements of the process.
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The purpose of the complaint procedures is to resolve complaints or problems as far as is
possible to the mutual satisfaction of the complainant and the person, service or department
against whom the complaint is made. The emphasis is on creating a supportive framework
within which to address problems that students encounter and deal with them in a fair and
speedy manner, to ensure that students have access to consistent and efficient procedures for
the resolution of legitimate complaints/issues. The procedures are designed to support
students to raise legitimate complaints and have them addressed so that their studies and
academic progression are not disrupted, to support staff and management to address
complaints made and to protect the rights of individual staff members against whom
complaints are made by ensuring a confidential, transparent, fair and speedy response to
complaints from students that reflect the principles of natural justice. For the purposes of this
procedure, a ‘complaint’ is defined as any specific concern about the provision of a
programme of study or a related service/facility.
The Student Complaints procedure deals with the following indicative list of Institute
activities:
Difficulties associated with the student’s learning activities
Difficulties with academic or support services of the Institute
Difficulties with facilities provided by the Institute
Difficulties with a staff member of the Institute
In implementing this procedure, Institute Management is committed to ensuring that both the
interests of students and those of staff are safeguarded. In particular, it is recognised as
essential that:
Complaints from students are handled in all instances in so far as is possible, in a co-
operative rather than an adversarial way.
Complaints are at all times handled in a transparent, fair, timely sensitive and confidential
manner, with due recognition of the personal implications for both students and members of
staff involved.
Students will not be disadvantaged because they make a complaint.
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The Institute will protect the reputations and professional integrity of its staff by ensuring that
complaints are dealt with in a confidential manner
Action can only be taken against complainants where it is determined that the complainant
was malicious or vexatious, not where it might be deemed to be.
Prejudiced responses to complaints, by way of comment or otherwise, should be avoided at
all times particularly by those to whom formal complaints are made in the first instance.
The principles of natural justice are applied when dealing with complaints i.e. the person,
service or department against whom the complaint is made will be informed as soon as
possible after the complaint is received; all parties to a complaint have the right to be heard;
all parties to a complaint will have the right to be represented/accompanied at all meetings
held in relation to the complaint; all relevant submissions and evidence will be considered;
matters that are not relevant shall not be taken into account; and the decision-maker(s) will
not be biased.
There will be full disclosure of any records maintained within the Institute of complaints
involving staff members to the staff member concerned.
Before making a formal complaint, a student should first try to resolve the issue informally
with the person who is responsible for the subject of their complaint or with the immediate
manager/supervisor of the service. This can be done in person or through the Class
Representative or Students’ Union. Students may also seek the advice of the Year Tutor,
Programme Leader or Head of Department as appropriate. A complaint must be made within
one calendar month of the alleged events/behaviours. Complaints that are not lodged within
this timeframe will not be entertained.
Stage 1: Informal Process
This preliminary stage will generally be an oral process and a formal, written record will not
be made. Students should refer such issues to their respective Head of Department/Central
Service Manager/Students’ Union Officer. If the complaint is not resolved then the
complainant may proceed to Stage 2 of the Student Complaints Procedure if the complainant
so wishes. The relevant Head of Department/Central Service Manager/Students’ Union
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Officer will explain to the complainant the operation of the remaining stages of the Student
Complaints Procedure.
Stage 2: Formal Process
If the complaint is not resolved informally, the student/class representative/Students’ Union
Officer should complete a Student Complaint Form. This form can be obtained from the
School Office, Office of the Registrar, Human Resources Office or the Students’ Union. The
completed Student Complaint Form should be forwarded to the student’s Head of School or
Function in the functional area. The complaint should be specific and comprehensively
documented.
There are 2 categories of complaint: non-personal complaints and personal complaints:
1: Non-personal Complaints
Informal Process
The individual/class representative(s)/Students’ Union Officer, staff member/staff
representative (‘complainant’) will request a meeting with the relevant Head of
Department/Central Service Manager of the relevant area (see Appendix 4 for list of
managers and departments/functions) to discuss the matter. This meeting should be
constructive, with a view to resolving the matter.
Formal Process
If the issue remains unresolved, the complainant(s) may complete a Student Complaint Form
and submit it to the Head of School or Function.
2: Personal Complaints
Where a complaint relates to a complaint by a student in relation to a member of staff, the
individual/class representative(s)/Students’ Union Officer may request a meeting with the
staff member to discuss the matter informally. This meeting should be constructive, with a
view to resolving the matter. If the issue remains unresolved the individual/class
representative(s)/Students' Union Officer will arrange a meeting with the appropriate Head of
Department/Central Service Manager to discuss the matter. If the issue is not resolved, the
complainant(s) may submit a Student Complaint Form and the matter will be referred to the
Head of School/Function. A copy of this form will be sent to the HR Manager. If the issue is
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not resolved, the Head of School/Function will refer the matter to the Student Complaints
Board. If the issue still remains unresolved, the complainant has the right to appeal to the
President.
4.3 Class Attendance
You are expected to make yourself available for all college activities throughout the duration
of the course. Small class size is a central feature in this programme and this enables personal
attention to be given to each applicant while allowing all participants to contribute to class
discussions. In such a context, attendance at all classes is mandatory for a successful
programme to be run. If emergencies arise which affect class attendance, candidates are
asked to email the module lecturer and course leader with the reasons for their inability to
attend class.
4.4 Email
Email is the most acceptable form of communicating with lecturers and other staff. Please
ensure that you are aware of email etiquette; (a) you use your assigned college email address
for communications, that you check it regularly and abide by the regulations governing this
technology, (b) that you properly address the recipient (do not use ‘Hiya’) (c) that you use
proper spelling, grammar and punctuation and sign using your full name. Text language is not
to be used in any circumstances. Failure to adhere to proper etiquette may result in your email
being deleted and not responded to. Be aware that emails are a medium of formal
communication. Please ensure that you use your WIT college email address when
communicating with WIT staff. Failure to do this will result on you losing out on important
communications.
4.5 Academic Integrity
You are preparing for a professional career, and part of any professional activity is high
standard of personal ethics. To assure the validity of the learning experience the Institute has
clear standards for students work. In any written submission or oral presentation it is the
responsibility of students to clearly identify the conceptual sources of their work. Failure to
do so is dishonest and is the basis for a charge of cheating or plagiarism. Lecturers are savvier
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at identifying cheating and plagiarism than you may think, and by cheating or plagiarism you
are taking an enormous risk with your career and reputation. A claim of academic dishonesty
is very serious and if alleged may lead to a disciplinary process by the institute that can result
in an award being withheld. It is your responsibility to apprise yourself of what constitutes
academic dishonesty, you should read the college’s student information handbook. Listed
below are the more common types of academic dishonesty. If in doubt ask your lecturers for
advice. Many of your assignments will require you to us the TurnItIn software-please ensure
you use this where requested. Further information and a manual on how to use TurnItIn can
be found on Moodle.
4.5.1 Plagiarism
Copying from a book, article, notebook, or other source material whether published or
unpublished, without giving proper credit through the standard use of quotation marks,
footnotes, and other customary means of identifying sources, or passing off as one's own the
ideas, words, writings, and experiments of another. Plagiarism shall also include submitting
without the consent of the lecturer an assignment previously submitted in another course or
module.
4.5.2 Cheating During Exams
Any attempt to (1) look at another student's examination, (2) communicate with another
student verbally, by signal, or in any other manner any information concerning the content of
the exam, (3) use any unauthorised materials, such as notebooks, notes, textbooks, or other
sources, not specifically designated by the lecturer of the course for student use during the
examination period, or (4) engage in any other activity for the purpose of seeking aid not
authorised by the college and its lecturers.
4.5.3 Collusion
Working together in preparing separate assignments in ways not authorised by the lecturer.
Academic work produced through a cooperative effort of two or more students is permissible
only upon the explicit consent of the instructor. The collaboration must also be acknowledged
in stating the authorship of the report.
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4.5.4 False Information
Furnishing false information to the College (including advisors, registrar, and instructors) for
the purpose of obtaining special consideration of privilege, e.g., postponement of an
examination or a deadline for written work.
4.5.5 Helping or Hindering Others
Engaging in any activity not authorised by the Lecturers which helps or hinders another in
any work being submitted for a grade. Any breach of the college rules and regulations will be
subject to punishment as laid out in the general student handbook. See WIT student rules and
regulations from the WIT web site.
4.5.6 Group Work
Group work is an essential element of the continuous assessment of many of the continuous
assessments on the programme. It can also be a difficult process because you have to work as
a team and some may be less willing to contribute. With a group project all members are
jointly responsible for the final product. Thus, it is important that as a group you set out the
parameters and the expected behaviour for all members of the group.
It can be evident that in some cases different individuals have completed sections of a project
and just meet at the last minute to ‘bundle it all’ together. These types of projects tend to be
very disjointed and lack flow. It is important that the group divide up the tasks of the project
but reconvene in plenty of time to ensure that the report is coherent and internally consistent.
This coordination can take a number of meetings and is vital. In order for this to occur it is
necessary to have a number of group meetings as the project progresses. There should be an
initial meeting to decide on strategy and work allocation. There should be a number of
meetings to ensure that everyone in the group is making progress on their tasks and there
should be a final meeting to bring it all together and organise the presentation (where
required). It is important that a schedule of meetings is drawn up at the start, that all members
agree to the schedule and all members agree to the deliverables for each meeting.
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On some occasions, many of the learning outcomes that group projects are expected to
address are not being attained by all participants within the group. Essentially, it is the ‘free
rider problem’ and this is not being confronted within the group (i.e.) the other group
members are prepared to ‘carry’ the free rider. Tthis has implications for the reputation of our
programmes particularly where large percentages of modules are allocated for group
assignments. While it is not the Programme Director’s intention to get involved in petty and
small disputes which inevitably arise within each group, personality clashes do occur and it is
up to each group to resolve these internally, the Programme Director should be advised as
early as possible if this issue arises.
With group projects there is a more learning to be achieved beyond the subject matter of the
report. The success of the group will depend on the professionalism of those involved. It is
not necessary that everyone in the group is good friends (although it may help). If everyone
has a workmanlike attitude to the report, communicate regularly, allocate work fairly, set out
targets and deliverables and are realistic with their expectations then the group will work
effectively. Issues that arise should be addressed early but they need to be resolved in a non
confrontational manner having due regard for ever member’s dignity. In situations where
there are difficulties within a group, one member may not be participating fully, the following
items may be of assistance:
The group members should to encourage the individual to participate.
Remember everyone is subject to different pressures and has different things going on in their
lives. It is important that the group has addressed these (or made an attempt). If one member
is having a difficult time then this may need to be taken into account when allocating the
workload.
Personality clashes occur in many situations, the members of the group will need to be
cognisant of these, devise strategies to deal with them and attempts will have to be made to
resolve them internally. Bullying/freezing out will not be tolerated.
Undue expectations should not be placed on team members. Remember, everyone in the
group may not have the same skillset and may work in a different manner. This is part of the
rich tapestry of business life and it is up to the group to manage this dynamic themselves. All
students benefit from such experiences, they learn how to get the best out of people and how
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to ensure that the workload is not just fairly allocated in terms of quantity, but also in terms
of ability.
Selecting group members is a matter for individual lecturers but it is a general policy that
they are not self selecting. It may be more effective if groups are assigned according to
varying criteria – for example, from across different streams (where applicable), etc. It is not
the programme director’s intention to get involved in group disputes. Unless there is a
significant breakdown, a programme director will only then intervene. The programme
director will not act as a judge/arbiter and is not in the business of conflict resolution. A
breakdown reflects badly on all those involved because the group has not been able to
manage the situation themselves. In addressing the issues the programme director will have to
be satisfied that the group made all attempts internally to resolve the situation.
- The programme director will have to be satisfied that the items highlighted earlier were
taken into account by the team members.
- The programme director will give both parties the chance (in private) to give their side of
events.
- The programme director will need to be satisfied that the lecturer on the individual
subject was consulted first and their advice has been heeded in the first instance
- The programme director will also be aware that operating as part of a group is an essential
part of any business relationship; one remedy is to do nothing and let the group resolve
the issues themselves depending on the seriousness of the issues at hand.
There is a range of remedies available to the programme director – from doing nothing, to
allowing each member of the group to submit the complete project on their own. The
programme director will select one of these depending on the circumstances and ensuring that
all involved are treated fairly. As part of a group project you may be asked to complete
details of group meetings – this will let the lecturer know who was responsible for each
section of the project. You will be informed in advance whether this will have any bearing on
the allocation of marks for the project.
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5.0 Facilities
5.1 Computing Facilities
Computing Facilities have been allocated to business postgraduate students on the second floor of
the library. The ICT building is also available from early morning until late in the evening, and on
most Saturdays. For those using laptops, you can access the Internet in the library, lecture rooms
and common areas via Wi-Fi.
5.2 Meeting Rooms
D01a and D25 are meeting rooms at your disposal. These rooms can be used for project meetings
and private study. Both rooms have Wi-Fi access and swipe card security access on this door.
5.3 Library
The Library is located on the main campus. Business postgraduate students are allocated a
dedicated space in the library. The library web page has many useful databases which will be
invaluable when completing your theses. The Institute has subscribed to a range of software
packages designed to help in the analysis of data- SPSS, Minitab, Nvivo and these will be made
available to participants. The library has an impressive supply of management, marketing,
economics, finance and human resource related texts, periodicals, handbooks and journals. Some
additional texts will be required to cover the core subject areas. The Institute has subscribed to a
number of online databases, which are available through the library web page. These databases
include Science Direct, Infotrac, Business Source Premier, ABI Inform and Lexus Nexis. The
School has also subscribed to Thompson One Banker, a very substantial database of on-line
financial and economic data. This is an invaluable resource for gathering data for dissertations or
project work.
5.4 Registration
Once you have obtained your WIT card, you will be able to get computer access although it
may take a few days to get this data (network login and password) to each candidate. In
addition, fully registered students will get external access to WIT library databases, and this
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login and password is the same as your network login/password. The WIT card will also
serve to provide access to designated rooms with swipe security access.
5.5 The Graduate Business Society (GBS)
The Graduate Business Society (GBS) was founded in 2001 by a group of students who
wanted to create a more cohesive graduate community amongst students, faculty and
enterprise. It is an independent society run by and for graduate business students at WIT and
operates under the aegis of the Graduate Business Department and the School of Business.
Our vision for the society is to enrich the experience of the graduate business community at
WIT. The society is a unique community supporting students throughout their graduate
business studies at both Masters and PhD level, by providing students with opportunities to
discuss their experiences with other graduates, currently lecturing at WIT or who have gone
on to work in the corporate world. It fosters and facilitates such network opportunities for its
members through various events, seminars, and its annual ball. In essence, the society
provides a platform for interaction and collaboration; career advice and opportunities; and it
promotes amongst its members the core principle of life-long-learning.
In addition to supporting graduates in their academic endeavour, the society also supports a
vibrant social calendar throughout the year. They actively encourage all current and past
postgraduates to become members and enrich the life of the WIT Graduate Business
community with their individual personalities, their academic skills, special talents, life
experiences and leadership qualities. They look forward to welcoming new members, both
past and present to the society. If you require further information on the society or any of its
activities, please contact the address below. E-mail at: [email protected].
5.6 The Medical Centre
The Medical Centre remains open from 8.30 am to 5.15 pm daily, a pro-active strategy in
relation to student health has been developed. This involves a series of health promotion
activities relating to mental health, sexual health and alcohol awareness taking place in both
campuses throughout the academic year. The Medical Centre offers a special deal to all
students where they pay an initial annual fee with all visits free thereafter. Students therefore
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only have to pay for their prescriptions following each visit. The WIT Counseling Service
operating in both College Street and Cork Road Campus provides a confidential service for
students experiencing personal difficulties or academic anxieties. A support service for
students with disabilities is a confidential service providing an individualised, customised
response to each student’s needs, focusing on the individual and not the disability.
5.7 WIT Card
The WIT card is the official identification card for students and staff at WIT. The WIT card
is multi-functional in that it is used for numerous services on campus such as: library,
identification, printing, photocopying, point of sale, vending and access control. Your WIT
card offers convenience, flexibility and most important, security. Each student has a
confidential WIT card account which provides you with greater security. You can add
money to your account through the machines located throughout the campus, or through the
AIB ATM machine. If you have completed your undergraduate degree at WIT, your old
student card is still active and can be used as your WIT card. If you are not a WIT graduate,
you will need to get a card from the WIT Card Office. Once you have a registration (student)
number, you are eligible to go to the WIT Card office to get your WIT card.
5.8 CHART (Centre for Helping Access, Retention and Teaching)
The CHART office has established a range of student support programmes and services for
students in WIT in order to enhance their academic achievement and their personal and social
development. These consist of:
Mentoring programmes Additional learning support
Study skills workshops Educational guidance
Financial assistance Childcare subsidies
5.9 Clubs and Societies
In most cases, the societies are organised by students and thus provide an opportunity for
them to test and develop their organisational, fund raising and social skills. Students are
encouraged to start new societies to cater for other interests. More information is located at:
http://www.wit.ie/about_wit/contact_us/staff_directory/clubs_societies
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5.10 WIT Fitness Suite
The Fitness Suite is located on the main campus and has a full range of user friendly aerobic
and strength training equipment. Fitness programmes can be designed for all levels, working
out in a fully air conditioned environment and a highly motivated team of qualified sport and
leisure specialists to ensure you experience the ultimate enjoyment and fulfillment from each
workout. There are special membership rates available for students. See Campus Services for
more details: http://www.witcampusservices.ie/ and
http://www.wit.ie/current_students/sports_clubs_and_socs/wit_sports_hall_and_fitness_suite
5.11 The Careers Centre
The Careers Centre will help you to think about your future, find information on jobs and
employers and discuss your ideas or options. The information room has lots of useful
material covering career options, employment and further study. There are free booklets and
magazines as well as directories and a copy of the weekly newsletter. For more information
visit: http://www.wit.ie/current_students/student_life_and_learning/the_careers_centre
5.12 SLL (Student Life and Learning)
The SLL office has established a range of student support programmes and services for
students in WIT in order to enhance their academic achievement and their personal and social
development. These consist of:
Mentoring programmes Additional learning support
Study skills workshops Educational guidance
Financial assistance Childcare subsidies
See http://www.wit.ie/current_students/student_life_and_learning/student_life_learning for
more.
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5.13 Students in Difficulty
If you are experiencing difficulty, personal or academic, if you have any queries or concerns
you would like to talk someone confidentially, contact the college counselling service Tel:
051 302475/302878. Helpful contact numbers include:
Ambulance Control 1890 499 299
WIT Medical Centre Extension 2086 or 051-302086
Medical Centres Lisduggan: 051-373474
Barronstrand St: 051-852999
Waterford Regional Hospital 051-873321
WIT Health & Safety Officer 051-845517
Garda Siochana Emergencies: 999 (or 112 from mobiles)
Other: 051 874888
WIT Chaplain 051 302617
WIT Counselor 051 302475/302878
The Samaritans 1850 60 90 90
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6.0 Academic Calendar 2014- 2015
6.1 Semester 1: Monday 8th
September - Saturday 20th
December 2014
Activity Date
MSc in GFIS Induction Week Monday 8th September to Friday 12
th of September (Mandatory for all
students).
First Day of Lectures Monday 15th
September
Mid-term Break Monday 27th
October - Friday 31st October
Last Day of Lectures Friday 5th
December
Study Period Monday 8th
December - Thursday 11th
December
Assessment/Exam Period Friday 12th
December - Saturday 20st December inclusive
Examination Results Online To be confirmed
6.2 Semester 2: Monday 12th
January - Saturday 16th
May 2015
Activity Date
First Day of Lectures Monday 12th
January
Study Week/Professional Development Week Monday 16th
February - Friday 20st February
Last Day of Lectures Friday 24th
April
Easter Vacation Monday 30th
March - Friday 10th
April
Study Period Monday 27th
April - Friday 1st May
Assessment/Exam Period Tuesday 5th
May - Saturday 16th
May inclusive
Examination Results Online To be confirmed
Autumn Assessment/Exam Period To be confirmed
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7.0 Contacts
7.1 Programme Director
Dr Aidan Duane, Room: D25; Email: [email protected]; Telephone: 051-306227.
7.2 Head of Graduate Business
Dr Denis Harrington, Room: School of Business Office; Email: [email protected];
Telephone: 051-302427.
7.3 Graduate Business Programmes Administrator
The business postgraduate administrator and is familiar with all aspects of the programme,
particularly regarding administrative issues. Her office is located in room AT124 in the
Applied Technology (AT) Building in WIT and she can be contacted by email at
[email protected] or by phone at (051) 302424. Please adhere to office hours as
posted on her door.
7.4 Programme Websites
Official Website: www.wit.ie/gfis
Facebook Page: www.facebook.com/witmscgfis
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Appendix 1: Module Descriptors
Note: Reading Lists/Resources are subject to change in all modules.
Semester 1
Data Modelling and Analysis
Module Title: Data Modelling and Analysis
This module provides a comprehensive discussion of, and practical experience in, entity modelling; normalisation;
relational database design; SQL and PL/SQL coding; and generation of data backed management reports. Students
gain practical experience using contemporary database modelling and design tools and technologies, and apply
sound design principles for creating effective decision support solutions for realistic business scenarios.
NFQ Level: Level 9 ECTS Credits: 10 Credits Prerequisite/Co-requisite Requirements: None
Aims and Objectives: The aims of this module are to:
Equip students with knowledge of entity modelling.
Enable students to apply the techniques of normalisation.
Develop the students’ skills in relational database design.
Develop the students coding skills in SQL to a high standard.
Develop the students’ knowledge of PL/SQL to a high standard.
Equip the students with the skills and knowledge to create management reports.
Learning Outcomes: On successful completion of this module, students should be able to:
1. Apply the rules and techniques of entity modelling and normalisation.
2. Design and develop relational databases.
3. Design advanced SQL queries for extracting information, trends, patterns, insights, summaries, and metrics
from data stored in the database.
4. Apply PL/SQL to a relational database.
5. Develop reports to convey meaningful data based conclusions for management.
Indicative Syllabus
The role of databases in the business environment.
Database concepts, theories and architecture.
Database integration.
Entity Modelling.
Normalisation.
Relational database design.
SQL.
PL/SQL.
Reports.
Assessment Methodology
100% Continuous Assessment.
CA 1 will assess LO 1
CA 2 will assess LO 2
CA 3 will assess LO’s 3, 5
CA 4 will assess LO’s 4, 5
Essential and Supplementary Reading/Resources
Essential
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Oracle Database Documentation Library http://docs.oracle.com/cd/B19306_01/
Oracle Database PL/SQL User's Guide in PDF http://docs.oracle.com/cd/B19306_01/appdev.102/b14261.pdf
Supplementary
Price, Jason (2007) Oracle Database 11g SQL. Located at: http://www.amazon.com/Oracle-Database-11g-
SQL-Press/dp/0071498508/ref=sr_1_1?s=books&ie=UTF8&qid=1375440575&sr=1-1
Richert, Alice (2009) Oracle SQL By Example (4th Edition).
Rosenzweig, Benjamin and Rakhimov, Elena (2008) Oracle PL/SQL by Example (4th Edition).
Feuerstein, Steven (2010) Oracle PL/SQL Programming: Covers Versions Through Oracle Database 11g
Release 2 (Animal Guide).
Kyte, Thomas (2010) Expert Oracle Database Architecture: Oracle Database 9i, 10g, and 11g Programming
Techniques and Solutions.
Greenwald, Rick, et al. (2007) Oracle Essentials: Oracle Database 11g.
Online Support
http://www.sql.org/
http://www.w3schools.com/SQl/default.asp
http://www.sql-tutorial.net/
http://www.mysql.com/
http://www.oracle.com/technetwork/developer-tools/sql-developer/overview/index.html
http://st-curriculum.oracle.com/tutorial/SQLDeveloper/index.htm
http://docs.oracle.com/cd/B28359_01/server.111/b28318/sqlplsql.htm
http://www.oracle.com/technetwork/database/features/plsql/index.html
http://plsql-tutorial.com/
http://tkyte.blogspot.com/2009/10/httpasktomoraclecomtkyte.html
http://asktom.oracle.com/pls/apex/f?p=100:1:0
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Econometrics
Module Title: Econometrics
This module will address the use of statistical and mathematical methods for finance and economics. The module
focuses on the classical linear regression model and its assumptions using practical examples from the world of
finance and economics. In addition, learners will acquire skills in the use of financial databases for research
(Thomson One) and econometric software packages (SPSS/Excel). Students will acquire practical skills in the
sourcing, accessing and validation of data. Other estimation and forecasting techniques will also be introduced.
NFQ Level: Level 9 ECTS Credits: 5 Credits Prerequisite/Co-requisite Requirements: None
Aims and Objectives: The aims of this module are to:
To study the principles of econometrics,
To undertake meaningful computer-based econometric analysis and specific applications on real-world data.
Learning Outcomes: On successful completion of this module, students should be able to:
1. Understand the principles of econometrics and underpinning statistical theory
2. Conduct econometric analysis of real life data
3. Use appropriate computer applications for Econometrics including Microsoft Excel and SPSS
4. Source, validate and manage data for analysis
Indicative Syllabus
Principles of simple and multiple regression
Classical assumptions and overview of their violations
Economic data sourcing, assembly and management, data models
Theory and operation of basic simple and multiple regression models, autoregressive models, distributed lag
models and regression using dummy variables
Time series regressions
Limited dependent variable models
Overview of Bayesian Econometrics
Assessment Methodology
Practical Continuous Assessment (50%) – this will be a group-based assignment and will address learning
outcomes 2 and 3 above
Final Exam 50% - this is a two-hour examination which will review all aspects of the syllabus and will address
learning outcomes 1 and 4 above.
Essential and Supplementary Reading/Resources
Essential
Analysis of Economic Data by G. Koop, 3rd
Edition, Wiley.
Supplementary
Basic Econometrics by Gujarati, D, Fifth Edition McGraw-Hill.
Using Econometrics by H. Studenmund, Fifth Edition.
Online
Central Statistics Office www.cso.ie
OECD www.oecd.org
Eurostat http://epp.eurostat.ec.europa.eu/portal/page/portal/eurostat/
Effort Hours
Computer Laboratory Classes 12*
Lectures / Workshops / Seminars 12*
Participant Independent Learning 111
Total 135
*12 weeks of 2 contact hours.
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Information Systems Project Management
Module Title: Information Systems Project Management
This module explores project management and programme management for Information Systems in modern
business environments. Particular emphasis is placed on project selection approaches including mechanisms for
evaluating outsourcing opportunities. The key project management methodologies are evaluated and templates for
their application in an organisation are presented. Standard project management life-cycles will be the subject of a
risk management perspective in this module.
NFQ Level: Level 9 ECTS Credits: 5 Credits Prerequisite/Co-requisite Requirements: None.
Aims and Objectives: The aims of this module are to:
Provide an overview of the key and emerging project management perspectives
Allow critical evaluation of IS project selection processes in organisations and explore programme
management.
Engender discussion on the “make/buy” decision with respect to undertaking projects in-house or externally.
Evoke critical appraisal of the IS project life cycle as it pertains to projects which are risk-sensitive and
various project management methodologies.
Develop students’ understanding of the value of project evaluation and successful inter-project learning.
Learning Outcomes: On successful completion of this module, students should be able to:
1. Analyse the appropriateness of project management perspectives.
2. Critically evaluate and develop selection processes and models to meet organisational needs for IS projects.
3. Develop frameworks to aid decision making with respect to the outsourcing of projects and project
management for IS development.
4. Discuss the project management life cycle from a risk management point of view.
5. Appraise appropriate responses to success and/or failure in project management.
6. Outline project management methodologies.
Indicative Syllabus
Introduction to Project Management
Project Management Life Cycle
Managing Project Teams
Managing Project Communication
Managing Project Scope
Managing Project Scheduling
Managing Project Resources
Managing Project Quality
Managing Project Risk
Managing Project Procurement
Managing Project Execution
Managing Project Control and Closure
Managing Project Portfolios
Programme Management
Assessment Methodology
Continuous Assessment (50%) Final Exam 50%
Essential and Supplementary Reading/Resources
Essential
Cadle and Yeates (2007) Project Management for Information Systems 5th Edition. Located at
http://www.amazon.com/Project-Management-Information-Systems-Edition/dp/0132068583
Supplementary
Fuller, M.A., Valacich, J.S. and George, J.G. (2008) Information Systems Project Management: A Process and
Team Approach, Pearson Prentice Hall.
Mantel, Meredith, Shafer and Sutton (2008) Project Management in Practice 3rd
Edition, Wiley.
Effort Hours
Computer Laboratory Classes 12*
Lectures / Workshops / Seminars 12*
Participant Independent Learning 111
Total 135 *12 weeks of 2 contact hours.
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Financial Derivatives
Module Title: Financial Derivatives
This module provides students with a thorough analysis of financial derivative markets, where financial risks are
identified, managed and executed via the use of futures and options. Theoretical, mathematical and empirical
concepts are explored and applied both from an academic and from a real-life trading perspective. This module
provides students with the chance to apply their knowledge to trade derivatives in real-time, where events that
affect markets will be genuine. This exposure will organically enhance the learning outcomes for the student, since
a more thorough and insightful understanding is enforced by their own actions and determination to succeed.
Overall, the academic application of financial derivatives is applied and tested in reality, thus giving a true blended
learning experience.
NFQ Level: Level 9 ECTS Credits: 5 Credits Prerequisite/Co-requisite Requirements: None
Aims and Objectives: The aims of this module are to:
To enable students to acquire a thorough understanding of the different techniques underpinning financial
derivatives.
To equip learners with the knowledge and skills necessary to apply these techniques in the corporate world.
To challenge and evaluate new and existing theories and practices in financial derivatives.
Learning Outcomes: On successful completion of this module, students should be able to:
1. Demonstrate an understanding of the conceptual framework underlying the disciplines relevant to financial
derivatives.
2. Identify the various types of risk and the analytical tools used to measure this risk.
3. Evaluate trading positions relevant to options and futures markets and to execute trades based on this
evaluation.
4. Develop trading strategies, both fundamental and technical, to make trading decisions.
5. Apply theoretical, empirical, mathematical and technical knowledge to real-life trading situations via a
simulation trading platform.
6. Critically evaluate personal trading decisions and outcomes based upon the knowledge developed throughout
the module.
Indicative Syllabus
Overview of Financial Derivatives: Introduction to the concepts of financial derivatives, including
terminology, types of commodities traded, and regulation.
Futures Trading: Properties, Trading Strategies for stocks, currencies and commodities.
Options Trading: Properties, Trading Strategies for stocks, currencies and commodities.
Technical Analysis and Chartist Theory: Fibonacci Numbers, Bollinger Bands, Elliot Waves, Candlesticks,
MACD, Stochastics.
Binomial Trees and the Black-Scholes Option Pricing Model.
Risks, stop-loss strategies and the Greek Letters.
Assessment Methodology
A written examination (50%) to assess knowledge of the module material in LO’s 1, 2 and 3.
A trading simulation and report assignment (50%) undertaken over a twelve-week period will assess LO’s 3,
4, 5 and 6.
Essential and Supplementary Reading/Resources
Essential:
StockTrak www.stocktrak.com
Stock Market Basics: http://stockmarketbasics.com
Futures-investors.co.uk: “Futures Trading Introduction” http://www.futures-
investor.co.uk/futures_trading_introduction.htm
TradingCharts.com: “Futures Trading Course: Introducing Commodities and Futures Markets” http://tfc-
charts.w2d.com/tafm/
Investopedia: “Futures Fundamentals: Introduction”
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http://www.investopedia.com/university/futures/default.asp#axzz26Fm0rpoZ
See also the remainder of this section on “Futures Fundamentals” at the bottom page of the article (link
above). “Top 4 Mistakes That Cause Futures Traders To Fail”:
http://www.investopedia.com/articles/optioninvestor/09/be-a-better-futures-trader.asp#axzz26Fm0rpoZ
Nasdaq: How to Trade Options http://www.nasdaq.com/investing/options-guide/
Dailystocks.com: The Original Turtle Trading Rules:http://www.dailystocks.com/turtlerules.pdf
Supplementary:
Hull, J. C. (2006). Options, Futures and Other Derivatives. 6th
Edition. Pearson Education, U.K. Library:
332.645.
Hull, J. C. (2006). Options, Futures and Other Derivatives: Student Solutions Manual. Pearson Education,
U.K. Library: 332.632.
Bellalah, M. (2010). Options: Basic Theory, Applications and Extensions - From Theory to the Practice of
Derivatives. World Scientific Publishing Co.
Chisholm, A. (2010). Derivatives Demystified: A Step-by-Step Guide to Forwards, Futures, Swaps and
Options (2nd Edition). Wiley Finance.
Haslett, W. V., Jr. (2010). Risk Management: Foundations for a Changing Financial World. Wiley.
Kaufman, P. (2005). New Trading Systems and Methods, Fourth Edition. Wiley and Sons, U.K.
Levy, J. (2011). Your Options Handbook: The Practical Reference and Strategy Guide to Trading Options.
Wiley.
McDonald, R. (2006). Derivatives Markets. 2nd
Edition. Addison Wesley, UK. Library: 332.6457.
Smith, Courtney. (2008). Option Strategies: Profit-Making Techniques for Stock, Stock Index, and
Commodity Options. Wiley, USA.
Wolfinger, M. (2005). Create Your Own Hedge Fund: Increase Profits and Reduce Risks with ETFs and
Options. Wiley, USA.
Zhang, P. (2011). Chinese Yuan: Internationalization and Financial Products in China. Wiley Finance, USA.
Online: www.foa.co.uk Futures and Options Association
www.reuters.com
www.bloomberg.com
www.advfn.com
www.appliederivatives.com Author: Patrick Young
www.optionetics.com
www.nakedtrader.co.uk Author: Robbie Burns
www.platinum.optionetics.com/yhmain.htm
www.investopedia.com
www.ifm2.uqam.ca Author: Institut de Finance Mathématique de Montréal
www.optioneasy.com Author: Guy Cohen
www.cboe.com Chicago Board Options Exchange
www.cbot.com Chicago Board of Trade (Investor Tutorial page)
www.liffe.com London International Financial and Futures Exchange
www.eurexchange.com
www.dailyfutures.com
http://finance.yahoo.com
http://futures.tradingcharts.com
www.trendfollowing.com
Effort Hours
Lectures / Workshops / Seminars 24*
Participant Independent Learning 111
Total 135
*12 weeks of 2 contact hours.
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Seminar Series
Module Title: Seminar Series
This module exposes learners to practitioner and specialist academic insights on programme topic areas. The
module will provide students with an opportunity to test their understanding of theoretical and practical ideas and
concepts. This module will enable students to acquire an understanding of the contemporary business issues
influencing managers. The module will provide students with the opportunity to apply their understanding of these
issues in interactive sessions.
NFQ Level: Level 9 ECTS Credits: 5 Credits Prerequisite/Co-requisite Requirements: None.
Aims and Objectives
To expose learners to practitioner and specialist academic insights on programme topic areas.
To provide students with an opportunity to test their understanding of theoretical and practical ideas and
concepts.
To enable students to acquire an understanding of the contemporary business issues influencing managers.
To provide students with the opportunity to apply their understanding of these issues in interactive sessions.
Learning Outcomes
On successful completion of this module, students should be able to:
1. Evaluate the practical implications and context of theoretical ideas and concepts across a spectrum of business
areas including social awareness.
2. Identify and assess key developments in marketing, human resources, finance and enterprise from an inter-
related perspective.
3. Critically appraise strategy development, leadership styles and effectiveness drawing on practitioner examples.
4. Recognise the key economic and financial forces shaping the national and global environment.
5. Demonstrate an ability to apply knowledge of the areas examined through the medium of reflective practice.
Indicative Syllabus
Seminars – International Business; Organisational Behaviour; Leadership; HR in practice; Marketing in
practice; Social Awareness; Finance; Small Business and Entrepreneurship.
Assessment Methodology
Continuous Assessment – 2 pieces a) Individual reflective piece of 1,000 words (40%) (LO 1, 5) and b)
Individual theoretical piece of 2,000 words (60%) (LO 2,3,4)
Essential Reading/Resources
Reading packs will be made available to students as well as speaker notes and slides. Relevant case and journal
material will also be made available to students. Examples of these include:
Gosling, J & Mint berg, H. (2003) ‘The five minds of a manager’, Harvard Business Review, November,
pp.54-63
Huusko, L. (2006), ‘The lack of skills: an obstacle in teamwork’, Team Performance Management, 12(1/2),
pp.5-16
Carlile, O & Jordan, A. (2007), ‘Reflective Writing: Principles and Practice’ Chapter 3 in Teaching Portfolio
Practice in Ireland: a handbook, Ciara O Farrell.
Floodgate, J & Nixon, A. (1994), ‘Personal Development Plans: The challenge of Implementation-Case
Study’, Journal of European Industrial Training, 18(11), pp.43-47
Cotter, R.J & Cullen, J.G (2012), ‘Reflective Management Learning: An Integrative Review and a Conceptual
Typology’, Human Resource Development Review,11(2), pp.227-253
Effort Hours
Lectures / Workshops / Seminars 24*
Participant Independent Learning 111
Total 135
*12 weeks of 2 contact hours.
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Semester 2
Business Intelligence
Module Title: Business Intelligence
NFQ Level: Level 9 ECTS Credits: 10 Credits Prerequisite/Co-requisite Requirements: None
Aims and Objectives: In this module students will learn about business intelligence (BI) concepts, methods, and
processes for decision support and business process improvement. The student will gain an in-depth theoretical
understanding of data warehouses, business performance management, data mining, web mining and types of
architectures and implementation methods. The student will have both a theoretical knowledge of relevant business
intelligence concepts, as well as the practical application of tools and experiences of their use.
Learning Outcomes: On successful completion of this module, students should be able to:
1. Examine business intelligence concepts, processes and technologies.
2. Produce a plan for the application of business intelligence for decision support and process improvement in a
business environment.
3. Assess the concepts and recommended use of data warehouses to store data.
4. Develop and demonstrate Extraction, Transformation and Loading (ETL) techniques and the data cube for
analysis.
5. Critically analyse data using data mining and web mining techniques.
6. Demonstrate reporting and dashboard visualization tools to visualise data to support and improve decision
making.
Indicative Syllabus
Conceptual foundations of decision support systems (DSS) methodology
Components, processes and architecture of BI
Data Warehouse – architecture, data storage, ETL and data cube for OLAP analysis
Data and Web Mining – methods and techniques
Enterprise reporting and data visualization techniques and tools
Assessment Methodology
50% Continuous Assessment (LO 4,5,6)
50% Final Exam (LO 1,2,3,4,5)
Essential and Supplementary Reading/Resources
Essential:
Business Intelligence: A Managerial Approach, Turban, E., Sharda, R., Aronson, J.E., and King, D., Pearson
Prentice Hall, 2011, 2nd
Ed.
http://www.teradatauniversitynetwork.com/tun/ access to software, readings and articles.
http://www.sdn.sap.com/irj/uac/library-bi access to software, curriculum and resources.
Supplementary:
Database Systems, A Practical approach to design, implementation and management, Thomas Connolly &
Carolyn Begg, Fifth edition, Addison-Wesley, 2010
Data Mining, concept and techniques, Jiawei Han, Micheline Kamber, & Jian Pei, Elsevier 2012
Business Analytics for Managers: Taking Business Intelligence beyond Reporting, Jesper Thorlund and Gert
H.N. Laursen, Wiley and SAS Business Series, 2010
Xcelsius Dashboard Best Practices, Loren Abdulezer, Pearson Prentice Hall, 2009.
Effort Hours
Computer Laboratory Classes 24*
Lecture 24*
Participant Independent Learning 222
Total 270
*12 weeks of 4 contact hours.
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Global Transaction, Banking, and Payment Systems
Module Title: Global Transactions, Banking and Payment Systems.
This module focuses on the adoption and adaption of technological advances in ICT for Financial Services
innovation in transactional activities, banking, and payments. The module explores the application of existing and
future advances in retail and business banking systems and architecture, while also examining the role of peer-to-
peer and non-bank payment systems. The module will also examine the application of ICT for the globalisation of
financial institutions, systems, products and services. The module will also consider the security, legal, and
regulatory frameworks which impact on the design and management of these systems, especially in the context of
global fraud management.
NFQ Level: Level 9 ECTS Credits: 5 Credits Prerequisite/Co-requisite Requirements: None.
Aims and Objectives: The aims of this module are to:
Enable students to gain practical training in using SWIFT messaging and payment systems.
Enable students to critically appraise the role of technology across multiple payment instruments, multiple
access points, and multiple delivery channels.
Equip students with knowledge of the technologically advancements in ICT for Financial Services innovation
to enable service providers to offer multiple and diverse solutions that enhance efficiency and reach of
products across boundaries and across national jurisdictions.
Facilitate discussion on the global integration of financial systems with end-to-end straight through processing
capabilities and development of payment, clearing and settlement systems to overcome time zone and
currency constraints.
Enable students to critique international legal and regulatory frameworks, and the requirements arising from
these for the design and management of payment systems.
Contribute to the application of organisational procedures for payment risk assessment, security, and fraud
detection and prevention.
Learning Outcomes: On successful completion of this module, students should be able to:
1. Demonstrate a practical knowledge of SWIFT messaging and payments system.
2. Evaluate the technologies and functions of retail and business banking and payment systems.
3. Demonstrate a strong comprehension of technologically advancements in ICT for financial banking and
payment services.
4. Discuss knowledgably the global integration of financial banking and payment systems.
5. Discuss knowledgably compliance with the relevant controls, procedures, and legislation
6. Critically appraise payment risk assessment, security, and fraud detection and prevention strategies.
Indicative Syllabus
Introduction to Financial Services banking and payment ICT systems (e.g.) SWIFT, etc.
Payment systems technologies and functions.
Retail and business banking systems: Remote Deposit Capture (RDC) and Payment Services - Automated
Clearing House (ACH), Bankers Automated Clearing Systems (BACs), Murex, Credit Card, E.F.T., etc.
Adoption and adaptation of technological advancements in ICT for Financial Services innovation including, E-
Commerce, M-Commerce, NFC, Internet banking, mobile banking, mobile wallets and payment systems, P2P
Micropayments, stored value cards, digital cash, virtual currencies, cloud computing, service oriented
architecture, , etc.
Globalisation of financial institutions, systems, products and services, and solutions for effective management.
Non-bank payment systems.
Legal and regulatory frameworks and payment directives.
International payments risk assessment and fraud management.
Assessment Methodology
Continuous Assessment (50%) will assess LO 1, 2 and 3.
The Final Exam (50%) will assess LO 4, 5 and 6.
Essential and Supplementary Reading/Resources
Essential
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Essvale Corporation (2007) Business Knowledge for IT in Retail Banking: A Complete Handbook for IT
Professionals. Essvale Corporation. Available on Amazon
http://www.amazon.co.uk/dp/0955412420/ref=rdr_ext_tmb
King, Brett (2010) Bank 2.0: How Customer Behavior and Technology Will Change the Future of Financial
Services, Marshall Cavendish Business, Singapore. Available on Amazon http://www.amazon.co.uk/Bank-2-
0-behaviour-technology-financial/dp/9814302074/ref=pd_sim_b_1
Supplementary
Gardner, J. (2009) Innovation and the Future Proof Bank: A Practical Guide to Doing Different Business as
Usual. Wiley and Sons. Available on Amazon http://www.amazon.co.uk/Innovation-Future-Proof-Bank-
Business-as-usual/dp/0470714190/ref=pd_sim_b_3
Research Papers
Dinez, E., J. Albuquerque and A. Cernez (2011). Mobile Money and Payment: a literature review based on
academic and practitioner-oriented publications (2001-2011). Proceedings of SIG GlobDev Fourth Annual
Workshop, Shanghai, China.
Klein, M. and Mayer, C. (2011) Mobile Banking and Financial Inclusion: The Regulatory Lessons. World
Bank Policy Research Working Paper 5664. Available online at http://www-
wds.worldbank.org/servlet/WDSContentServer/WDSP/IB/2011/05/18/000158349_20110518143113/Rendere
d/PDF/WPS5664.pdf
Any additional assigned research papers.
Online
Swift E-Training Modules (2012) http://www.swift.com/etraining?lang=en
InfoSys Finacle: http://www.infosys.com/finacle/finacleconnect/pages/index.aspx
Cyclos Open-Source Online Banking System: http://project.cyclos.org/
European Payments Council: http://www.europeanpaymentscouncil.eu/
Irish Payment Services Organisation: http://www.ipso.ie/
Irish National Payment Plan: http://www.ipso.ie/section/NationalPaymentsStrategy
Basle III Quick Guide in Movie Presentation Format from BNP Paribas:
http://dam.bnpparibas.com/vcm2/php/playerExterne.php?file=vcm_1329757037602_1796427292273394244.
mp4
Sarbanes Oxley Act Forum: http://www.sarbanes-oxley-forum.com/
Effort Hours
Computer Laboratory Classes 12*
Lectures / Workshops / Seminars 12*
Participant Independent Learning 111
Total 135
*12 weeks of 2 contact hours.
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Global Financial IS Security, Continuity, & Ethics
Module Title: Global Financial Information System Security, Continuity and Ethics
This module provides a theoretical foundation in aspects of financial information systems security and continuity
considerations, paying heed to the fact that these requirements will vary with company circumstances and variables
and also vary in relation to current risk and threat exposure in the financial services sector. Students then apply
this knowledge to a real time company, devising grounded analytical and design plans for the client to address their
financial IS security, continuity and ethics requirements.
NFQ Level : Level 9 ECTS Credits : 5 Prerequisite/Co-requisite Requirements None
Aims and Objectives: The aims of this module are to:
Introduce the learners to theoretical issues in the area of global IS security, continuity and ethics (security
architecture and models; access control systems and structures; security (from the perspectives of applications,
systems, operations, databases, cryptography, networks, and the Internet); and business continuity planning.
Develop learner knowledge of the legal, ethical and security requirements, from a business policy and
procedures perspective, regarding the control and protection of financial data to maintain data integrity, quality
and reliability.
Provide learners with the knowledge and tools to structure a comprehensive IT audit framework, adaptable to
client requirements, establishing key audit controls for financial data systems.
Learning Outcomes: On successful completion of this module, a learner will be able to :
1. Readily identify areas of concern and vulnerability for financial information systems through the analysis of
their exposure to sources of risk.
2. Assess, through evaluation and appraisal, financial information systems security requirements (scaled from
minimum to maximum depending on system variables).
3. Evaluate the financial information systems security policies and procedures for their completeness (covering
all aspects of security to all levels of the systems) and appropriateness to counteract risk exposures.
4. Design an audit framework suitable for financial information systems and their contexts (evaluate risk
exposure areas and identify key controls to address these areas).
5. Develop a systematic approach to ensuring financial information systems availability and consequent business
continuity.
6. Critique all developed policies, procedures, plans, controls and continuity options to reflect emerging and
evolving threats, vulnerabilities and risk exposures.
Indicative Syllabus
Information Systems security (architecture and models)
Security considerations and options (application, operation, database, physical, network and Internet)
Systems and business operations continuity planning
IT audit framework and controls
Business policies and procedures regarding legal, ethical and security protocols for financial information
systems
System considerations to create and maintain information integrity, quality and reliability
Assessment Methodology
100% Continuous Assessment
Essential and Supplementary Reading/Resources
Essential:
Tipton, H.F., Nozaki, M.K., (2012) Information Security Management Handbook (6th
Edition); Volume 5;
CRC Press.
Goldman, P.D., (2010) Financial Services: Anti Fraud Risk and Control Workbook; Wiley.
Cole, E., (2011) Network Security Bible (2nd
edition); Wiley Publishing Inc.
Bishop, T., (2009) Next Generation Datacenters in Financial Services: Driving Extreme Efficiency and
effective Cost Savings; Complete Technology guides for Financial Services Series; Elsevier Inc.
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Whitman, M.E., Mattard, H.J., (2012) Principles of Information Security (4th
Edition); Course Technology
Cengage Learning.
Stewart, J.M., Tittel, E., Chapple, M., (2011) Certified Information Systems Security Professional Study
Guide (5th
Edition); Sybex.
Supplementary:
Chen, L., Ryan, M.D., Wong, G., (2008) Information and Communications Security; 10th
International
Conference; ICIS; Birmingham; UK.
Lehtinan, R., Russell, D., Gongemi, G.T., (2006) Computer Security Basics (2nd
Edition); O’Reilly.
Chatain, P.L., Hernandez-Coss, R., Borowik, K., Zerzan, A., (2008) Integrity in Mobile Phone Financial
Services: Measuring for Mitigating Risks from Money Laundering and Terrorist financing; The World Bank;
Washington DC.
On-Line Support:
http://www.springer.com/generic/search/results?SGWID=5-40109-24-653415-
0&sortOrder=relevance&searchType=EASY_CDA&searchScope=editions&queryText=FC+conference+pape
rs
Effort Hours
Lectures / Workshops / Seminars 24*
Participant Independent Learning 111
Total 135
*12 weeks of 2 contact hours
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Global Risk Management and Regulation
Module Title: Global Risk Management and Regulation
NFQ Level : Level 9 ECTS Credits : 5 Prerequisite/Co-requisite Requirements None
Aims and Objectives: This module is designed to provide graduates with a knowledge and understanding of the
conceptual frameworks and professional practice which govern risk and regulation in the financial sector in an
international context. It will also examine critically the economic and organisation architecture in which this
activity is enacted.
Learning Outcomes: On successful completion of this module, students should be able to:
1. Critique international regulatory frameworks designed to manage financial risk.
2. Devise organisational responses to the regulatory challenges international financial institutions face
3. Contribute to the operation of risk management processes within financial institutions and regulatory bodies
4. Frame risk management within a strategic context in an individual financial institution and demonstrate its role
in sustaining the organisation.
Indicative Syllabus
Introduction to financial risk and regulation
Risk philosophical foundations
Financial Risk concepts, tools and practices
Risk management and regulatory compliance
Regulatory enforcement, success and failure
International dimensions of risk and regulation
Risk and international networks
Assessment Methodology
A two hour terminal written exam.
Essential Reading
R Baldwin, M Cave & M Lodge, (2012) Understanding Regulation Theory Strategy & Practice 2nd
edition,
Oxford University Press
Supplementary Reading/Resources
Kern Alexander (2006) Global Governance of Financial Systems, Oxford University Press
Carmen M Reinhart & Rogoff Kenneth S (2009) This time it is different, eight centuries of financial folly,
Princeton University Press USA
Grey Joanna & Hamilton Jenny, (2006) Implementing Financial Regulation theory and practice
Lynn Matthew, (2011) Bust, Greece the euro and the Sovereign Debt Crisis, Bloomberg Press/Wiley, USA
Hyman Michael H (2005) New Ways for Managing Global Financial Risks, Wiley, USA
Students will be expected to familiarise themselves with the relevant state and international bodies that are engaged
with risk including trade bodies (Banking, Insurance, Fund Management and Administration, Hedge Funds etc),
EU regulatory agencies (ESMA, EBA, EIOPA, ESRB), international authorities on the Financial Services Industry
(OECD, IMF, BIS, G20) and professional bodies (Global Association of Risk Professionals and the Risk
Management Association).
Effort Hours
Lectures / Workshops / Seminars 24*
Participant Independent Learning 111
Total 135
*12 weeks of 2 contact hours.
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Corporate Financial Interpretation
Module Title: Corporate Financial Interpretation
This module provides a comprehensive insight into the analyses of businesses using financial statements and
business application context. Students learn to scan the environment and how it along with governance practices
influences the financial performance, value and creditworthiness of organisations. Students gain practical
experience using a range of tools including Thomson One and The Financial Times to analyse current issues
arising in financial markets and their subsequent impact on financial analysis.
NFQ Level: Level 9 ECTS Credits: 5 Credits Prerequisite/Co-requisite Requirements: None
Aims and Objectives: The aims of this module are to:
Enable students to critically appraise the environment in order to assess company performance
Equip learners with an advanced level of the theories, models and practices used by financial analysts
Facilitate the synthesise of theoretical and empirical research on valuation
Introduce learners to the complex range of issues in the investment environment.
Learning Outcomes: On successful completion of this module, students should be able to:
1. Analyse, evaluate and appraise the role of governance practices in influencing firm valuation
2. Demonstrate a systematic comprehension of various tools of analysis applied in security and investment
valuation
3. Critically appraise the usefulness of financial statements in light of both theoretical accounting and empirical
financial research
4. Accumulate a broad range of information and data using relevant databases in order to conduct a detailed
investigation of issues arising in financial markets and write a report thereon.
Indicative Syllabus
Introduction to Governance, Investor Relations and Communications and the framework for analysis and
valuation
Framework for Financial Reporting including Adoption of IFRS
Financial Analysis and Equity Security Analysis
Valuation theory, concepts and implementation
Mergers and Acquisitions and Financing Policies
Credit Analysis and Distress Prediction and Review
Final Exam 50% to address learning outcomes (a) to (c) inclusive above
Continuous Assessment 50% consisting of a 2,000 word assignment to address learning outcome (d) above.
Essential Reading/Resources
Business Analysis and Valuation IFRS edition by Palepu, Healy and Peek (2010), South Western Cengage
Learning
Web site: Financial Times (www.ft.com) and Thomson One (www.thomsone.com)
Supplementary Reading/Resources
Financial Statement Analysis and Security Valuation by Penman, S (2010), 4th
edition, McGraw Hill
Education
International Financial Statement Analysis by Robinson, T (2012), 2nd
edition, Wiley publishers
Tse, T. (2011), ‘Shareholder & Stakeholder Theory: After the Financial Crisis’, Qualitative Research in
Financial Markets, 13(1), pp.51-63
Martynova, M & Renneboog, (2011), ‘Evidence on the International Evolution and Convergence of Corporate
Governance Regulations’, Journal of Corporate Finance, 17(5), pp.1531-1557
Goyal, V.K, Nova, A. & Zaneta, L (2011), ‘Capital Market Access and Financing of Private Firms’,
International Review of Finance, 11(2), pp.155-179
Aggarwal, R and Auing Kyaw, N. (2010), ‘Capital Structure, Dividend Policy and Multinationality: Theory
versus Empirical Evidence’, International Review of Financial Analysis, 19(2), pp.140-150
Penmam, S. (2003), ‘The Quality of Financial Statements: Perspectives from the Recent Stock Market
Bubble’, Accounting Horizons, 17(1), pp. 77-96.
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Semester 3
Professional Internship
Module Title: Professional Internship
* All students must complete all taught elements in Semester 1 and Semester 2 to the satisfaction of the Head of the
School of Business, before being eligible for a Professional Internship.
This module involves the placement of students on a three month Professional Internship in the Financial Services
Industry. It is essential that the role(s) fulfilled by a participant on a Professional Internship reflect the skills and
knowledge base of the Masters Degree. It is envisaged that the skills-based component of the Professional
Internship will complement the course content and help develop the “action-learning” skills that are essential in the
Financial Services Industry today. The Internship is scheduled near the end of the programme, to ensure that once
students complete their internships, they have every possibility of being retained on an extended employment
contract by their internship hosts. Postgraduate internships are a participant initiated process for which the Institute
will provide support. Overseas students have responsibility of ensuring that their visa requirements are not violated.
NFQ Level: Level 9 ECTS Credits: 30 Credits Prerequisite/Co-requisite Requirements: None
Aims and Objectives: The aims of this module are to:
Provide students with a broader skills-base on the completion of the Masters Degree.
Ensure that upon completion of this module, programme graduates have the practical skills, knowledge, and
experience required to avail of employment positions in the Financial Services Industry.
Develop the participant’s ability to engage in reflective learning and utilise this method of learning to
maximise their individual experiences as a learning resource.
Record the participant’s Professional Internship experience.
Provide students with a skills and knowledge base from which to progress to middle management and beyond
in the future.
Learning Outcomes: On successful completion of this module, students should be able to:
1. Prepare CVs, Letters of Application, e-Profile, direct and online applications, and other documentation of
sufficient quality to send to/connect with, potential employers and recruitment agencies, and perform capably
in an employment interview.
2. Demonstrate confidence and self-awareness to be able to communicate effectively in a work environment.
3. Demonstrate a greater understanding of the various business functions, roles, and tasks.
4. Demonstrate an acute awareness of the need for the highest ethical standards of practice.
5. Demonstrate a greater level of management, analytical, communication, teamwork, and interpersonal skills.
6. Engage in the management of their own learning and development, demonstrating time management and
organisational skills at a professional level.
7. Demonstrate self-direction and originality in learning and problem solving in familiar and unfamiliar
situations.
8. Critically evaluate work experiences and relate relevant practical work experience with academic theory.
9. Demonstrate the principles and practice of reflective learning and compile a reflective learning log-book.
10. Recognise the need to future-proof their skills and knowledge by participating in further education and training
through research, or academic or professional training and certification, in the interest of further enhancing
their career prospects and promotion potential.
Indicative Syllabus:
Attendance at presentations on Professional Internship, CV preparation and job interview techniques.
Preparation of CV, Letters of Application and any other required documentation.
Preparation and continued development of a professional e-Profile, including creating a LinkedIn profile and
developing extensive connections with relevant Financial Services companies and recruiters.
Completion of job applications on time and to a professional standard.
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Attendance at job interviews.
Attendance over the agreed period of Professional Internship.
Performance of duties as directed by the employer.
Conformance with all organisational, legal, regulatory, and ethical rules, procedures and policies.
Review and analysis of experience obtained; tasks and functions, both depth and breadth; skills learned;
responsibilities assumed and given.
Reflection on work experience; soft skills learned; application of academic learning to practical work,
evaluation of skills learned (generic and subject specific).
Compiling and submission of a reflective log-book.
Assessment Methodology: The Professional Internship module will be assessed by:
Satisfactory attendance and participation in CV preparation, career guidance, and interview workshops.
Satisfactory completion of all pre-Internship requirements including completion of CV, Letters of Application,
e-Profile, etc.
Satisfactory completion of an appropriate Professional Internship as assessed by the course board, with
feedback from the employer including performance and attendance over the agreed time of the Professional
Internship.
An organised formal work place visitation by the participant’s WIT Mentor during the Professional Internship
period. During this work place visitation, the participant will make a presentation reflecting on their learning
during their Professional Internship.
The submission of a completed log book, signed by the participant, the employer, and the mentor.
Assessment Criteria: Assessment will be on a Pass/Fail basis, based on:
Satisfactory attendance and participation in CV preparation, career guidance, and interview workshops.
Satisfactory completion of all pre-Internship requirements including completion of CV, Letters of Application,
e-Profile, etc.
Satisfactory performance at job interviews.
Satisfactory completion of at least 12 weeks of an appropriate Professional Internship as assessed by the course
board, with feedback from the employer including performance and attendance over the agreed time of the
Professional Internship.
Satisfactory outcome to the formal work place visitation and presentation by the participant.
Satisfactory completion and submission of a formal reflective learning log-book by the participant.
Effort Hours
Participant Independent Learning - 12 weeks * 39 hours minimum per week. Reasonable overtime, including
weekend work, may be required by the employer occasionally subject to contractual terms and conditions and Irish
employment legislation.
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Financial Information Systems (FIS) Project
Module Title: Financial Information Systems (FIS) Project
This module aims to develop the student’s ability to carry out a systematic investigation of a complex problem
within their field of study. Using Financial Information Systems (FIS), the student will be expected to effectively
analyse and interpret a significant body of data, integrate the learning from other modules to analyse the problem in
light of conceptual and theoretical knowledge, and to comprehensively plan the effective long term solution to this
problem. Students will also be required to apply their knowledge of project management to prioritise their project
activities, schedule their project, maintain a project log-book, and develop a view of where their work fits into
existing academic and Financial Services contexts. A substantial research element is required, and specific and
measurable objectives are inherent in the project planning process to be initiated by the student. A strong element
of application, integration, implementation, and analysis of the problem and solution is an essential part of this
module. Students are required to document all of their work and to prepare a detailed formal report for the project
to be submitted to the supervisor. Students will also be required to make a final presentation of their work. ** This
module is mandatory in the event that an appropriate Professional Internship is not secured by a student.
NFQ Level: Level 9 ECTS Credits: 30 Credits Prerequisite/Co-requisite Requirements: None
Aims and Objectives: The aims of this module are to:
Apply appropriate research and analysis methods to the selected problem.
Critically analyse and interpret the data light of conceptual and theoretical knowledge.
Integrate learning from all of the other modules.
Engage in effective project management and maintain a project log-book.
Comprehensively plan the effective long term solution to this problem.
Present their findings in a written report and as a succinct presentation.
Learning Outcomes: On successful completion of this module, students should be able to:
1. Perform a detailed background research on a specific topic area.
2. Analyse the problem and specify the solution requirements.
3. Demonstrate the ability to identify and justify an appropriate project with milestones, deliverables and
objectives defined.
4. Defend a chosen course of action based on reasoning, resources and capability.
5. Analyse and interpret the data and produce a viable solution(s) to the problem.
6. Maintain a professional project log-book.
7. Evaluate where the project work fits into ongoing related work by other academics and practitioners.
8. Demonstrate the application of pertinent knowledge, research tools and techniques in a flexible and innovative
manner, to the solving of a problem.
9. Plan and complete a predominantly self-directed report on the project.
10. Prepare a presentation on the project.
Indicative Syllabus:
Attendance at WIT over the agreed period required for the completion of the project.
Background research.
Project planning and management.
Project charter and scheduling activities.
Project management activities.
Problem definition and solution identification.
Analysis and interpretation of the data.
Evaluation and analysis of results.
Ethical issues in projects.
Compiling and submission of a project log-book and responding to feedback.
Compiling and submission of a detailed project report.
Preparation and delivery of a project presentation.
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Assessment will be on a Pass/Fail basis, based on:
Satisfactory attendance at WIT throughout the project completion period as assessed by the programme board.
Satisfactory submission of project log-book at regular intervals as assessed by the programme board.
Satisfactory completion of the project analysis as assessed by the programme board.
Satisfactory completion of the project and project report as assessed by the programme board.
Satisfactory completion of the project presentation as assessed by the programme board.
Essential and Supplementary Reading/Resources
All essential and supplementary reading lists, online sources and research papers provided in the entire programme
apply to this module. In addition however:
Essential
Weaver, P (2004) Success in Your Project: A Guide to Student Systems Development Projects, Prentice Hall,
UK
Fuller, M.A., Valacich, J.S. and George, J.G. (2008) Information Systems Project Management: A Process and
Team Approach, Pearson Prentice Hall.
Supplementary
Meredith, J.R. (2011) Project Management: A Management Approach. Wiley.
Mantel, Meredith, Shafer and Sutton (2008) Project Management in Practice 3rd
Edition, Wiley.
Keyes, J. (2005) Financial Services Information Systems Best Practices. Auerback Publications.
Kerzner, H. (2005) Project Management: A Systems Approach to Planning, Scheduling, and Controlling.
Wiley.
Marachewka, J.T. (2003) Information Technology Project Management: Providing Measurable Organisational
Value, Wiley.
Journals
International Journal of Information Technology Project Management (IJITPM) http://www.igi-
global.com/journal/international-journal-information-technology-project/1103
Online
http://www.ehow.com/how_6705012_design-information-system-project-management.html
http://www.dummies.com/how-to/business-careers/project-management.html
http://www.pmi.org/en/knowledge-center/future-of-project-management/challenge-of-managing-financial-
services-projects.aspx
implementing financial information systems projects
http://siteresources.worldbank.org/intranetfinancialmgmt/resources/k-l/kl-course-
materials/reviewwbprojifmisdorotinsky.pdf
Implementing fis projects: blog-pfm.imf.org/aist2/dorotinsky.ppt
Masters of Science (MSc) in Global Financial Information Systems (GFIS) 2014-2015
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Seminar Series Autumn 2014
Dates Venue Speaker Position/Organisation
Friday 12th
Sept at 11.15am Auditorium Micheal O Foghlu CTO of Feedhenry
Friday 12th Sept at 1.45pm Auditorium Dr Tom Mc Cabe MD of Sordolas Ltd and CEO in Residence at WIT Business School
Friday 19th
Sept at 11.15am Auditorium Professor John Fitzgerald Research Professor, ESRI, Dublin
Friday 19th
Sept at 2.15pm Auditorium Joanna Roche JP Morgan and MBS E&F graduate
Friday 26th
Sept at 11.15am Auditorium Deirdre Garvey CEO of The Wheel
Friday 3rd Oct at 11.15am Auditorium Brian Mc Gee Head of Market Development, Design & Craft Council of Ireland
Friday 3rd
Oct at 2pm Auditorium Tom Early Senior Investment Adviser, Enterprise Ireland
Friday 10th Oct at 11.15am Auditorium Marc Rafferty CEO Linked Finance
Friday 10th
Oct at Auditorium Keith Butler Sales Operations Manager, Musgrave Group
Friday 17th
Oct at 11.15am G17 Mary Cullen HR Consultant, Insight HR
Friday 17th
Oct at G17 Aileen Mc Hugh HR Manager, Property Registration Authority
Masters of Science (MSc) in Global Financial Information Systems (GFIS) 2014-2015
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Friday 24th
Oct at 11.15am Auditorium Sean Kelly Member of European Parliament, Former President of GAA
Friday 24th
Oct at 1.30pm Auditorium Prof Helen O Neill Emeritus Professor, Centre for Development Studies, UCD
Friday 7th
Nov at 11.15am Auditorium Alan Duffy CEO, HSBC (Ireland)
Friday 7th
Nov at 1.15pm Auditorium Noelle O Connell CEO, European Movement
Friday 21st
Nov at 1.30pm Auditorium Eddie Downey CEO, Irish Farmers Association
Friday 28th
Nov at 11.15am Auditorium Susan Dargan CEO, State Street (Ireland)
Note: AM slot will most likely be an 11.15am start; on occasion this may be earlier at the request of speakers; PM slot will most likely involve 1.15pm or 2.15pm; again
this is totally at the request of the speakers.