ACCTFIN 3504 - New York Study Tour

North Terrace Campus - Summer - 2020

This course provides business school students with an experiential learning opportunity in the setting of New York (NY), New York, USA. Whilst on the tour, students will engage in both formal learning activities, such as engaging in workshops and completing summative assessment tasks and informal learning activities, such as visiting the offices of local businesses and organisations and networking with professionals who live and work in New York. Throughout the tour, students will combine their discipline specific business knowledge with practical experiences to solve case based problems and utilise contemporary and relevant methods of communication to share information and ideas. Through these experiences, students will develop an understanding of and appreciation for the complex business operations in the local environment and strengthen the strategies and behaviours required for them to succeed in their professional careers.

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Course Details

Course Code	ACCTFIN 3504
Course	New York Study Tour
Coordinating Unit	Adelaide Business School
Term	Summer
Level	Undergraduate
Location/s	North Terrace Campus
Units	3
Contact	Up to 60 hours
Available for Study Abroad and Exchange	Y
Prerequisites	ACCTING 1002 & CORPFIN 1002
Incompatible	ACCTFIN 3501
Quota	As places are limited, enrolment in this course is by an application process
Assessment	Professionalism, engagement and organisational skills, reflection, case study research and presentation and case study report

Course Staff

Course Coordinator: Dr Lisa Powell

Level 13, room 13:22
10 Pulteney Street (Nexus 10)
Telephone: 8313 0103
email: lisa.powell@adelaide.edu.au

Course Timetable

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

Course Learning Outcomes

Reflect critically on and self-evaluate skills, capabilities and needs to enable continuous learning and enhance career preparation and early career performance
Develop and apply effective planning, organisational and operational skills and capabilities that are appropriate for professional practice
Evaluate, synthesise and critically analyse information from a wide variety of experiential learning sources and experiences and apply discipline knowledge and personal capabilities to develop effective, innovative and practical solutions
Develop and apply effective leadership and/or teamwork skills to create, manage and/or participate in a resourceful, collaborative and entrepreneurial team that is capable of operating in a professional manner to achieve particular outcomes
Effectively adapt and apply oral and written communication methods and presentation styles that are appropriate for their intended purpose and audience
Demonstrate an understanding of relevant ethical, social and cultural issues for operating in an appropriate and effective manner in the local business environment

University Graduate Attributes

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

University Graduate Attribute	Course Learning Outcome(s)
Deep discipline knowledge informed and infused by cutting edge research, scaffolded throughout their program of studies acquired from personal interaction with research active educators, from year 1 accredited or validated against national or international standards (for relevant programs)	3
Critical thinking and problem solving steeped in research methods and rigor based on empirical evidence and the scientific approach to knowledge development demonstrated through appropriate and relevant assessment	1, 2, 3, 4
Teamwork and communication skills developed from, with, and via the SGDE honed through assessment and practice throughout the program of studies encouraged and valued in all aspects of learning	3, 4
Career and leadership readiness technology savvy professional and, where relevant, fully accredited forward thinking and well informed tested and validated by work based experiences	1, 2, 3, 4, 5, 6
Intercultural and ethical competency adept at operating in other cultures comfortable with different nationalities and social contexts able to determine and contribute to desirable social outcomes demonstrated by study abroad or with an understanding of indigenous knowledges	3, 6, 5
Self-awareness and emotional intelligence a capacity for self-reflection and a willingness to engage in self-appraisal open to objective and constructive feedback from supervisors and peers able to negotiate difficult social situations, defuse conflict and engage positively in purposeful debate	1, 2, 4, 5, 6

Learning Resources

Required Resources

Pre-tour reading will be made available at the first pre-departure session.
Learning & Teaching Activities

Learning & Teaching Modes

A participative, experiential teaching and learning approach underpins this course, with significant emphasis on case based activities and critical reflection.

Workload

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

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

This is a residential intensive format.
Students will be focussed on learning experiences for at least 6 hours per day on average for approximately 10 working days.
Prior to the tour students will be required to attend two 3 hour workshops to prepare for the tour, and some formative activities will be required to be completed in between those workshops.
Assessment work will be required to be submitted upon return from the tour.

Learning Activities Summary

Students will engage in frequent group discussions to reflect on the observations, which may take the form of debates and argument.
Students will be prepared for and debriefed on experiences using mini seminars and workshops format.
Explicit direction will be provided on what constitutes appropriate academic and professional literacies.

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

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

Assessment Summary

Assessment Task	Individual/ Collaborative	Weighting	Word Count/ Time	Due Date	Learning Outcomes
Professionalism and engagement	Individual	20%	N/A	Continuous	1, 2, 3, 4, 5, 6
Reflection	Individual	30%		Midday Every 3rd day Final submission 7 February	1, 2, 3, 4, 5, 6
Case study presentation	Group	30%	TBA	31 January	2, 3, 4, 5, 6
Case study report	Individual	20%	2000 words	21 February	2, 3, 5, 6
Total		100%

Assessment Detail

Details of assessment will be provided to students in the first pre-departure session

Submission

No information currently available.

Course Grading

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

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

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

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

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

Student Feedback

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

SELTs are an important source of information to inform individual teaching practice, decisions about teaching duties, and course and program curriculum design. They enable the University to assess how effectively its learning environments and teaching practices facilitate student engagement and learning outcomes. Under the current SELT Policy (http://www.adelaide.edu.au/policies/101/) course SELTs are mandated and must be conducted at the conclusion of each term/semester/trimester for every course offering. Feedback on issues raised through course SELT surveys is made available to enrolled students through various resources (e.g. MyUni). In addition aggregated course SELT data is available.
Student Support
Policies & Guidelines
This section contains links to relevant assessment-related policies and guidelines - all university policies.
Fraud Awareness

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

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

Authorised by:	Deputy Vice-Chancellor and Vice-President (Academic)
Maintained by:	Course Outlines Administrator