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OBU RAP Information Pack 2019-20

maq — Sun, 19 Apr 2020 04:31:02 +0000

OBU RAP Information Pack 2019-20 for Submission Periods 39 and 40

OBU RAP Information Pack 2019-20 is a very important document for all ACCA student who are planning to submit project to OBU in November 2019 (P39) Session and May 2020 (P40) Session.

About Oxford Brookes University;
About the degree;
About the Research and Analysis Project (RAP);
The RAP assignment brief – what you have to do;
Guidance to help you succeed;
Other information;
Frequently Asked Questions (FAQs); and
Appendices.

Click here to download.

Click here for detail about complete guidance of Research and Analysis Project

Important Links

Click here to access Registration Form.

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Guidance on Referencing (RAP)

maq — Sat, 21 Mar 2020 02:47:56 +0000

Guidance on citing and referencing

The last part of the RAP is where you list all the sources you have used during the preparation of the RAP, like links to all the websites used, the names of the books and their authors, list the newspapers or journals and titles of the used articles and the names of their authors.

The citing and using references is an important part in any academic work, as it acknowledges the ideas from other authors, helps avoid plagiarism and shows the depth and broadness of your research.

The citing is listing all the work from other authors that you have used in your own work; the names of the authors are gathered and listed in a suitable manner at the end of your report – the list is known as a reference list. The names can be listed alphabetically, according to the author’s name, or numerically, per the order of mentioning in your work.

There are many citing and referencing systems. OBU advises you to use Harvard Referencing System. This referencing system consists of two sections: (i) In text citing, and (ii) Reference list.

Section one – Citing in the text
Citing

When preparing a piece of written work, you will inevitably come across other peoples’ ideas, theories or data, and you will want to mention or refer to these in your own work. In referring to these authors, you will also need to create a list of who they are and where their published work is to be found.

This is placed at the end of your written work so that your readers can identify what is your work and what is that of other people, and so that they can get hold of those pieces of published work to read, should they wish to do so.

Making reference to other authors in your own written work is called citing. The names of the authors who are cited in your text are gathered together, and supplied as an alphabetical list at the end of your written work. This is a reference list.

There is no one-best-way to lay out the reference list, and much of it is a matter of tradition or preference. Broadly speaking, the process of citing authors (and the associated reference list) can be done in one of two main styles – the Numeric, where the list of authors is numbered in the order of mention in the text, or the Alphabetical, where the authors’ names are listed in alphabetical order.

One of the ways, in which alphabetical referencing is done, has been given the name of the

Name and Date System or the Harvard Referencing System. There are a number of ways in which the Harvard Referencing System can be presented, and all of these are therefore ‘correct’. The Business Faculty has chosen one of these as the method that we recommend you to use. The reason for this is that if you do take this advice:

The problem of choosing an appropriate referencing system has been solved for you,
Your referencing layout will be consistent and always ‘correct’, and
It will conform to the way referencing is done by most business and management researchers and journals.

(Another convention that we urge you to comply with is that the University has chosen Arial as the font that it wishes all documents to be written in – as this one is.)

The difference between the reference list and the bibliography

Within your piece of written work, you will have cited a number of books, journals, newspaper articles (or whatever), using the author’s name and the date of publication. At the end of the piece, you provide a list of all those authors, giving full details of what their work is called, and where it was published. This list is headed References, and provides all the information about the published works you have mentioned in your text, ALPHABETICALLY by the names of the authors (or originators). This list can be subdivided by year and letter if necessary. (More about this later)

Also, during the course of your preparatory reading, you may use material that has been helpful for reading around the subject, but which you do not make specific reference to in your own work. It is important to acknowledge this material. Under the heading Bibliography, list all these items, again alphabetically by author, regardless of whether it is a book or journal, and include this list separately after the reference list.

The Bibliography indicates to your reader or examiner that you have read more widely that was strictly necessary to produce the piece of written work, and that you therefore have a better grasp of the area or the topic than if you had only used the works cited in your text and your reference list. Everything you cite (i.e. mention) in your piece of written work will be listed once alphabetically by author and subdivided by year and letter, if necessary, in your References.

The Bibliography would look the same as the reference list does. See Section 2: Formats for conventions that apply to all the different types of media – books, journals, newspapers, conferences etc.

Some people mix the list of references from within the text (References) and the references to wider reading (Bibliography) together in one list, which they then call the Bibliography. This is not recommended, because it creates difficulties for your examiner, who has to sort out which is which, in order to be clear about the accuracy of your referencing.

(Please note that when you are writing a (business) report, then all that is required is a list of references. When it comes to dissertations or theses, however, then both a reference list and a bibliography are required

Note: In the examples given below, pay attention to the punctuation, and in your own work, copy it exactly as it is set out – put the full stop in where it is placed in the example, and leave it out, if it isn’t in the example.

Citing in your text

Why is it important to cite references?

It is accepted practice in the academic world to acknowledge the words, ideas or work of others and not simply to use them as if they were your Failure to do this could be regarded as plagiarism – see http://www.brookes.ac.uk/library/skill/plagiarism.html
to enable other people to identify and trace your sources quickly and easily
to support facts and claims you have made in your text There are 2 parts to a referencing system:
an in-text citation
an entry in the reference list/bibliography at the end of the assignment/work

In-text citations (within Research Report)

Reference list/bibliography (List of Reference document)

The in-text citation is placed at the exact point in your document where you refer to someone else’s work, whether it is a book, journal, online document, website or any other source.

At the end of your assignment/work you need to provide a complete list of all sources used.

Please note that some Schools may expect 2 lists – (1) a reference list of all sources cited in your text and (2) a general bibliography of sources used but not specifically cited as in-text citation.

The entries in the list(s) are arranged in one alphabetical sequence by author’s name, title if there is no author, URL if no author or title – whatever has been used in the in- text citation, so that your reader can go easily from an in-text citation to the correct point in your list.

All entries/references, including those for online resources, must contain author, year of publication and title (if known) in that order. Further additional details are also required, varying according to the type of source, as follows:

Books and Chapter in book

Books

It consists of author (or editor/compiler/translator) and publication year, in brackets:

e.g. Agriculture still employs half a million people in rural Britain (Shucksmith, 2000). An author can be an organisation or Government Department (common with websites):

e.g. (English Heritage, 2010)

If there are 2 or 3 authors, all names should be given:

e.g. (Lines, Smith and Walker, 2007)

If there are more than 3 authors, cite the first author, followed by ‘et al’ (in italics)

e.g. (Morgan et al., 1998)

For several documents by the same author published in the same year, use (a, b, c):

e.g. (Watson, 2009a)

If the author’s name occurs naturally in the sentence, only the year of publication is given:

e.g. This concept is discussed by Jones (1998) … If there is no author, use a brief title instead:

e.g. (Burden of anonymity, 1948)

e.g. (Ridley, A., Peckham, M. and Clark, P. (eds.), 2003)

e.g. (Smith, H, 1990)

Page numbers should be included when there is a need to be more specific, for example when making a direct quotation. Use the abbreviation p. (for a single page) or pp. (more than one page):

e.g. As Kelvin stated (1968, p.100) ‘the value of…’

e.g. Annual Report of ABC, 2017, pp. 89-93

Book

1) Author/Editor: Surname first, followed by first name(s) or initials (be consistent). Include all names if there are 2 or 3 authors; if more than 3, use the first name and then et al. For editors, compilers or translators use ed/eds, comp/comps or trans after the name(s). Remember that an author can be an organisation or Government Department.

2) Year of publication: If date not known, use n.d.

3) Title: Include title as given on the title page of a book; include any sub-title, separating it from the title by a colon. Capitalise the first letter of the first word and any proper nouns. Use italics, bold or underline (the most common practice is to use italics) (be consistent)

4) Edition: Only include if not the first edition.

5) Place of publication and publisher: Use a colon to separate these elements. If not given use: s.l. (no place) and s.n. (no publisher).

6) Series: Include if relevant.

e.g. Gombrich, E. H. (1977). Art and illusion. 5th ed. London: Phaidon.

e.g. Ridley, A., Peckham, M. and Clark, P. (eds.) (2003). Cell motility: from molecules to organisms. Chichester: Wiley.

Examples of organisation/Government Department as author:

e.g. Department of Health (2001). National service framework for diabetes. London: Department of Health. Royal Society (2001). The future of sites of special scientific interest London: Royal Society

Example of book with no author:

e.g. Whitaker’s almanac (2010). London: J Whitaker and Sons.

Chapter in book

1) Author of chapter

2) Year of publication

3) Title of chapter (not italics)

4) In: and then author, title of complete book (in italics), place of publication, publisher, page numbers of chapter.

e.g. Smith, H. (1990). Innovation at large. In: James, S., (ed.) Science and innovation. Manchester: Novon, pp. 46-50.

E-books, Printed Journal article, Electronic/online journal article and Annual reports

E-book

e.g. (Holliday, A., Hyde, M. and Kullman, J ,2011)

Printed Journal article

(Williams, J., 2000)

Electronic/online journal article

(Jones, P. and Evans, J. ,2006)

For websites, if there is no author or title, use the URL:

e.g. (https://oilprice.com, 2020)

If the date cannot be identified, use the abbreviation n.d.:

e.g. (https://oilprice.com, n.d)

Annual reports

Page numbers should be included when there is a need to be more specific, for example when making a direct quotation. Use the abbreviation p. (for a single page) or pp. (more than one page):

e.g. Annual Report of ABC, 2017, pp. 89-93

e.g. Annual report of ABC for FY 2016 (pg. xx, xx) and FY 2015 (pg. xx, xx)

page number means from where you actually get data (i.e. Statement of comprehensive income and Statement of Financial Position)

E-book

1) Author/editor

2) Year of publication (use the date for the e-book version rather than any print version)3) Title

4) Edition

5) Place of publication and publisher (if available)

6) [Online] in square brackets

7) Available at: URL (this should be the URL of the e-book collection if it is from a collection).

8) (Accessed: date you read it) (in brackets)

e.g. Holliday, A., Hyde, M. and Kullman, J. (2004). Intercultural communication: an advanced resource book. London: Routledge. [Online]. Available at: http://www.dawsonera.com/ (Accessed: 15 August 2011)

Printed Journal article

1) Author

2) Year of publication

3) Title of article (not italics)

4) Title of journal (in italics)

5) Volume number, issue number and/or date

6) Page numbers

e.g. Williams, J. (2000). Tools for achieving sustainable housing strategies in rural Gloucestershire. Planning Practice & Research 15 (3), pp.155-174.

Electronic/online journal article

Same as for printed journal article AND ALSO

7) Name of online journal collection (if applicable)

8) [Online] in square brackets

9) Available at: URL (if 7 applies, this should be the URL of the online journal collection).

10) (Accessed: date you read it) (in brackets)

e.g. Jones, P. and Evans, J. (2006). Urban regeneration, governance and the state: exploring notions of distance and proximity. Urban Studies 43(9), pp.1491-1509. Academic Search Complete [Online]. Available at: http://web.ebscohost.com (Accessed 17 August 2010)

Websites

https://oilprice.com. 2020. Refiners Race To Reduce Rates As Fuel Demand Falls Off A Cliff. [ONLINE] Available at: https://oilprice.com/Latest-Energy-News/World-News/Refiners-Race-To-Reduce-Rates-As-Fuel-Demand-Falls-Off-A-Cliff.html. [Accessed 20 March 2020].

Annual reports

e.g. ABC Plc (2016) Annual Report for FY 2016, pp.21-23. [Online]. Available at: http://www.abc.com/investor_relations.html (Accessed 15 March 2017)

Web page: Labour Party (2010). Policy guide. Available at: http://www.labour.org.uk/policies/home (Accessed: 13 August 2010)

Report from a database: Mintel (2010). Sports goods retailing – UK – May 2010. Mintel Leisure [Online]. Available at: http://reports.mintel.com (Accessed: 17 August 2010)

Newspaper article

e.g. (Daily Telegraph, 1999)

Newspaper article

Hunt, P. (1999). Time is running out. Daily Telegraph, 8 February, p. 10.

(NB: For internet edition there is no page number – instead give [Online], Available at: URL and Accessed: date; if citing newspaper article from a database e.g. Factiva, follow pattern above for online journal article)

Email

e.g. (Saunders, L. ,2010)

Email

Saunders, L. (2010). Email to Linda Hinton, 18 August.

Film on DVD

e.g. (Pride and prejudice (DVD), 2000).

Film on DVD

Pride and prejudice (2000). Directed by Simon Langton [DVD]. Based on the novel by Jane Austen. London: BBC Worldwide Ltd.

Thesis

e.g. (Groschl, S. , 2001).

Thesis

Groschl, S. (2001). An exploration of cultural differences between French and British managers within an international hotel company. PhD thesis. Oxford Brookes University.

Conference paper

e.g. (Sattler, M.A. , 2007)

Conference paper

Sattler, M.A. (2007). Education for a more sustainable architecture. In: Sun, wind and architecture: proceedings of the 24th International Conference on Passive and Low Energy Architecture. National University of Singapore, 22-24 November. Singapore: Department of Architecture, National University of Singapore, pp. 844-851.

For further examples see: Pears, R. and Shields, G. (2010). Cite them right: the essential referencing guide. 8th ed. Basingstoke: Palgrave Macmillan. Shelfmark: 808.02 PEA

e.g. (Smith, A.B. , 2002)

Personal communication

Please avoid using lecture notes as a source – try and go back to the original sources.

Meetings and interviews should be referenced if they are important. Do not use other people’s email addresses if this is personal (i.e. private) information. An example of a reference for a conversation would be:

Smith, A.B. (2002) Personal communication, Happy Restaurant, Oxford, 15 May.

EndNote: This service enables you to build up a database of your references and then automatically format both in-text citations and the references in the Brookes Harvard style (like this guide).

Lindsay Sellar/Oxford Brookes University Library August 2011

Click here for detail about complete guidance of Research and Analysis Project

Important Links

Click here to access Registration Form.

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90 days rule for usage of latest three years financial statements for RAP

maq — Tue, 31 Dec 2019 11:43:02 +0000

90 days rule for usage of latest three years financial statements for RAP

ACCA eligible students (click here to check eligibility criteria for availing BSc. Hons in Applied Accounting Degree based on ACCA) who wish to submit a Research and Analysis Project (RAP) to the Oxford Brookes University (OBU) are required to select one of the twenty proposed topics and base the RAP only one topic without changing the title of the topic. All the topics are based on the ACCA syllabus and cover F1 to F9 papers, and the ACCA students are fairly familiar with all of them.

Click here for detailed guidance for each topic.

For a first time submission for topics 4, 5, 8 17, and 20, or a re-submission on a new topic or company, there are program requirements like (i) You must use the last 3 years’ accounts available 90 days before the start of the submission period and You may choose to use the last 3 years’ accounts and any other information that becomes available at a later date. This aspect is further elaborated on below table;

Year-end examples – publication dates	Submission start – 1^st of Month	Must I use these?
31 July 2023	November 2023	Yes – this is a requirement
September 2023	November 2023	No, but you may do so
April 2024	May 2024	No, but you may do so
January 2024	May 2024	Yes – this is a requirement
June 2024	May 2024	No these are not publically available – you should use 3 years to June 2021

Click here for detail about complete guidance of Research and Analysis Project

Important Links

Click here to access the Registration Form.

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OBU Registered Mentor

maq — Sat, 28 Dec 2019 04:07:29 +0000

Any student that plans to submit a Research and Analysis Project (RAP) to OBU needs to contact and render the services of an OBU Registered Mentor. The OBU Registered Mentor has the role of supporting the student during the preparation of the RAP, providing guidance, advice and feedback to the student where necessary.

The other role the OBU Registered Mentor has is to vouch to OBU that they have been the student’s mentor and the submitted RAP is the student’s personal work. The online RAP submission requires the submission of the Mentor’s registered e-mail address, later the Mentor will be required to confirm that they have in fact been the student’s mentor.

The student needs to find an OBU Registered Mentor that will provide mentoring services during the preparation of the RAP and hold at least three meetings with them. The OBU does not provide a Mentor to the students, but has some basic recommendations and has defined three categories of people from which the student can select a Mentor. Click here to know about key attributes of good OBU Registered Mentor. It is up to the Mentor to get an ACCA and OBU approval.

The person you choose should be one of the following:

A qualified Chartered Certified Accountant (ACCA) – Full member.

Your tutor at an ACCA Learning Provider

A senior colleague at work e.g. your line manager

Click here for detail about complete guidance of RAP.

Important Links

Click here to access Registration Form.

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Major attributes of good OBU Registered Mentor?

maq — Sat, 28 Dec 2019 03:56:31 +0000

What are the major attributes of good OBU Registered Mentor?

The Oxford Brookes University (OBU) has defined some important attributes / traits a good Mentor should possess. The student needs to look over these and consider them when selecting a Mentor.

Any student that plans to submit a Research and Analysis Project (RAP) to OBU needs to contact and render the services of a OBU Registered Mentor. The OBU Registered Mentor has the role of supporting the student during the preparation of the RAP, providing guidance, advice and feedback to the student where necessary.

Key attributes of a good OBU Registered Mentor are as follows.

Is approachable and has genuine interest in helping students to succeed.
Listen and actively ask questions.
Respects confidentiality and is trustworthy.
Acts as a sounding board to explore ideas and issues arising from research
Provides positive and constructive feedback on research being carried out.
Challenges and discusses effective communication.
Offers support and encouragement;
Helps the student meet their objectives;
Helps the student ask the right questions, to think systematically, to learn to apply appropriate evaluation techniques and to analyse and interpret the findings;
Remains neutral and not judgmental;
Provides subtle guidance but ensures student makes the decisions; and
Is knowledgeable and competent.

Click here for detail about complete guidance of RAP.

Important Links

Click here to access Registration Form.

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Role of OBU Registered Mentor

maq — Sat, 28 Dec 2019 03:43:20 +0000

What is the Role of OBU Registered Mentor of Oxford Brookes University for availing BSc Hons. Degree in Applied Accounting?

The student needs to have at least three meetings with their OBU Registered Mentor. These meets allow the OBU Registered Mentor to provide their guidance during the student’s work on the RAP and give the appropriate feedback. These meetings allow the student to develop interpersonal skills like questioning, listening and giving a presentation. The student will be asked to reflect on the developing of such skills in the Skills and Learning Statement.

No OBU Registered Mentor is required to have extensive knowledge in every project topic or academic research. The Mentor does not play any role in the assessment of the RAP, except the confirmation to OBU that the RAP is the student’s own work. The OBU Registered Mentor cannot help the student by telling them what to write in order to pass the RAP. The Mentor also does not provide advice on the content and structure of the Research Report, nor does the Mentor help in writing the RAP. The content, structure and the writing need to be completely done by the student.

It is always of great help that the Mentor understands everything that is important for the student during the preparation of the RAP. The student needs to share with the Mentor as much information about their RAP as possible, and all the project requirements. This includes the information contained in this Information Pack.

The Mentor helps the student by encouraging the student in creative thinking about the RAP, propose challenges to the student in order for the student to show their strive in reaching the project objectives and the aim for meeting the time frame for submission the RAP to OBU. The Mentor should ask of the student to show their understanding of the issues that arise during research, and may even ask some questions related to the conclusion and recommendations the student has reached.

Click here for detail about complete guidance of RAP.

Important Links

Click here to access Registration Form.

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Third meeting with “OBU Registered Mentor”

maq — Sat, 28 Dec 2019 03:32:36 +0000

How to manage third meeting with “OBU Registered Mentor”?

OBU has proposed that the student hold at least three mandatory meetings with the Mentor, each at least thirty minutes long. Upon additional agreement, the student and the Mentor can have additional meetings, and this should be defined before the RAP preparation begins. OBU has also made a suggestion about the framework of the three mandatory meetings.

The Mentor serves a role helping the student in planning, research and preparation of a good quality RAP. There is also the opportunity for the student to develop some necessary skills like listening, asking questions and preparing and giving a proper presentation. OBU has made a suggestion that the extensive planning, taking the appropriate notes and preparing a good agenda makes for a quality, productive meeting, and having the appropriate focus on the important actions and desired outcomes. Taking the appropriate notes is important for the identification and the recording of the important actions will help the student in their Research Report and will help them to easily write the Skills and Learning Statement.

In third meeting with engaged “OBU Registered Mentor”, the student should have a competed research and almost finished Research Report. The student should give a copy of the draft Report to the Mentor before the third meeting takes place. The third meeting needs to have a fifteen minute long PowerPoint presentation that the student presents to their Mentor and if possible, simultaneously to other fellow students.

The student needs to do a proper research and learn how to prepare and give a good PowerPoint presentation. A copy of this presentation needs to be submitted with the Skills and Learning Statement portion of the RAP. This will also help the student in honing their presentation skills to an audience and skills in answering questions in such conditions.

The Mentor may focus on the following issues in the third meeting:

Is the content of the presentation consistent with the Research Report findings?
How effective was the presentation? Did it make sense?
Are there satisfactory links between the different parts of the project, from objectives through to findings and conclusions?
Is the quality of the analysis and evaluation sufficient to meet the required standard?
If the student was to do the RAP again, what might they do differently?
Given the feedback and questions, will the student make any changes to their Research Report before it is submitted to OBU?

The student’s desired outcomes from the third meeting may include the following:

The student is confident that they have produced a good Research Report which meets the assessment criteria;
The student can identify further improvements to the quality of their Research Report;
Reflection on the presentation skills for the Skills and Learning Statement; and
The student has prepared the required presentation to include in their Skills and Learning Statement.

After the third meeting with the Mentor, the student has to finalise their Research Report and Skills and Learning Statement. This completes the Research and Analysis Project and this is submitted online to the OBU website.

Click here for detail about complete guidance of RAP.

Important Links

Click here to access Registration Form.

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Second meeting with “OBU Registered Mentor”

maq — Sat, 28 Dec 2019 03:24:06 +0000

How to manage second meeting with “OBU Registered Mentor”

In second formal meeting with engaged “OBU Registered Mentor”, The second meeting allows the chance for the student to get feedback from the Mentor about the progress and findings related to the Research Report. The student should gather important information and make notes on some important issues, along with appropriate evaluation of the progress, so the Mentor can provide their feedback and gain some insight into the progress the student has made into their Research Report and their goals and objectives.

The student needs to show their progress to the Mentor. This could be done via a word document outlining the structure of the Research Report. A draft report can contain some early chapters that cover the goals and objectives, and explanations on why the student has selected any particular technique (accounting or business) and their choice for preparing and continuing with the project. The student may yet to find the important information, but this presentation is important to shoe the Mentor that you have a good grasp on the work that needs to be done and the progress the student has made up to that point.

The Mentor may focus on the following issues in the second meeting:

Does the student’s written work contribute towards meeting their goals and objectives?
Does the student’s written work meet the Research Report assessment criteria?
Has the student been able to do everything they have planned?
If the student has had to change their approach, is it still consistent with the set objectives?
Is the student’s evaluation of information and data in sufficient depth?
What further work does the student still have to undertake?
Is the student still confident that they will meet the RAP deadline?

The student’s desired outcomes from the second meeting may include the following:

Reassurance that the student’s Research Report is progressing well
The student is confident that they are fulfilling the Research Report assessment criteria

The student can identify changes that they will make following the Mentor’s feedback

The student can identify possible improvements to the quality of their work to date
The student feels confident that they know what else is required of them in order to adequately complete the RAP
Realisation that the student is able to meet the RAP timetable
Reflection on the student’s personal skills for the necessity of the Skills and Learning Statement.

Click here for detail about complete guidance of RAP.

Important Links

Click here to access Registration Form.

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First meeting with “OBU Registered Mentor”

maq — Sat, 28 Dec 2019 03:11:51 +0000

How to manage first meeting with “OBU Registered Mentor” efficiently?

In first formal meeting with engaged “OBU Registered Mentor”, The student should identify some potential topic areas and companies they would like to examine. This should be done before the first meeting with the Mentor, and the student should also consider the manners for undertaking their research work and should prepare a rough RAP timetable.

In order for the Mentor to show their best, the student should also provide them with ideas upon the Mentor can give their feedback. The Mentor also should have appropriate time to go over your content and consider what the student has written in order to be able to give a good advice and clarify some ideas.

The first meeting is also used for discussion of the possible choices of the topic areas and project objectives. The student should have clear goals and objectives for the RAP, and these need to be set at the beginning of the project. This determines the manner of information collection and its evaluation. The rough structure that will be set at the beginning of the project research helps the student to conduct an in-depth and thorough research.

The Mentor may focus on the following issues in the first meeting:

Has the student set a clear view of the work that needs to be done?
Are the project ideas realistic given the student’s previous knowledge?
Does the student know how to undertake the necessary research?
Is the student’s information gathering approach robust?
How will the student demonstrate their analytical and evaluative skills?
Is the student’s RAP timetable realistic?

The student’s desired outcomes from the first meeting may include the following:

An agreed Research and Analysis Project title
Clarification of your Research Report goals and objectives
An agreed approach for undertaking the project research
A robust and realistic timetable for completing the Research and Analysis Project

Reflection on your personal skills for writing the Skills and Learning Statement.

Click here for detail about complete guidance of RAP.

Important Links

Click here to access Registration Form.

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Introduction about Oxford Brookes University (OBU)

maq — Sat, 28 Dec 2019 03:04:29 +0000

Oxford Brookes University (OBU) is currently ranked as one of the best modern universities in the UK. The Oxford Brookes University has an well renowned, international reputation and offers high quality education. It offers its students excellent teaching and research capabilities, allowing them to obtain a globally recognized degree.

The Oxford Brookes University has a tradition lasting over 150 years. Its beginnings were as a small School of Arts, and through dedication and persistence, it has grown into a modern university with a worldly reputation for excellence in teaching and research.

Some of the Oxford Brookes University’s achievements can be seen below:

The OBU is thinking in terms of world-wide, expanding its international boundaries and improving the internationally recognized research.
The OBU estate is famous for its multi award-winning buildings and facilities, and the continuous investments help make it into one of the best in its class.
At OBU the strive is to teach excellence, with high student satisfaction and quality in teaching and research. The highly qualified academics that work at OBU support the student’s development and creativity, ensuring that the students have stimulating experience, lots of opportunities for developing their skills, and offer opportunities for students to partake in projects that enable them to further improve their capabilities.
The OBU character is reflected in the graduates that can easily use the experiences gained at OBU to achieve great career success and make a significance in the world.
The OBU staff consists of 2800 professionals, and with the students, alumni, partners and supporters, this is a community that has a guaranteed success.
The OBU is located in Oxford, UK, an amazing city and a place where we have a great economic, cultural and social influence.

The Oxford Brookes University is incorporated by Statute pursuant to the Education Reform Act 1988 and was named a University by the Further and Higher Education Act 1992. This is the base power for the OBU’s power to grant awards, degrees, diplomas, certificates, etc. and is under the Quality Assurance Agency for Higher Education (QAA) which has awarded OBU with a “broad confidence” in the quality and standard of its awards. These are powers awarded on the base of OBU having the appropriate procedures for quality assurance and standards of the awards in design and operation.

The Oxford Brookes University is subjected to the examination of the QAA, which is responsible to the UK Government’s Department of Education for ensuring the quality of UK Higher Education in public interest. So, even of a student does not physically attend the OBU in order to obtain a BSc (Hons) degree in Applied Accounitng, this degree programme is still under the same rigorous standards as the other degrees offered by OBU and adheres to the standards set by the QAA.

The Oxford Brookes University Business School is delivering some extraordinary teaching, research and enterprise activities in three correlated areas. This is a central part of the OBU, and has a significant role in the bringing initiatives for upholding the mission and vision of the OBU. The OBU Business School is dedicated to maximal improvement of the intellectual, social, and economic potential of the people and communities it serves.

The OBU Business School has been awarded the award of a national, multi-million-pound Centre of Excellence in Teaching and Learning. This award has led to the developing a new learning centre on campus with implementation of the latest technology in support of the learning process, and this is done in a café-style environment.

The latest QAA audit made to the OBU has brought a conclusion that it has the broad confidence (which is the highest possible category) in the quality and the standards that need to be fulfilled for gaining a IBU reward.

By obtaining a BSc (Hons) in Applied Accounting by OBU, a student shows their potential to the potential or current employers that they possess all important graduate skills that are allowing them to have a stellar career in finance and accounting, and it is obtained from an university known for its excellence.

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