AYN520 Integrated Issues in Professional Practice


To view more information for this unit, select Unit Outline from the list below. Please note the teaching period for which the Unit Outline is relevant.


Unit Outline: Semester 1 2024, Gardens Point, Internal

Unit code:AYN520
Credit points:12
Pre-requisite:AYN417 and AYN438. AYN438 can be studied in the same teaching period as AYN520
Coordinator:Stephen Marsden | s.marsden@qut.edu.au
Disclaimer - Offer of some units is subject to viability, and information in these Unit Outlines is subject to change prior to commencement of the teaching period.

Overview

One of the essential elements in the real world is the ability to solve unstructured, multi-disciplined accounting problems. This unit integrates elements of the accountancy discipline using a Problem-Based Learning (PBL) approach.

The unit addresses issues faced by a professional advisor/consultant by presenting students with simulated real-world problems. These problems require students to work together in teams, research issues, gather information, and form conclusions. Students should therefore be better prepared for the various situations they will face in their accounting career.

Learning Outcomes

On successful completion of this unit you will be able to:

  1. Demonstrate and apply integrated, multidisciplinary knowledge to solve a range of real world accounting problems.
  2. Make decisions and judgements to solve unstructured, multidisciplinary, client related accounting problems typically encountered in a professional practice.
  3. Collaborate effectively with others to explore, discuss and solve accounting related problems.
  4. Apply reflective thinking skills to analyse own learning and professional practice.

Content

The following provides a brief overview of the five topics to be covered:

  • Business Planning and Structuring
  • Operations/Transactions
  • Employment Issues
  • Reporting (Internal and External); and
  • Taxation

Refer to the AYN520 Canvas site for a more detailed schedule.

The generic capabilities this unit develops are:

  • discipline knowledge;
  • critical thinking and judgement skills;
  • self reflection; and
  • teamwork skills.

QUT Business Capabilities (Postgraduate)

The content and assessment in this unit are aligned to a selection of the following set of QUT Business Capabilities, also known as Assurance of Learning Goals (AoLs). Developing these capabilities will assist you to meet the desired graduate outcomes set at QUT and equip you with the knowledge and skills to succeed in your chosen career.

Knowledge & Technical Skills (KS)
1.1 Demonstrate and apply integrated and advanced discipline and professional practice knowledge, including knowledge of relevant research principles and methods.
1.2 Apply technical, technological and technical research skills to organise and interpret discipline knowledge, including theory and practice, to investigate business issues.

Higher Order Thinking Skills (HO)
2.1 Critically investigate real world business issues and problems drawing on analysis, evaluation and synthesis of discipline knowledge, including theory and practice.
2.2 Exercise creativity and intellectual independence and make informed decisions and judgements in planning, designing, and executing strategic and research-based responses to address real world issues and problems.

Professional Communication (PC)
3.1 Use information literacy skills and communicate effectively and professionally in written forms and using media appropriate for diverse purposes, contexts and audiences.
3.2 Use information literacy skills and communicate effectively and professionally in oral forms appropriate for diverse purposes, contexts and audiences.

Teamwork & Self (TS)
4.1 Exercise self-reflection and accountability in applying knowledge and skills for own learning and effective practice.
4.2 Apply teamwork knowledge and skills for effective collaboration across a range of complex activities and contexts.

Social, Ethical & Global Understanding (SE)
5.1 Demonstrate and apply knowledge of ethical and legal principles and practices of business in critically analysing and effectively responding to complex business issues.
5.2 Demonstrate and apply knowledge of socially responsible behaviour in analysing and addressing business issues and critically reflect on the responsibilities and impacts of organisations in national and international business contexts.

Learning Approaches

Teaching and learning strategies in this unit are designed to facilitate the aims and objectives of the unit. are based on a Problem-Based Learning (PBL) model/approach. The unit adopts a 'less teaching, more learning' philosophy. The emphasis of Integrated Issues in Professional Practice is on active problem solving, rather than on technical content.

AYN520 takes a very practical, hands-on approach with students working together in groups discussing and solving real-world client problems. AYN520 will attempt to simulate the role of the professional advisor dealing with clients. 

In the first discussion forum (which commences in Week 1), students will be asked to form into groups of four or five. Groups will remain intact for the entire semester to simulate the real world workplace where groups with varying skills work together on specific projects - in this case to discuss and solve unstructured accounting-related problems typically encountered by graduates entering the profession.

Each discussion forum will operate with a maximum of four groups. A sample PBL will be shown to students in the first discussion forum, so they can get an idea as to what a PBL looks like and to practice the problem-solving methodology applicable to this unit.

There are no lectures or lecture notes in AYN520. Instead, for each of the five topics (which span a total of ten weeks), students are expected to download the Powerpoint Slides from the AYN520 Canvas site and thoroughly review them before attending their discussion forum as they form the basis for each topic. The slides provide reference material only and are designed to provide students with an overview of the topic. From this point onwards, students are responsible for their own learning and gathering information on the content of each topic. 

The discussion forums are conducted in the presence of a facilitator (acting in the capacity of the client). The facilitator's role will be to guide students through the problem solving process, rather than to coach them or provide them with the answers to each problem.

For each of the five topics, students will be presented with two problems (referred to as 'PBLs') across each of the five topics. Working together in groups of 4 or 5, students will discuss, research and solve practical, real-world, unstructured, multidimensional accounting problems typically encountered by graduate accountants working in the business services/advisory division of a public accounting firm. In a 'flipped classroom' environment, students take on the persona of a professional advisor/consultant and the teaching staff (ie. the facilitator) takes on the role of the client.

The facilitator will move between each group (whether it be in the physical classroom or in a virtual classroom where students are allocated into breakout groups) and visit each group and observe first-hand the efforts of students, their contribution to group discussion and witness the process that each group takes to solve each problem.

As each problem presented to students have limited facts, each group is expected to formulate additional questions to ask of the facilitator (ie. the client) who will provide the appropriate responses to each question asked. This process is designed to simulate the fact that in the real world, the client meets with their professional advisor to ask questions to their client in order to gain additional facts in order to research (and solve) the problem.

The ability to ask the 'right' questions is a key element of the unit. If the "right” question(s) are not asked, students will not be provided with the additional information. This may severely limit the group’s ability to come to an appropriate recommendation.

 

Feedback on Learning and Assessment

Students will receive feedback in various forms throughout the semester which may include:

  • Informal: verbal feedback in relation to individual participation
  • Formal: written and verbal feedback in relation to the group's response to the PBL's
  • Direct: to individual students, either in written form or in consultation
  • Indirect: to the whole class

Assessment

Overview

The assessment aims to support your achievement of the learning objectives for this Unit. It has been designed in order to allow you to both:

  • receive feedback on your learning as you progress toward the development of knowledge, understanding, skills and attitudes (formative assessment); and
  • demonstrate your learning in order to achieve a final grade (summative assessment).

Students may be required to attend campus or an assessment centre for the purposes of assessment, regardless of the attendance mode for the unit.

Unit Grading Scheme

7- point scale

Assessment Tasks

Assessment: Assessment in Discussion Forum

Written Submission of PBL 1 (32%). For Topics 2 to 5, each group is required to provide a written submission to PBL1 to their facilitator. Each group's written submission needs to be provided to their facilitator. Each group's PBL 1 written submission will be marked with feedback provided the following week.

For Topics 2 to 5, each group is required to summarise their answer to PBL 2 (16%) in PowerPoint slide format and provide these PowerPoint slides to their facilitator. PBL 2 will be marked by each group's facilitator and feedback provided to students the following week.

For Topics 2 to 5, each student's contribution to the group will be assessed based on the relevancy of the questions asked by the student to the client (the facilitator) together with the facilitator's assessment of each student's contribution to group discussion and research during class. The client (facilitator) will spend approximately 20 to 25 minutes of class time each week with each group assessing the group interactions and answering individual student's client questions related to the two PBLs. Individual participation in discussion forums is worth a total of 12%.

Formative or Summative: All marks awarded in respect of Topic 1 are formative, whilst Topics 2, 3, 4 and 5 are summative.

Business Capabilities (AoL goals): KS (1.1), HO (2.2), TS (4.2)

No extension is available for this assignment.

Weight: 60
Length: Maximum 1,000 words for each PBL. 10% above the word limit is acceptable. Grading will be based upon the text that is within the word limit (or 10% above) (for both PBLs).
Individual/Group: Group
Due (indicative): Fortnightly
Related Unit learning outcomes: 1, 2, 3

Assessment: Integrated Case Study

Each student will be required to individually complete an integrated case study. The case study is due at a specified date during Week 13. The integrated case study takes the place of the final exam. The case study requires each student to review a client's MYOB accounting data file and make appropriate end-of-year adjustments to this data file.

Furthermore, each student will also be required to prepare an annual report for the client (which incorporates the external financial statements prepared in accordance with the AASB Accounting Standards), draft the client's income tax return and prepare a tax reconciliation. Finally, each student will be required to undertake a specific reflective task which will be outlined in the case study itself. More information about this task will be outlined in the case study which will be made available to students in Week 8.

Formative or Summative: Summative

Business Capabilities (AoL goals): KS (1.1), HO (2.2), TS (4.1)

This is an assignment for the purposes of an extension.

Weight: 40
Individual/Group: Individual
Due (indicative): Week 13
Related Unit learning outcomes: 1, 2, 4

Academic Integrity

Students are expected to engage in learning and assessment at QUT with honesty, transparency and fairness. Maintaining academic integrity means upholding these principles and demonstrating valuable professional capabilities based on ethical foundations.

Failure to maintain academic integrity can take many forms. It includes cheating in examinations, plagiarism, self-plagiarism, collusion, and submitting an assessment item completed by another person (e.g. contract cheating). It can also include providing your assessment to another entity, such as to a person or website.

You are encouraged to make use of QUT’s learning support services, resources and tools to assure the academic integrity of your assessment. This includes the use of text matching software that may be available to assist with self-assessing your academic integrity as part of the assessment submission process.

Further details of QUT’s approach to academic integrity are outlined in the Academic integrity policy and the Student Code of Conduct. Breaching QUT’s Academic integrity policy is regarded as student misconduct and can lead to the imposition of penalties ranging from a grade reduction to exclusion from QUT.

Resources

Resource Materials

Prescribed text(s)

There is no prescribed text for this unit. However, as Integrated Issues in Professional Practice draws together elements from other accountancy units studied, students are encouraged to refer to textbooks used in other units studied in their degree.

Furthermore, there are no detailed notes for the AYN520 Integrated Issues in Professional Practice. Instead, students are responsible for their own learning and gathering information on the content of each topic.

However, for each of the five topics, a set of Powerpoint slides summarising the most important aspects of each topic will be placed on the AYN520 Canvas site for students to download and review before each discussion forum.

Other

Students would normally be expected to print Powerpoint slides and the integrated case study from the AYN520 Canvas site.

The integrated case study requires students to access and use MYOB. A link to download the MYOB educational software version will be made available on the AYN520 Canvas site. Students will need to be familiar with the use and application of MYOB.

Risk Assessment Statement

There are no out-of-the-ordinary risks associated with lectures or tutorials in this unit. You should, however, familiarise yourself with evacuation procedures operating in the buildings in which you attend classes and take the time to
view the Emergency video.