SHE Level 4
SCQF Credit Points 20.00
ECTS Credit Points 10.00
Module Code MHN422787
Module Leader Alison Lehane
School Glasgow School for Business and Society
Subject Finance and Accounting
  • B (January start)

Pre-Requisite Knowledge

Audit Concepts and process

Summary of Content

The module aims to give students a sound understanding of the current corporate governance agenda on a global basis and builds on the governance issues in relation to the auditor introduced in Auditing Principles and Practice in third year. Corporate Governance Theories Corporate Accountability and governance in the UK International dimensions to corporate governance Risk management


-108 -360b7 Corporate Governance Theories b7 Agency theory Stakeholder theory b7 Corporate Accountability and governance in the UK b7 Corporate Accountability - to shareholders and others b7 The evolution of corporate governance in the UK b7 The Combined Code b7 Governance mechanisms in the UK b7 The search for transparency in corporate governance b7 The role of institutional investors b7 Broadening corporate social responsibility b7 International Dimensions to corporate governance b7 International approaches to corporate governance b7 US and European Codes b7 Board structures and responsibilities: Single tier vs two-tier boards Risk management b7 The control environment b7 Enterprise-wide risk management b7 Reporting on control effectiveness: UK and USA

Learning Outcomes

On successful completion of this module, the student should be able to:"Demonstrate a critical in-depth understanding of the principal theories, concepts and principles of corporate governance and their application to contemporary business life. This will be reflected in the final examination, the essay and in seminar discussions.Demonstrate a critical understanding of contemporary problems and issues in corporate governance, including ethical issues. This will be reflected in the final examination and/or the essay and in seminar discussionsDemonstrate the ability to make formal presentations on specialized corporate governance issues to a peer audience. This will be reflected in the seminar discussions.

Teaching / Learning Strategy

-108 The teaching/learning strategy has two interrelated elements. -360b7 Lectures introduce concepts, techniques and issues. b7 Tutorials/seminars provide a range of activities, some lecturer-led and some student-led, including discussion of concepts and issues, support for directed and independent learning, tackling of case studies in small groups and group and individual presentations. The learning and teaching strategies for CG reflects the need for honours students to be able to work independently and to further develop their ability to discuss, evaluate and critique topic areas. Theoretical and conceptual issues introduced in lectures are developed further in seminars and alternative theories and ideas are also addressed. In particular, consideration will be given to corporate governance structures in other countries. Topics are introduced in a mixed classroom format, incorporating lecture material with opportunities for interaction, which is facilitated by the restriction on class size to 25 students. Students are expected to engage extensively in private reading and in discussions in order to be able to consider each topic fully. Seminars adopt a variety of teaching styles with an emphasis on student participation through group and individual presentations and informal discussion. GCU Learn is used to support class activities. Feedback strategy A: Facilitating the development of self-assessment Students will be asked to identify strengths and weaknesses in their own work in relation to the criteria set out in the marking template before handing the work in for marking. B: Encouraging teacher and peer dialogue The lecturer will review feedback at the tutorials where coursework and other work done by students will be handed back. In reviewing personal transferable skills such as presentation skills individually and in small teams the lecturer will provide constructive instant feedback in discussion with the rest of the class. Students will also be encouraged to discuss the comments they have been given with their peers and suggest strategies to improve their performance next time. C: Clarifying good performance A marking template is available for all student course and exam work, which will be handed out in advance and discussed with students in a tutorial prior to completion of the assignment. Anonymous examples of good, bad and indifferent work from previous cohorts of students will be handed out, together with markers' comments. D: Providing opportunities to close the gap between current and desired performance In providing feedback, the lecturer will provide action points for students to follow to enable them to improve their performance. At feedback sessions in tutorials students will be asked to identify their own action points, based on the feedback they have just received to involve students more in the generation and planned use of feedback. E: Delivering high quality information about their learning Feedback will be provided within three weeks of submission and will provide information on strengths, weaknesses and corrective action. F: Encouraging positive motivational beliefs and self esteem Feedback give to students will always be positive and constructive, with action points for improvement. Opportunities will be provided for students to receive individual feedback designed to encourage positive motivational belief and self-esteem. G: Providing information to teachers that can be used to shape the teaching Students will be asked to identify where they are having difficulty in assignments and in the course generally through the medium of the staff-student consultative group. GSBS will continue to use the advancement of GCU Learn as a blended learning tool through its teaching and learning as well as through engagement with students. GSBS will ensure that all modules are GCU Learn enabled and with the support of the Learning Technologists at the cutting edge of development of online materials. Academic staff and the Learning Technologists will continue to work together to develop and operate all modules on GCU Learn to ensure student support and information sharing. Students are provided with formative and summative feedback via a variety of mechanisms. Feedback on coursework is provided within 3 working weeks of submission.

Indicative Reading

-108 The main reading will be Corporate Governance and Accountability, 4th Edition, by J Solomon, published by Wiley. The prescribed reading will be extensively supplemented by prescribed articles from journals such as International Corporate Governance Review and International Journal of Auditing, together with short articles from the Financial Times. Online sources: FCR web page: <> -108

Transferrable Skills

By the end of this module students will have gained competence in the following key areas: Work in small groups Make solo/group oral presentations to seminar groups Plan and manage their workloads independently.

Module Structure

Activity Total Hours
Seminars (FT) 22.00
Independent Learning (FT) 146.00
Lectures (FT) 12.00
Assessment (FT) 20.00

Assessment Methods

Component Duration Weighting Threshold Description
Coursework 1 n/a 40.00 35% Facilitation/Participation in seminars
Coursework 2 n/a 60.00 35% 2000 word case study